published_or_final_version / Education / Master / Master of Education

published_or_final_version / Community Medicine / Master / Master of Public Health

published_or_final_version / Dentistry / Master / Master of Dental Surgery

Wang, Xiao. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 32-37). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

In the qualitative phase of the study, 47 parents in Beijing were interviewed using a design that was unstructured and allowed free conversations and responses. The results are as the following: Confucianism has lost its dominant role in parenting beliefs. Most parents held the view that the relationship between parents and children should be equal rather than hierarchical and girls and boys should be treated equally. Collectivism is not regarded as the standard in regulating children's social behavior. Most parents were not aversive toward aggression but were very negative about social withdrawal. Chinese parenting is characterized by a stronger presence of warmth rather than control. Parents showed high levels of warmth which was related to children both psychologically and physically. Parental control, on the other hand, was exercised with children's input and understanding. Children's academic and cognitive development represents a particularly strong focus in Chinese parenting. Most parents invested heavily in advancing children's academic performance in terms of both time and economic expenditure. / In the quantitative phase of the study, 645 children and their parents were administered a set of questionnaires. Factor analysis and structural equation modeling and other analyses yield the following findings: The data analysis support the multi-dimension structure of Chinese parenting. Besides the dimension proposed by the western researchers Chinese parents also show their warmth and control to the children physically. Mean levels in modern parenting beliefs, authoritative parenting style, psychological and physical warmth, and behavioral control were higher than those of traditional parenting beliefs, authoritarian parenting style, psychological and physical control, respectively. Modern parenting beliefs, psychological and physical warmth, authoritative parenting style played positive roles in children development. Traditional parenting beliefs, psychological and physical control, and authoritarian parenting style were negatively associated with children's self-concept and academic achievement, and were positively associated with aggression and withdrawal. Children's self-concept play a mediating role in the relationship of parenting and children's development. Finally, the effects of gender and age was also discussed. / This study used both qualitative and quantitative methods to explore parenting and its effects on child social and academic development in modern urban China. / 王燕. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 176-193). / Adviser: Lei Chang. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0096. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 176-193). / Wang Yan.

published_or_final_version / Medical Sciences / Master / Master of Medical Sciences

Au Pui-Ki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 61-68). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.iii / LIST OF TABLES AND FIGURES --- p.vi / INTRODUCTION --- p.1 / "Constructive Values of Guilt, Shame, and Embarrassment" --- p.2 / "Differentiating Guilt, Shame, and Embarrassment" --- p.3 / "Normative Development of Guilt, Shame, and Embarrassment" --- p.8 / "Factors Contributing to the Development of Guilt, Shame, and Emb arras sment" --- p.10 / Prospective of the Present Study --- p.15 / METHOD --- p.16 / Participants --- p.16 / Child's Measures --- p.17 / Parent' s Measures --- p.25 / Procedure --- p.27 / RESULTS --- p.28 / Self-Conscious Emotion Development --- p.29 / Children's Performances on the Cognitive Predictors --- p.37 / Parental Socialization of Moral Affect --- p.42 / "Predicting Children's Understanding of Guilt, Shame, and Embarrassment from Children's Cognitive Functioning and Parental Socialization" --- p.45 / DISCUSSION --- p.48 / Children's Development of Self-Conscious Emotions --- p.50 / Predicting Children's Understanding of Self-Conscious Emotions --- p.56 / Directions for Future Research --- p.58 / Conclusions --- p.59 / REFERENCES --- p.60 / APPENDIX A: Illustrations and Scripts of the Stories used in the Self-Conscious Emotion Task --- p.69 / APPENDIX B: Coding System for The Story Completion in the Self-Conscious Emotion Task --- p.71 / APPENDIX C: Attribution Items used in the Self-Conscious Emotion Task --- p.72 / APPENDIX D: Emotional Understanding: Scripts used in Stereotypical Situation --- p.73 / APPENDIX E: Emotional Understanding: Scripts usedin Non-Stereotypical Situation --- p.74 / APPENDIX F: Photos and Scripts used in the Second-Order False Belief Task --- p.75 / APPENDIX G: Scenarios used in the Socialization of Moral Affect --- p.77 / APPENDIX H: Items used in the Socialization of Moral Affect --- p.79

Huang, Chen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 52-61). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts and appendix also in Chinese.

"Theory of mind" refers to the competence to understand the mental states of oneself and others, such as perception, emotion, intention, belief, etc. (Baron-Cohen, 2001). Existing literature suggests that the abilities to understand mental states are associated with pretend play behaviors in children. However, the theory theory (Perner, 1991) and the simulation theory (Harris, 2000) have provided different interpretations about their relations because the two theories have different views concerning the cognitive mechanism underlying the development of theory of mind. / Results from the three studies were not in support of either theory fully and consistently. Specifically, the result of Study 1 showed that the children understood the false belief of others before they understood the false belief of oneself's. This result was inconsistent with both theories. Results of Study 2 indicated that children' understanding of false belief was associated only with social pretend play, but not with oneself's pretend play. However, considering the concept of multiple models of representations could be used to explain the relation between pretend play and false belief understanding abilities and has no theory inclination, it could not give evidence to the comparison between the two theories through these ways and results of the relation examination in this study. The results of the intervention study demonstrated that only the training method that involved the discussion of multiple identities of oneself produced significant and positive effect on children's false belief understanding. In brief, the theory theory was considered to obtain stronger support from the present research. / The present research compared the two theories by investigating the relations between children's pretend play and their false belief understanding abilities. Three studies were conducted, that involved preschool children from 3-years-old to 5-years-old from a remote area in the eastern part of China, to address three questions on that the two theories pose different predictions. The first question was concerned with whether or not there IS a developmental sequence between understanding the mental states of oneself and understanding others' (Study 1). The second question was about whether or not the abilities to understand mental states are associated with oneself's pretend playas well as with social pretend play (Study 2). The third question was related to whether or not two types of social pretend play interventions that were designed based on the two theories respectively would significantly affect children's competence to understand false belief by comparing the two intervention groups with a control group (Study 3). The intervention method towards the theory theory involved an explicit discussion of multiple identities of oneself whereas the intervention reflecting the simulation theory did not have the discussion. / 董及美. / Adviser: Yu-Jing Ni. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 187-194). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Dong Jimei.

published_or_final_version / Education / Doctoral / Doctor of Philosophy