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

difference control group design. The study indicated therapeutic benefit following Yoga Training
Intervention.
3098.8 Post-effects of chronic emotional stress on, Weiwen Wang 1 , Wenjuan Lin 2 , 1 Key
Laboratory of Mental Health, Chinese Academy of Sciences, China, 2 Brain-behavior Research
Center, Institute of Psychology, Chinese Academy of Sciences, China
The post-effects on humoral immune response and the level of norepinephrine of rats were
analyzed following chronic emotional stress induced by randomly giving empty water bottles to
rats during watering periods per day for 4 weeks. Rats were immunized with BSA one day after
the last stress. Blood samples were taken 14 days post-immunization for determination of plasma
norepinephrine and anti-BSA IgG concentrations. Data showed that rats experienced stress had
significant lower antibody titer than controls, but norepinephrine levels did not vary between
groups, suggesting chronic stress has a post-effect on humoral response which may not be
modulated by norepinephrine.
3099 ORAL
Human development
Chair: Hongling Xie, USA
3099.1 The comparison of the diversity of education concept and behaving habits conducted by
the parents of children respectively in the national-owned and local-owned nursery schools, Yan
Ying Wang 1 , Cao Xin Mei 2 , 1 Zhanggong Region Nursery School, Gangzhou, China, 2 Gannan
Teachers' College, China
The paper, with half-structured questionnaires for four national-owned and local-owned nursery
schools and 400 parents in Ganzhou City, investigates family background, educational concept,
educational behaviors and children’s behaviors. The research concludes that between their children
respectively in the national-owned nursery school and local-owned nursery schools, the former is
better than the latter in family earning, parents’ occupations, housing size and parents education
background; and there is no diversities in their parents’ expect for their children, the importance of
child education and the education content but on the parents’ educating behaviors, and finally the
children in two kinds of school behaves diversifiedly.
3099.2 The makings of popularity in school: Developmental changes in children’s perceptions,
Hongling Xie 1 , Yan Li 2 , Beverley Cairns 3 , 1 University of North Carolina at Chapel Hill, USA,
2 3
Department of Psychology, Duke University, USA, Center for Developmental Science,
UNC-Chapel Hill, USA
A total of 489 African-American participants in grades 1, 4, and 7 (55% girls) were recruited from
high-risk neighborhoods of a major city in Southeast US. Individual interviews yielded narrative
accounts of what makes a girl (boy) popular or unpopular at school. Results showed that girls and
older participants had greater awareness of the makings of popularity. The factors associated with
popularity and unpopularity evidenced substantial changes across grade levels. There was a
general increase of deviance associated with popularity as grade level increases. Boy groups in
grade 7 showed significant homophily in their perceptions of deviance.
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