3～6岁儿童“心理理论”的发展

“心理理论”是发展心理学的研究热点,在儿童获得心理理论的年龄和发展阶段问题上仍存在争议。该研究以3所城市幼儿园中的233名3-6岁儿童为被试,采用“意外转移”和“欺骗外表”两个错误信念测验任务考察儿童“心理理论”的获得年龄和发展阶段。研究得出如下结论:3岁之前儿童已理解外表与真实的区别,但还不能理解错误信念。 4岁儿童理解了欺骗外表任务中自己和他人的错误信念,5岁儿童理解了意外转移任务中的错误信念。4-5岁是儿童获得“心理理论”的关键年龄,但这会因测验任务的不同而有所差异。儿童的错误信念理解不存在显著的性别差异。     

关于5至11岁儿童对几何图形的部分与整体关系的认知发展的实验研究

一、目的 关于儿童数概念发展的问题,我们经过几年的实验研究~[1]、[2]、[3]、[4],运用辩证唯物主义的观点,概括出十二项指标~[5],标志着儿童在数及数学上对部分与整体关系的认识发展。数和形是小学数学的两个基本方面。本研究将通过对5至11岁儿童的图形认知活动的剖析,进一步考察十二项指标在儿童形概念发展方面的思惟过程及其特点。     

对3-5岁儿童“和”与“或者”理解的比较研究

１前言“和”与“或者”是汉语中的两个虚词。当它们作连词时,分别表示并列关系和选择关系,它们又有逻辑上的意义与语言上的意义之分。国外有学者曾对儿童“和”与“或者”的理解情况进行过研究。ＢｏＳ．Ｊｏｈａｎｓｓｏｎ和ＢａｒｂｒｏＳｊｏｌｉｎ（１９７５）使用三种测查方式──“自发使用测查”、“故事测查”、“示物测查”,研究了幼儿对“和”与“或者”的理解情况,发现;４岁儿童已经能够理解“和”与“或者”（“ＡＮＤ”　＆“ＯＲ”）,儿童对这两个词的理解受语境影响。我国朱曼殊、缪小春（１９８９）研究了幼儿对几种…     

青海高原9—15岁多民族儿童发散思维的比较研究

本文是继“青海高原9岁与11岁多民族儿童记忆比较研究”[1]之后,对9—15岁汉、藏、撒拉、土、回、蒙六个民族儿童的发展思维进行比较研究的一个组成部分.本研究的主要目的:一、比较分析9—15岁各民族儿童发散思维能力发展的一般趋势及年龄特点;二、比较分析不同地区各民族儿童发散思维能力的发展有无差异;三、比较分析同一地区汉族儿童与少数民族儿童之间发散思维能力的发展有无差异.通过上述比较分析,我们试图揭示不同文化背景,特别是不同教育条件对各民族儿童发散思维发展的不同影响,从而为改善民族教育提供心理学依据.     

6-10岁儿童对几种常见自然事物的认知发展的实验研究

本研究的目的是探讨儿童对几种常见的自然事物的认知发展的问题。共有太阳、月亮、空气、云、雨等自然概念19个,分为四组。个别地要求儿童逐一回答“是什么?”“有无共同的地方?”“为什么”?被试是6—10岁的儿童,分为5个年龄组,每组20人,共100人。 实验结果表明:1.儿童对常见的自然现象的认知水平随年龄而增长。大致可分为两个阶段:不理解和含混阶段;过渡阶段。6—10岁儿童的认知水平大都处于过渡阶段。2.对本研究所涉及的内容的认知,8—10岁儿童是认知发展的飞跃阶段。此外,儿童对自然事物的概念的认知较早,对一类自然事物的共同属性的概括稍晚,对自然事物的因果联系的认知更晚。3.利用自身经验解释自然现象是儿童认知的一个重要特点。决定这一特点的因素,除年龄外,还有对象的性质及儿童经验的多寡等。4.环境教育和文化影响对儿童的认知能力的发展,有极其重要的作用。     

