Experimental method is one of the leading research methods in psychology and even the entire behavioral science. There is a high consensus in the academic community on the essential characteristics of experimental method, and there is a tendency to believe that the experimental method has always been the way it is today. In fact, the experimental method has a history of formation and institutionalization. The half century since W. Wundt systematically introduced the experimental method into psychology in 1879 has been the classical experimental method period, in which the basic characteristics of experimental method have already been formed, mainly using case experiments and adopting both functional and factorial experiments. From 1930s to about 1950s, the main characteristics of modern experimental method, such as operational definition, randomized control, inferential statistics, and standardized terminology systems, were gradually established and ultimately institutionalized as norms for experimental research and standards for scientific publication. The institutionalization of experimental method has effectively promoted scientific development, but has also brought negative consequences, such as the convergence and singularity of research methods, the dissolution of different schools of thoughts and their debates, the “de theorization” of research, and the weakening of the connection between the psychological discipline and the real world. In the future, a more inclusive methodological attitude should be established, recognizing the diversity of experimental methods themselves, valuing case and small sample experiments and phenomenological experiments, and respecting research based on non experimental methods.

2026 Vol. 19　(3):　195-210 [Abstract]（ 0 ） HTML (1 KB)  PDF (992 KB)  ( 4 )

Most contemporary models of consciousness predict that repeated presentation of subliminal stimuli can increase the level of conscious perception. In this study, the effect of repeated subliminal stimuli was explored by repeating masking paradigms, and the effect of presentation position was further explored. The results showed that： （1） With the increase of the number of repetitions, the level of consciousness perception of the target number also increased significantly. （2） The presentation position had a significant effect on the level of consciousness perception, with the target number presented at the end having a higher consciousness perception. These results suggest that the level of consciousness perception increases with the repetition of subliminal stimuli. Visual data of subliminal stimuli created by masking can be stored and accumulate to elicit clear perception.

2026 Vol. 19　(3):　221-228 [Abstract]（ 0 ） HTML (1 KB)  PDF (895 KB)  ( 0 )

Generative drawing entails a mnemonic strategy wherein individuals generate and externalize pictorial representations aiming to depict the objects being represented. In experiment 1, we conducted a comparative analysis of the effects of three encoding tasks： external drawing, non-external drawing, and imagining, on memory performance. Our specific focus was to investigate the role of the motoric component in the generative drawing effect. In experiment 2, we further examined the effects of three encoding tasks： generative drawing, dynamic tracing, and silent reading, on memory performance. Here, our particular emphasis was on exploring the role of the elaborative component in the generative drawing effect. The findings uncovered that the accuracy of recognition in the non-external drawing condition exceeded that in the imagining condition, yet fell below that in the external drawing condition. The accuracy of source memory in the non-external drawing condition was lower than that in the imagining condition. Both recognition and source memory accuracy in the generative drawing condition surpassed those in the dynamic tracing condition. In conclusion, our results indicate that both motoric and elaborative components contribute to the benefits associated with generative drawing, with externalization emerging as a significant influencing factor in the generative drawing effect on memory.

2026 Vol. 19　(3):　238-246 [Abstract]（ 0 ） HTML (1 KB)  PDF (953 KB)  ( 5 )

Based on the JAS paradigm, this research took teachers as advisors and students as decision-makers. It collected four common situations in which teachers make advice to junior middle school students by questionnaire method, and prepares materials for the experiment. The experimental method was used to explore the influence of teachers' language abstraction and advice types on junior middle school students' advice taking in different situations.The results showed that when teachers made request-based advice, the more abstract the language, the more students adopt it; When teachers made imposing advice, the more specific the language, the more students adopt it. In the situation of performance problems, students were more willing to adopt abstract and request-based advice as well as specific and imposing advice. In the situation of violation of rules and disciplines, students were more willing to adopt specific and request-based advice as well as abstract and imposing advice. In the situation of learning attitude, students were more willing to accept request-based advice. In the situation of learning methods, students were more willing to accept imposing advice. The language abstraction and advice types expressed by teachers had an impact on the advice taking by junior middle school students, and the impact varied in different educational situations.

2026 Vol. 19　(3):　256-264 [Abstract]（ 0 ） HTML (1 KB)  PDF (1065 KB)  ( 0 )

To explore the relationships between adolescents’ self-forgiveness, international forgiveness and negative mental health indicators（depression, interpersonal tension and sensitivity, and anxiety） and positive mental health indicators（happiness）, the present study used a longitudinal follow-up design, with two measurements taken at 4-month intervals in 1527 adolescents. The results demonstrated that： （1） Self-forgiveness and depression, interpersonal tension and sensitivity, anxiety, and happiness were reciprocal prediction relationships; （2） Interpersonal forgiveness and depression, interpersonal tension and sensitivity, and happiness were reciprocal prediction relationships, whereas interpersonal forgiveness was not predictive of anxiety, which was unidirectionally predicted interpersonal forgiveness. Research has clarified the relationships between different types of forgiveness and various indicators of mental health, highlighting the importance of forgiveness in mental health protection.

2026 Vol. 19　(3):　274-280 [Abstract]（ 0 ） HTML (1 KB)  PDF (941 KB)  ( 2 )