3~5岁幼儿一位数大小比较的信息加工模式

主要探讨我国幼儿对数量大小比较的信息加工模式。实验1探讨幼儿对一位数大小比较的发展状况及其心理表征特点,被试为3岁、4岁与5岁幼儿各20人,要求被试对1-9两两进行大小比较,然后对不同年龄幼儿对比成绩进行比较与聚类分析。实验2进一步探讨幼儿对数字的语义编码情况及其与数的大小比较的关系,被试与实验1相同,要求被试对1-9每个数字作出大、中或小的编码,然后分析数字的语义编码成绩与大小比较成绩的关系。实验3采用因果设计,探讨幼儿关于数字的语义编码对他们关于数的大小判断的影响,被试为30名4岁幼儿,随机分成训练组与控制组,对训练组被试进行数字语义编码训练,然后比较两组被试大小比较的成绩。结果表明：(1)幼儿一位数大小比较直接受其对数的语义表征的影响;(2)随着年龄的增长,幼儿对数的表征逐步表现出离散聚类模式,相应地,对一位数大小比较的信息加工过程就表现为由无序的、随机的过程逐步发展成为层次编码比较的过程。     

A STRUCTURE-MAPPING APPROACH TO COGNITIVE DEVELOPMENT

Several contemporary theories of cognitive development appear to agree that children progress through a hierarchy of increasingly powerful cognitive organizations, and that higher-level organizations impose greater information-processing loads. Although theories differ in their method of defining both the levels and the information-processing loads they impose, it is possible to find considerable common ground. In this paper it is argued that the different levels of cognitive organization can be attributed to a hierarchy of structure-mapping rules. Structure mapping is part of the process by which children represent and understand concepts. Four levels of structure mapping are defined. The levels, from lowest to highest, are based on element mappings, relational mappings, system mappings and multiple-system mappings. The higher-level rules are more ‘abstract’ in the sense of being less dependent on specific properties of each task, and are more transferable. However, they also impose higher information-processing demands. Children who lack the information-processing capacity for a particular level of structure mapping will be able to attain concepts that belong to that level. The theory is used to predict the characteristic age of attainment of cognitive tasks including transitivity, classification, interpretation of algebraic expressions, analogies, logical reasoning, and hypothesis testing. It is argued that the four-structure mapping levels can subsume the four main stages of cognitive development.     

信息加工认知心理学的发展和面临的挑战

本文认为当代信息加工认知心理学发展的特点是：（１）与高新科学技术结合．在基础理论的研究方面有较大的突破;（２）将自然认知与社会认知的研究结合起来,促使信息加工的研究能更接近人类实际的认知过程：（３）将基础理论研究与应用研究相结合,不断扩大认知心理学的研究领域和应用范围．为了迎接面临的挑战和适应社会发展的需要,信息加工认知心理学应更充分地体现时代精神,坚持走实验研究和现象学研究相结合、定量研究与定性研究相结合、微观研究与宏观研究相结合,以及文理互补、多科渗透的发展道路。     

CEREBRAL ASYMMETRY AND COGNITIVE DEVELOPMENT IN CHILDREN:

Abstract— Phonemic awareness, the ability to abstract and manipulate auditory symbols, is a distinguishing human characteristic Neurobiological specializations in the left hemisphere and cultural exposure to language interact to shape development of this ability Modern imaging techniques now permit investigation of the interaction of these forces In this initial cross-sectional study, we found evidence for a shift from neurobiological to cultural regulation In young children, aged5 to 9, anatomical asymmetry of the auditory association cortex predicted phonemic awareness In older children, the relationship disappeared, as all children became skilled readers The findings suggest that children with different patterns of cognitive strengths and weaknesses may have different spatiotemporal patterns of cortical development.     