儿童对汉语主动名、被动句转换理解的比较研究

本研究的目的是探讨正常、低常、耳聋儿童对汉语主动句、被动句转换理解的能力问题。实验材料是十组主动句、被动句转换类型,呈现了汉语主动句、被动句转换的全部形式,字词水平控制在聋哑小学二年级程度。要求被试正确进行思惟。被试是9至13岁的正常、低常、耳聋小学生,每个年龄组的被试在30人以上,14、18岁的21名耳聋学生也参加了实验,共计被试为208人。 实验结果表明:总体上看,三类被试对于汉语主动句、被动句的转换理解,正常儿童高于耳聋儿童,耳聋儿童高于低常儿童,差异是显著的。从各年龄阶段看,耳聋儿童转换能力低于正常儿童并不是绝对的。从转换能力发展的转折期看,正常儿童的明显转折期出现在10至11岁,低常儿童出现在12至13岁,耳聋儿童在12至13岁的发展接近转折期。从转换理解与语文、数学教育的相关关系来看,没有发现语文和数学教育对转换理解的有规律的必然影响。从理解的特点上看,三类被试在理解上呈现出一致的倾向。     

2～5岁儿童在不同情境中对"大"与"小"的理解

选取2~5岁汉语儿童,考察其在不同情境和不同转换程度下,对形容词“大”和“小”的理解。结果显示:(1)情境类型、转换程度和年龄分别对儿童理解“大”与“小”有显著影响,但三者交互作用不明显。(2)就情境类型而言,儿童在感知情境中理解“大”与“小”较为容易;就转换程度而言,儿童在不同情境的转换条件下理解“大”与“小”最为困难;儿童对“大”和“小”理解随年龄增长而上升。总体来说,情境特点对2~5岁儿童理解“大”与“小”有重要影响,对早期教育有启示。     

学前儿童言语障碍的早期诊断及成因

2-6岁是儿童言语能力发展的极为重要的时期,2-3岁是儿童言语发展的关键期,3-6岁是儿童言语发展的巩固期,是前一段形成的言语能力的深化和发展.这两阶段儿童言语的发展具备下面几个特征:(1)儿童的言语能够很清楚地为他的家庭之外的人所理解.(2)儿童已经能够认识到言语是人们交往的重要工具.(3)儿童的词汇量范围为100-几千个.(4)句子的结构逐渐地复杂化,成人化,或已接近成人的水平.此外,儿童所表现出的另一个突出的特征是“提问”.     

学前儿童欺骗及欺骗策略发展的研究

选取130名学前儿童,采用“找钱币”欺骗任务和标准误信念任务,研究学前儿童欺骗及欺骗策略的发生、发展。结果发现:随年龄增长,采用“破坏证据”和“说谎”欺骗策略的人数呈下降趋势,采用四种联合策略的人数则呈上升趋势;即使3岁儿童也能出示“破坏证据”和“说谎”这两种行为主义的欺骗策略,但“制造虚假痕迹”的心理主义欺骗策略在4岁以后才开始出现;3岁、6岁儿童的误信念理解与欺骗策略不相关,而4岁和5岁儿童的则相关。     

谈表人的专有名词的艺术化用法

逻辑学上的单独概念,在语言学上叫“专有名词”,如“北京、鲁迅”等。从语言学这个术语的本身来看,我们可以了解到它有这样两个特点:一是“名词性”的,因而具有名词的一些特点;二是它表示特定时间空间中某一个个别的事物,因而又有可能与一般名词不同,比如一般名词可以受表多数的数量词的限制修饰,而由于这类名词“专有”的特点,它一般又不受数量词的限制修饰.关于这些特点,A·A·龙果夫在他的《现代汉语语法研究》里早已作了论述     

"Psychotherapy" versus "treatment"

Presents a comment on "Psychological treatments" by D. H. Barlow. Barlow proposed that we distinguish between the terms "treatment" and "psychotherapy." The author believes that not only is the distinction unnecessary, but that its implications could have negative consequences for the field of clinical psychology. It is the proposed distinguishing feature that treatments are "specifically tailored to the pathological process that is causing the impairment and distress" that is most problematic. Clinical psychology does not need a distinction that further exacerbates the split between researchers and practitioners.     

"Enmeshment" and "Fusion"

The paper examines two related concepts utilized by two different schools of family therapy. Any family seen to be "enmeshed" is also seen as "fused," and vice versa. The difference in the level of focus, on the "system containing the individuals" (structural) or the "individual in the system" (fusion), determines the difference in therapeutic approach of these two schools.     

“对的”与“好的”

什么是“对的”,和对它的证立,是道德哲学中具有争议性的核心问题,也是效用主义和道义论间的主要差异之所在。统合效用主义对于“好的就是对的”这个陈述有一套完整周延的说法。而道义论对这个问题的证立不够周延或没有足够的说服力。     

"本体论"与"伦理学"--形而上学的两个向度

形而上学有两个密切相关的内在向度,就是本体论向度与伦理学向度.在哲学史上,哲学家们之所以在"追求形而上学"的同时,又总是"反形而上学",并非是人们的形上本性出了问题,而是因为人们总是将形而上学视为单纯的"一维性",总是用一个向度来取代或遮蔽另一个向度.而所谓的"后形而上学思想",也并不是消解了形而上学,而是指形而上学从"本体论向度"转向了"伦理学向度".     

