3-6岁幼儿言语表达能力发展特点研究

本研究采用口语表述和运作表达两个实验探讨了3—6岁幼儿言语表达能力的发展特点。结果表明;幼口语表达和动作表现能力随年龄增长逐渐提高,3—5岁是幼儿口语表述能力发展的快速期。口语表述内容由可视的、外在的特征逐渐转向内在特征,呈现由固有属性向关系属性发展的趋势。幼儿期动作表达特点以发展核心动作并进行扩展为主。4岁是动作表达的转折时期。4岁和5岁是两种表达方式关系发展最密切的时期。     

儿童心目中的友好行为及其年龄发展趋

通过开放式问卷、自我评价等方法对小学、初中儿童心目中的友好行为及其年龄发展趋势进行考察.结果表明,关系的纳入在儿童心目中的友好行为中占主导地位,达54.14%,通常意义上的亲社会行为只占20.24%,将友好行为与亲社会行为的概念区分开来是非常必要的.友好行为的年龄发展趋是:从4年级到6年级,三类友好行为的自评分数均呈上升趋势,从6年级到8年级呈下降趋势.     

Implementing Changes in Institutions to Improve Young Children's Development

An estimated 8 million children, mostly birth to approximately 6-8 years of age, live in institutions worldwide. While institutional environments vary, certain characteristics are common, including relatively large groups; high children:caregiver ratios; many and frequently changing caregivers; homogeneous grouping by age and disability status; periodic graduations to new groups of peers and caregivers; and an "institutional style of caregiving" that minimizes talking, provides rather dispassionate perfunctory care, and offers little warm, sensitive, contingently-responsive caregiver-child interactions. The development of children in residence is usually delayed, sometimes extremely so, in every physical and behavioral domain. Although efforts are being made in many countries to care for children without permanent parents in family environments (e.g., domestic adoption, foster and kinship care, reunification with biological parents), it is not likely that transitions to family alternatives will be completed in all countries in the near future; thus, institutions are likely to exist for many years if not decades. But institutions need not operate in the current manner; they can be modified to be substantially more family-like in structure and in the behavior of caregivers. Research indicates that when such changes are made the development of children, both typically developing and those with special needs, is improved substantially. Based on the available literature and the authors' experience, this paper describes steps that can be taken to implement such changes in residential institutions for infants and young children.     

Components of Short-Term Memory and Their Relation to Language Processing

Abstract— Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacities, with a left-parietal region involved in input-phonological retention and a left-frontal region involved in semantic retention.     

Working Memory and Spoken Language Comprehension in Young Children

This study has two theoretical dimensions: (a) to explore which components of Baddeley's (1986) working memory model are associated with children's spoken language comprehension, and (b) to compare the extent to which measures of the components of this fractionated model and an index of a unitary model (listening span) are able to predict individual differences in spoken language comprehension. Correlational analyses revealed that within a group of 66 4– and 5-year-old children both listening span and phonological memory, but not visuospatial memory, were associated with vocabulary knowledge and spoken language comprehension. However, of the proposed measures of central executive function—dual task coordination, sustained attention, verbal fluency—only the latter was related to children's ability to understand spoken language. Hierarchical regression analyses indicated that variance in vocabulary knowledge was best explained by phonological memory skills, whereas individual differences in spoken language comprehension exhibited unique and independent associations with verbal fluency.     

Phonological Working Memory and Spoken Language Development in Young Children

This study investigated the relationship between phonological working memory and spoken language development in a large unselected sample of 4- and 5-year old children. Assessments were made of the language produced by the children on the Bus Story (Renfrew, 1969), a standard test of continuous speech. In this test, children listen to a story, which they then recount with the aid of visual clues. The amount of information recalled and the average length of the five longest utterances are taken as indices of children's expressive language abilities. Phonological working memory skills were indexed by memory span and the ability to repeat non-words. The ability to repeat non-words made a significant contribution to the variance in the children's speech independently of age, vocabulary knowledge, and nonverbal cognitive skills. The possible mechanisms by which skills assessed by phonological memory tasks may be linked to the development of speech production abilities are considered.     

幼儿情绪理解、情绪调节与其同伴接纳的关系

选取83名4岁幼儿,探讨他们的情绪理解、情绪调节与其同伴接纳的关系.采用表情识别任务、情绪观点采择任务测查幼儿的情绪理解能力,采用教师评定问卷测查幼儿的情绪调节策略,使用照片社会评价法测查幼儿被同伴接纳的程度.结果表明:在总体上,情绪观点采择与情绪调节策略有关,情绪调节策略与同伴接纳有关,情绪观点采择能力与同伴接纳的边缘正相关在控制年龄后消失了;年长组儿童的攻击策略能显著预测同伴接纳,年幼组儿童的情绪观点采择、攻击策略、建构性策略都与同伴接纳有关,但只有攻击策略、建构性策略能显著预测同伴接纳;年幼组儿童的情绪观点采择分别通过攻击策略、建构性策略两条路径间接影响了同伴接纳.研究结果为进一步了解学前儿童同伴接纳的个体差异来源提供了情绪能力方面的数据.     