分心抑制的年龄差异

通过对负启动范式的说明,从年龄发展的角度对分心抑制作了理论上的探讨,介绍了几个有代表性的理论与假说,包括抑制衰退理论、多样化抑制系统模型和最佳测试时间假说;并从工作记忆能量与分心抑制的关系上探讨了基于年龄发展的资源依赖抑制模型和抑制控制假说。     

COGNITIVE COMPLEXITY MEASURES AND THE RELATIONSHIP OF COGNITIVE COMPLEXITY TO COMMUNICATION

This review assesses the adequacy of several commonly employed cognitive complexity measures on the basis of five criteria: high test-retest reliability with adults, association with chronological age across childhood and adolescence, independence from intelligence and verbal abilities, association with other indices of developed social cognition, and association with measures of developed communicative functioning. Extant research indicates that only one complexity measure—Crockett's Role Category Questionnaire—is satisfactory on all these criteria, whereas Bieri's widely used measure is deficient on most. However, research to date concerning the relationship of cognitive complexity (as assessed by Crockett's measure) to communication has failed to illuminate the specific role played by complexity as opposed to other social-cognitive factors with which it is associated.     

ERNEST BECKER'S PSYCHOLOGY OF RELIGION FORTY YEARS ON: A VIEW FROM SOCIAL COGNITIVE PSYCHOLOGY

This article distinguishes between three projects in Ernest Becker's (1924–1974) later work: his psychology of “religion,” his psychology of religion, and his psychology of Religion (with a capital R). The first is an analysis of culture and civilization as immortality projects, means by which to deny death. The second, which overlaps with the first, is a characterization of religion‐as‐practiced (e.g., by adherents of the world religions) as a particularly effective immortality project vis‐à‐vis death anxiety. The third is less social scientific and more theological; Becker argues for a view of God that is in the tradition of Søren Kierkegaard and Paul Tillich (and, arguably, Pseudo‐Dionysius, Augustine, and Thomas Aquinas). Focusing on the second of these projects—as much has already been written on the first, and little can be said about the third—this article evaluates Becker's claims about religion‐as‐practiced in light of recent developments in social cognitive psychology.     

COGNITIVE COMPLEXITY,SOCIAL PERSPECTIVE-TAKING,AND FUNCTIONAL PERSUASIVE SKILLS IN SECOND- TO NINTH-GRADE CHILDREN1

The assumption underlying this research is that effectiveness in communication involves social perception processes. Specifically, it was predicted that effectiveness in adapting persuasive messages to recipients would be related to the complexity of the interpersonal construct system (cognitive complexity) and to the ability to represent the perspectives of others (social perspective-taking). Fifty-eight children ranging from second through ninth grade engaged in tasks yielding scores on the three variables under consideration. Both predictions were confirmed: effectiveness in adapting persuasive communications correlated .53 with cognitive complexity and .64 with social perspective-taking.     

略论儿童认知发展是阶段性和连续性的统一

本文作者根据近年来在时间、速度、分类、数和运动等儿童认知发展领域所进行的一系列实验结果阐明了儿童认知发展是阶段性和连续性的统一的理论观点。     

ADAPTABILITY TO CHANGING TASK CONTEXTS: EFFECTS OF GENERAL COGNITIVE ABILITY, CONSCIENTIOUSNESS, AND OPENNESS TO EXPERIENCE

We examined the extent to which cognitive ability, Conscientiousness, and Openness to Experience predict decision-making performance prior to and after unforeseen changes in the task context. Seventy-three undergraduates made decisions on a series of 75 problems during a 3-hour computerized simulation. Unbeknownst to participants, the rules used in determining correct decisions changed after problems 25 and 50. Effects of the individual differences on decision-making performance became significantly stronger after the changes. Only cognitive ability explained variance in prechange performance. Individuals with higher cognitive ability made better decisions. After the change, the cognitive ability effect increased and the effects of Conscientiousness and Openness became statistically significant. As expected, those with high Openness made better decisions. Unexpectedly, those with low Conscientiousness made better decisions. Subsequent analyses revealed that this surprising effect for Conscientiousness was due to the traits reflecting dependability (i.e., order, dutiful-ness, deliberation) rather than volition (i.e., competence, achievement striving, self-discipline).     