"石狮"、"风水"与"吉祥"

谁都知道,在古老的中国,不管是衙门、宫殿、庙宇的门前,还是豪宅、大户人家的门口,人们都能看到摆着一对石狮。据说,这对石狮子在许多中国人的心目中,它不但是一种气派的象征,而且还是一种被人认为是好的“吉祥物”。如今,旧时的衙门没有了,但遗留下来的宫殿、庙宇的门前,其中有些石狮仍有保存。然而,想像不到的是,这号称“吉祥物”的石狮今天却开始“走”进某些党政机关的大门口,它们(石狮)在那里时时都在保护着这些政府要员“平平安安”、“吉祥如意”。这不仅使我联想起一些极端的报道,有些政府官员为升迁,请算命先生定位,用风水术为政府…     

PREFERRING "HOUSEWIVES" TO "FEMINISTS"

Four studies are described outlining the favorability of attitudes toward women. In Study 1, participants indicated their attitudes toward women and men and their construal of the term "women". The results revealed that women were evaluated more favorably than men, but that male right-wing authoritarians (RWAs) who construed women as referring primarily to feminists were least favorable in their attitudes. In Study 2, participants indicated their attitudes toward both "housewives" and "feminists". The results revealed that feminists were evaluated less favorably than housewives, and that the most negative attitudes toward feminists were expressed by authoritarian men. Study 3 revealed that high-RWA males held more negative symbolic beliefs concerning feminists (i.e., beliefs that feminists failed to promote participants'values) and that these beliefs accounted for variation in attitudes among high RWAs and much of the RWA-attitude relation. Finally, Study 4 revealed that high RWAs perceived greater value dissimilarity between them-selves and feminists. The implications of the findings for future research are discussed.     

"Us" and "Them":

Abstract: In the Aristotelian tradition, politics is a matter of public deliberation over questions of justice and injustice. The Bush administration's response to the terrorist attacks of September 11, 2001, has been uniformly hostile to this notion, and it has instead promoted a jingoistic politics of self‐assertion by an America largely identified with the executive branch of its government. This is doubly disturbing, as the executive branch has sought to free itself from international law, multinational commitments, and domestic judicial regulation, even as it has sought to validate itself by demonizing its enemies. This essay draws out the disturbing echoes here of Carl Schmitt's work of the 1920s, in particular of Schmitt's conception of the sovereign as the ungrounded ground of the law and the political as the site of mortal conflict between friend and enemy. The essay argues that Schmitt's position in the twenties, for all of its evident problems, is superior to that of Bush, Wolfowitz, and Ashcroft in at least two senses: Schmitt condemns the idea of waging war for profit and recognizes that such wars will often be disguised as moral crusades waged against the “inhuman”; and he acknowledges that claiming to fight a war for humanity denies one's enemies their humanity, leaving them open to torture and even extermination.     

从"管制"到"平衡"--政府与公众理想关系模式的构建及其制度化

论文从行政民主的角度探讨政府与公众之间的理想关系模式及其制度化构建过程 ,将我国在改革之前的政府与公众模式概括为管制模式。论文指出 ,在制度变迁的过程中 ,这一模式日益受到挑战。而在新的制度环境下 ,我国政府与公众的关系模式应该是平衡模式。这一模式的制度化措施包括培育自主的市民社会 ,赋予公众以独立的活动空间 ;促进行政公开 ,建立一个开放负责的政府 ;推进行政法建设 ,抑制行政恣意     

The "Natural" and the "Formal"

The paper presents an argument against a metaphysical conception of logic according to which logic spells out a specific kind of mathematical structure that is somehow inherently related to our factual reasoning. In contrast, it is argued that it is always an empirical question as to whether a given mathematical structure really does captures a principle of reasoning. (More generally, it is argued that it is not meaningful to replace an empirical investigation of a thing by an investigation of its a priori analyzable structure without paying due attention to the question of whether it really is the structure of the thing in question.) It is proposed to elucidate the situation by distinguishing two essentially different realms with which our reason must deal: the realm of the natural, constituted by the things of our empirical world, and the realm of the formal, constituted by the structures that we use as prisms to view, to make sense of, and to reconstruct the world. It is suggested that this vantage point may throw light on many foundational problems of logic.