Young Children's Memory for the Times of Personal Past Events

Remembering the temporal information associated with personal past events is critical for autobiographical memory, yet we know relatively little about the development of this capacity. In the present research, we investigated temporal memory for naturally occurring personal events in 4-, 6-, and 8-year-old children. Parents recorded unique events in which their children participated during a 4-month period. At test, children made relative recency judgments and estimated the time of each event using conventional time scales (time of day, day of week, month of year, and season). Children also were asked to provide justifications for their time-scale judgments. Six- and 8-year-olds, but not 4-year-olds, accurately judged the order of two distinct events. There were age-related improvements in children's estimation of the time of events using conventional time scales. Older children provided more justifications for their time-scale judgments compared with younger children. Relations between correct responding on the time-scale judgments and provision of meaningful justifications suggest that children may use that information to reconstruct the times associated with past events. The findings can be used to chart a developmental trajectory of performance in temporal memory for personal past events and have implications for our understanding of autobiographical memory development.     

Effect of Questioning Techniques and Interview Setting on Young Children's Eyewitness Memory

The goal of this research was to learn if supposed ineffective questioning techniques (e.g., question repetition within the interview) would reduce the accuracy of five-year-olds' eyewitness memory. In the first study, children viewed a slide show depicting a minor crime and were then interviewed either with a standard interview or one which incorporated ineffective questioning techniques. The results indicated that the type of interview did not affect children's eyewitness memory. In a second study, children were presented with the ineffective interview by an authoritative interviewer in a formal office setting. The results again indicated little influence of interview setting or question technique on children's eyewitness memory, identification accuracy, and suggestibility.     

Sequential Memory: A Developmental Perspective on Its Relation to Frontal Lobe Functioning

The multidimensional nature of the frontal lobes serves to organize and coordinate brain functionings playing a central and pervasive role in human cognition. The executive processes implicated in complex cognition such as novel problem solving, modifying behavior as appropriate in response to changes in the environment, inhibiting prepotent or previous responses, and the implementation of schemas that organize behavior over time are believed to be mediated by the frontal regions of the brain. Overall, the functioning of the frontal lobes assists individuals in goal directed and self-regulatory behavior. Additional theories of frontal lobe functioning have focused on its involvement in temporal, or time-related domains. The organizational and strategic nature of frontal lobe functioning affects memory processes by enhancing the organization of to-be-remembered information. Among the specific memory systems presumed to be based on anterior cerebral structures is the temporal organization of memory. An essential component of memory that involves temporal organization is sequential ordering entailing the ability to judge which stimuli were seen most recently and the temporal ordering of events in memory. Focal lesion studies have demonstrated the importance of the frontal lobes on retrieval tasks in which monitoring, verification, and placement of information in temporal and spatial contexts of critical importance. Similarly, frontal lobe damage has been associated with deficits in memory for the temporal ordering, or sequencing, of events. The acquisition of abilities thought to be mediated by the frontal lobes, including sequential memory, unfolds throughout childhood, serving to condition patterns of behavior for the rest of the brain. Development of the frontal regions of the brain is known to continue through late adolescence and into early adulthood, in contrast to the earlier maturation of other cortical regions. The developmental patterns of the frontal lobes are thought to involve a hierarchical, dynamic, and multistage process.     

幼儿的情绪认知与适应行为发展关系的研究

研究对50名3—5岁幼儿的情绪认知能力和适应行为的发展水平进行了测查,并分析了二者之间的关系。结果表明：幼儿的情绪认知能力和适应能力的发展存在显著正相关;但与适应能力发展的不同方面存在着不同的关系模式：情绪认知能力和生活自理能力、交往能力、社会化能力、自我管理能力存在显著的正相关,而与运动能力和作业能力则相关不显著。     

幼儿的情绪认知发展及其与社会行为发展的关系研究

研究通过采用家庭情绪表露问卷、表情辨识程序和幼儿社会行为教师评估问卷,对82名3～4岁幼儿的家庭情绪表露气氛、情绪认知和社会行为表现进行测查,并分析三者间的相互关系。结果表明:(1)幼儿的情绪认知与其亲社会行为和退缩行为显著相关;(2)家庭情绪表露与幼儿情绪认知发展显著相关;(3)家庭情绪表露可能通过影响幼儿的情绪认知发展,进而影响幼儿的社会行为表现。     

