The Development Characteristics Of Mental Time Travel In Primary And Middle School Students And The Relationship With The Self-development

In order to explore the development characteristic of mental time travel in primary andmiddle school students and the relationship between the self-development and the futuremental time travel(episodic foresight), this research used interviews to investigate thedevelopment of mental time travel (episodic memory and episodic foresight).Combined withthe identity status questionnaire, the adolescent identity crisis scale and ten self-describingsentence for self-assessment from different angles.The whole research will be divided intotwo parts: the development characteristic of mental time travel in primary and middle schoolstudents and the relationship between the self-development and the future mental timetravel(episodic foresight).The first part is the research on the development of mental time travel from twoangles.On the one hand, used multiple indicators to examine and verify the change of episodicdetails in the development of mental time travel.And illuminated the development trend ofepisodic memory and episodic foresight in primary and middle school students aged9to15.On the other hand, inspected the development characteristics of the adolescent subjectiveperception about mental time travel (includes three aspects:details richness,emotional richness,emotional valence).The second part also examines the prediction function of theself-development to the future mental time travel(episodic foresight) from two angles.On theone hand, inspected the covariant relationship between the self-description and the number ofepisodic details in mental time travel.And analyzed the prediction function of the number ofdetails in episodic memory and the different dimensions of self-description to episodicforesight.On the other hand, investigated the relationship between the self-identity(includesidentity status and identity crisis) and subjective experience about mental time travel (includesthree aspects:details richness,emotional richness,emotional valence).And analyzed theprediction function of the corresponding dimensions of episodic memory and the differentdimensions of self-identity to the corresponding dimensions of episodic foresight.Basing on the study result, some inclusions could be come to:(1)Episodic memory and episodic foresight increase as the growth of the age and both inthe condition of parallel development.They also have a significant grade difference.(2)On the details richness of adolescent subjective experience, the grade difference ofthe third grade from the sixth grade in primary school to second grade in middle school isremarkable. In addition,the the third grade and the sixth grade in primary school exist obviousdifferences.On the emotional valence, only the sixth grade in primary school and the firstgrade in middle school have a significant grade difference.(3)Both the number of episodic details that adolescent reported and the subjective experience about episodic memory are the effective and stable source of prediction ofepisodic foresight.(4)The adolescent self-description, especially "public self-description " can significantlypredict the number of details in episodic foresight.It states adolescent self-description canguide the construction of individual events in the future.(5)Adolescent identity status (" the desire of the future self-input ") and the identitycrisis ("self-sure and self-understand" and " unable to work ") have a a significant predictionfunction of subjective experience about episodic foresight.It states the development ofadolescent ego identity may have certain effect on subjective experience about episodicforesight.