MORALITY AND NATURE: EVOLUTIONARY CHALLENGES TO CHRISTIAN ETHICS

Christian ethics accentuates in manifold ways the unique character of human nature. Personalists believe that the mind is never reducible to material and physical substance. The human person is presented as the supreme principle, based on arguments referring to free‐willed actions, the immateriality of both the divine spirit and the reflexive capacity, intersubjectivity and self‐consciousness. But since Darwin, evolutionary biology slowly instructs us that morality roots in dispositions that are programmed by evolution into our nature. Historically, Thomas Huxley, “Darwin's bulldog,” agreed with Darwin on almost everything, except for his gradualist position on moral behavior. Huxley's “saltationism” has recently been characterized by Frans de Waal as “a veneer theory of morality.” Does this mark the end of a period of presenting morality as only the fruit of socialization processes (nurture) and as having nothing in common with nature? Does it necessarily imply a corrosion of personalist views on the human being or do Christian ethics have to become familiar again with their ancient roots?     

双语与认知发展关系的近期研究进展

双语与认知发展的关系一直是心理学家关注的一个重要问题。该文从双语的概念入手,介绍了双语的几种重要的分类、双语和认知发展及元语言意识发展的关系、相关的理论解释以及双语儿童认知优势的内在机制,最后对已有研究进行了评述并提出了需要进一步研究的问题。     

CULTURE AND COGNITIVE GROWTH1

Culture et progrès cognitif. — L'article est consacré à la relation entre différences culturelles et progrés cognitif. Aprés avoir passé en revue et critiqué les tentatives antérieures d'approche anthropologique et psychologique du problème, les AA. étudient deux foyers de variations culturelles, à savoir L'orientation des valeurs et le langage, dans leur rapport avec le développement. Une grande partie des faits sur lesquels ils s'appuient provient de recherches expérimentales sur la conservation de la quantité et la formation des concepts chez les Wolofs du Sénégal. Ils discutent, en terminant, de L'interaction des contraintes culturelles qui sont variables et de la maturation biologique qui est universelle.     

FATHER–CHILD INTERACTIONS AT 3 MONTHS AND 24 MONTHS: CONTRIBUTIONS TO CHILDREN'S COGNITIVE DEVELOPMENT AT 24 MONTHS

The quality of father–child interactions has become a focus of increasing research in the field of child development. We examined the potential contribution of father–child interactions at both 3 months and 24 months to children's cognitive development at 24 months. Observational measures of father–child interactions at 3 and 24 months were used to assess the quality of fathers’ parenting (n = 192). At 24 months, the Mental Developmental Index (MDI) of the Bayley Scales of Infant Development, Second Edition (N. Bayley, 1993 ) measured cognitive functioning. The association between interactions and cognitive development was examined using multiple linear regression analyses, adjusting for paternal age, education and depression, infant age, and maternal sensitivity. Children whose fathers displayed more withdrawn and depressive behaviors in father–infant interactions at 3 months scored lower on the MDI at 24 months. At 24 months, children whose fathers were more engaged and sensitive as well as those whose fathers were less controlling in their interactions scored higher on the MDI. These findings were independent of the effects of maternal sensitivity. Results indicate that father–child interactions, even from a very young age (i.e., 3 months) may influence children's cognitive development. They highlight the potential significance of interventions to promote positive parenting by fathers and policies that encourage fathers to spend more time with their young children.     

PSYCHOLOGICAL CLIMATE: IMPLICATIONS FROM COGNITIVE SOCIAL LEARNING THEORY AND INTERACTIONAL PSYCHOLOGY

Underlying assumptions and rationale of psychological climate are addressed from the perspectives of cognitive social learning theory and interactional psychology. Major emphasis is placed on the implications of these theoretical models for psychological climate. It is suggested that psychological climate (a) reflects psychologically meaningful, cognitive representations of situations rather than automatic reflections of specific situational events; (b) is generally more important than the objective situation in the prediction of many salient individual dependent variables; (c) is predicated on developmental experience, and frequently involves conflicting orientations generated by the preservation of valued and familiar schemas, on one hand, and openness to change in the interest of achieving adaptive and functional person-environment fits, on the other; and (d) is related reciprocally to memory, affect, and behavior in a causal model which predicts a reciprocal causation between perception and affect, and between individuals and environments. The suggestions above are employed to provide recommendations for future research.