28th International Congress of Psychology August 8 ... - U-netSURF

heightened S1 activity and no cerebellar or prefrontal activity. These findings suggest that
different neuroanatomical networks mediate each form of learning.
4150.3 Maturational changes in the EEG: Normal development in an eyes-open condition,
Lynnette Mason, Robert J. Barry, Adam R. Clarke, Brain and Behaviour Research Institute
and Dept. of Psychology, University of Wollongong, Australia
The normal EEG shows age-related changes in its power and topographic distribution. Ratio
coefficients between frequency bands may be used to quantify such developmental changes.
Common findings have associated increasing age in the childhood years with decreased slow wave
(delta, theta) and increased fast wave (alpha, beta) power, and decreasing ratio coefficients, with
the earliest changes occurring in posterior regions. Most early studies have recorded EEG during
an eyes-closed condition whereas the present study used an eyes-open condition. Results were
consistent with earlier studies except for relative alpha and delta, and ratio coefficients.
Implications of these differences are reviewed.
4150.4 Concreteness effects in the processing of words, Qin Zhang, Chunyan Guo, Jinhong
Ding, Zhengyan Wang, Department of Psychology, Capital Normal University, China
The present study using event-related potential (ERP) measurements and lexical decision task was
to examine (1) the relationship between word concreteness and frequency (2) whether
concreteness effects exist in processing of verbs. Results showed that concrete nouns were
associated with a more negative ERP than abstract nouns at 200 to 300ms and 300 to 500ms after
the onset of stimuli, regardless of word frequency. This finding implies that frequency and
concreteness might be two independent factors. In terms of verbs, concreteness only produced
small difference in ERP primarily in the central-parietal sites of the left hemisphere.
4151 ORAL
Human development
Chair: Helene Östgård-Ybrandt, Sweden
4151.1 The motivation of sharing behaviors in pupils of 7-11 year old, Xifeng Geng 1 ,
Huichang Chen 2 , Lili Qin 2 , Chuanhua Gu 2 , 1 Jiamusi University, China, 2 Beijing Normal
University, China
By using the self-rating and interview methods, this study identified the motivation of sharing
behaviors of 128 elementary pupils. The results show that: The major motivation of sharing
behaviors is the motivation to maintain personal interests for pupils of grade one; the motivation
of respecting others is ascendant for pupils of grade three, the moral motivation, however, is
descended for pupils of grade five. The motivation of complying rules slowly develops from grade
one to five. For pupils from grades one to five, the sharing behaviors with good friends originate
stem from personal utilitarianism motivation.
4151.2 The relation between self-concept and concepts of early parental behavior in
adolescence, Helene Östgård-Ybrandt, Umeå University, Sweden
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