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Objective: To explore the developmental characteristics of different cognitive styles on verbal and visuospatial working memory of primary school students. Methods: The Mosaic graph test was used to test the cognitive style of students in grades 2, 4 and 6. The three-factor mixed experiment of 2 (cognitive style: field independent, field dependent) x 3 (grade: 2,4,6) x2 (task type: letter task, spatial task) was carried out. The 2-back task was used to measure the working memory characteristics of students with different cognitive styles, and the repeated measurement ANOVA was performed on the accuracy of letter and spatial tasks of 175 effective subjects. Results: The accuracy of letter task and spatial task of field independent primary school students were higher than that of field-dependent primary school students (P<0.001). The accuracy rate of letter task for field independent primary school students was higher than that of space task(P<0.001). The accuracy of two kinds of tasks of field independent students in grade 6 was better than that of field independent students in grade 2 and grade 4(P <0.05). Conclusion: There are differences in the development of verbal and visuospatial working memory of primary school students with different cognitive styles, which may also be related to task type and age. [ABSTRACT FROM AUTHOR]

Objective: To investigate symptoms of anxiety and depression among primary and middle school students quarantined in hotels during the COVID-19 epidemic. Methods: Anxiety and depression symptoms among 726 primary and middle school students quarantined in hotels were investigated with The Screen for Child Anxiety Related Emotional Disorders (SCARED) and Depression Self-rating Scale for Children (DSRSC) from September to October 2022 in Chifeng City, Inner Mongolia Autonomous Region. There were 624 students completed investigation with response rate of 86%. The positive score of SCARED was 23 and DSRSC was 15. Results: The detection rates of anxiety and depression were 17.9% and 15.4% respectively. The detection rates of anxiety and depression were higher in middle school students than in primary school students (Ps <0.05). The scores of generalized anxiety and social phobia factors were higher in female students than in male students (Ps <0.05). The scores of dissociative anxiety factor and depression were higher in middle school students than in primary school students (Ps <0.05). Conclusion: During the COVID-19 epidemic, middle school students quarantined in hotels are more likely to have anxiety and depression symptoms than primary school students, and female students are more likely to have anxiety symptoms than male students. [ABSTRACT FROM AUTHOR]

Objective: To explore school bullying among primary school students, and to analyze the relationship among different bullying roles, problem behavior and life satisfaction. Methods: A total of 1317 students from grade 4-6 in 7 primary schools of Chongqing were selected and were assessed with the Olweus Bully/Victim Questionnaire（OBVQ）,Strengths and Difficulties Questionnaires（Student Edition）（SDQ） and Satisfaction with Life Scale（SWLS） to evaluate the role of school bullying, problem behavior and life satisfaction respectively. Results: Totally 48.97% of the students were involved in school bullying, including 1.82% of the bullies,35.16% of the victims, and 12.00% of the bully-victims. Bully-victims and bullies had the highest scores of problem behavior, followed by victims and the lowest for those uninvolved. Accordingly, the SWLS scores were significantly lower in those involved in bullying than in those uninvolved. Optimal scale regression analysis showed that school bullying was positively associated with internalizing and externalizing problem behaviors（β=0.19,0.16;Ps <0.001） and negatively associated with life satisfaction（β=-0.14,P <0.001）.Conclusion: There are significant differences in problem behavior and life satisfaction among primary school students with different bullying roles. Being involved in school bullying has a significant negative impact on the mental health development in primary school students. [ABSTRACT FROM AUTHOR]

Objective: To explore the developmental status and the related factors of the theory of mind in hearing-impaired pupils. Methods: According to the developmental stages of theory of mind,67 hearing-impaired pupils and 75 hearing-normal pupils which were selected randomly from a city in Guizhou province were measured for their first-order and higher-order theory of mind levels using the Five-Item ToM task and the Faux-Pas task in the two studies, respectively. Results: The total score of the Five-item task, different beliefs, false beliefs, and hidden emotions of the hearing-impaired pupils [Mean age（12±2） years] in the first study were lower than that of the general pupils [Mean age（8±1） years]（P <0.01）.The more verbal communication styles and the older they were, the higher the score on the theory of mind task（Ps <0.05）.In addition, the total scores of the Faux Pas task, cognition, emotion, and intention of the hearing-impaired students [Mean age（14±2） years] in the second study were higher than that of the general students [Mean age（12±1） years]（P <0.01）.The older the hearing-impaired students were, the higher the scores of the higher-order theory of mind task, and those with hearing aid, congenital hearing loss, and close family had higher scores in the theory of mind task（Ps <0.05）.Conclusion:The development of the first-order theory of mind of hearing-impaired pupils in lower grades is weaker than that in the normal pupils, but the development of the higher-order theory of mind is adjusted by age, and the task score is higher than that in the normal pupils. [ABSTRACT FROM AUTHOR]

Objective: To estimate the epidemiology of depressive symptoms among primary school students in China and to provide scientific evidence for control and prevention of depressive symptoms. Methods: The Chinese and English databases were searched to collect the studies published from 2000 and 2019 about the epidemiology of depressive symptoms among Chinese primary school students. Random-effects meta-analysis was adopted to combine the detection rate of depressive symptoms according to the test of heterogeneity, followed by subgroup analyses by time, region, gender, grade, place of residence and screening scale. Results: Totally 39 studies with 71 170 participants and 10 618 students with depressive symptoms met the eligibility criteria. The pooled detection rate of depressive symptoms among primary school students was 17. 1 % (95% Cl: 14. 7% - 19. 5% ) . Subgroup analyses of 23 studies that reported the year of survey showed that the detection rate was 13. 8% from 2001 to 2010, 16. 8% from 2011 to 2018 among the 23 studies. The rates were higher in less-developed areas (21. 7%) than in other areas, in boys than in girls ( 16. 3% vs. 12. 3%), in sixth grade students ( 19. 9%) than in other grade, and in rural students than in urban students ( 18. 8% vs. 13. 9% ). The CDI scale was the most frequently used, and the rate obtained with CES-D (22. 2% ) was the highest (22. 2%) . Conclusion: The detection rate of depressive symptoms among primary school students in China may be high. It is necessary to strengthen the mental health education of primary school students. [ABSTRACT FROM AUTHOR]

Objective: To know the amount of literacy and scores of behavior problems of the grade 2 -5 pu- pils in the primary school, and explore the correlation between them. Methods: A total of 673 pupils from grade 2 to 5 in primary school of Nanhai distric, Foshan City were enrolled Their amount of literacy was assessed with the Pri­mary School Literacy Assessment Scale, and their teachers were assessed with the Conners Teacher Rating Scale. Results: The amount of literacy in different grades, genders and parents" education levels were significantly different among the primary school students (P