When Children's Knowledge of Memory Improves Children's Performance in Memory

One of the strongest hypotheses in the field of metacognition research involves the positive effect of metamemory on memory performance. However, owing to the lack of appropriate instruments to appraise knowledge of memory, few studies have examined this effect among children. This study was conducted to create and validate an instrument to assess children's metamemory knowledge and link this knowledge with their memory performance and strategy use. A sample of 166 children was given a new three‐factor metamemory interview, and its psychometric properties were investigated. Regression analyses were carried out to investigate the link between metamemory and memory performance in a subgroup of 128 children from the validation study. Results confirmed the scale's good psychometric properties and revealed its ability to predict children's memory performance. However, none of the scale's factors could predict children's use of memory strategies. Implications for the study of children's metamemory development are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Basic Language Skills and Young Children's Understanding of Causal Connections During Storytelling

The current study examined the role of basic language skills for individual differences in preschoolers’ understanding of causal connections. Assessments of basic language skills, expressive vocabulary, phonological processing, and receptive language comprehension were examined in relation to the production of causal connections in a storytelling task, at two time periods. Similar to previous cross-sectional research, children's causal connections increased over six months. As hypothesized, expressive vocabulary and phonological processing predicted causal connections at Time 1. Six months later, only phonological processing predicted causal connections. Results provide new information regarding the significance of basic language skills for early narrative skills.     

Implications of Mothers' Personality for Their Parenting and Their Young Children's Developmental Outcomes

ABSTRACT Using.a recent model (Watson, Clark, & Harkness, 1994), we examined implications of mothers' personality ( N = 103) for parenting and children's developmental outcomes, using multiple personality self-reports, lengthy, repeated naturalistic observations, and mothers' reports about-parenting and their child. Mothers high in negative emotionality and disagreeable-ness showed more negative affect and their chidren were more defiant and angry; they also reported more power assertive and less nurturant parenting, as well as less secure attachment, more behavioral problems, and.lower internalizatton of rules in their children. Mothers high in constraint and California Psychological Inventory (CPI) socialization reported more secure attachment and better internalization of rules; CPI socialization also correlated negatively with observed maternal verbal power assertion and children's defiance and anger, and positively with compliance. Regression analyses indicated that mothers' personality, particularly negative emotionality and socialization, influenced broadly conceptualized adaptive child outcomes, even after the influence of parenting was controlled.     

记忆提示与表征能力对幼儿心理理论发展的影响

本研究通过经典的错误信念任务及修正后的错误信号和错误照片任务探讨了 3、4、5岁幼儿心理理论的发展以及记忆和表征对这一发展的影响。结果表明 ,3岁儿童还没有具备像 4、5岁儿童那样的心理理论 ;记忆上的帮助并不能提高幼儿在错误信念任务上的成绩 ;所有儿童都能够很好地表征目前及过去的事件     

Impact of Televised Songs on Children's and Young Adults' Memory of Educational Content

In two experiments, children's and young adults' memory of content presented via educational televised songs from School House Rock was examined. Single exposures favored verbal over sung presentations for recognition of important verbal content. After repeated exposure to a second vignette, children and adults remembered more educational material verbatim, and boys were better able to sequence important visual material, but participants still did not recognize significant verbal program content. The results suggest that songs improve verbatim memory, but spoken presentations improve verbal comprehension of content. Policy implications concerning the educational and informational requirements of the Children's Television Act are considered.     

Developmental Trends in False Memory Across Adolescence and Young Adulthood: A Comparison of DRM and Memory Conformity Paradigms

Little is known about the reliability of eyewitness memory among adolescents as most memory research has focused primarily on adults and young children. A number of studies recently have emerged outlining conditions where memory suggestibility increases from early childhood to adulthood. These developmental reversals are found in semantic association tasks such as the Deese–Roediger–McDermott (DRM) paradigm and have not yet been thoroughly investigated among adolescents. In the current study, we examined DRM performance among 11–21 year olds (N = 245). Extending the work comparing children and adults, false memory on the DRM task increased with age. False memory on the DRM task was not associated with false memory on a memory conformity task. The different memory processes involved with the tasks and the implications for legal psychology are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

幼儿的情绪表现规则知识发展及其与家庭情绪表露、社会行为的相关研究

通过幼儿情绪表现规则知识的访谈、家庭情绪表露问卷和幼儿社会行为评估问卷调查,考察了112名3～6岁幼儿情绪表现规则知识的发展及其与家庭情绪表露、社会行为的关系。结果表明:(1)幼儿的表情调节知识存在显著的年龄差异,大班幼儿比小班幼儿具有更高的表情调节知识、更倾向于掩饰消极情绪;(2)幼儿的表情调节知识与情绪表达的人际支持、工具支持的结果期望存在显著正相关,即幼儿掩饰消极情绪是因为预期情绪表达不会得到他人理解和帮助;(3)幼儿报告面对父母同伴教师不同在场者时具有不同的情绪体验,且幼儿的人际支持结果预期存在年龄和在场者的交互作用;(4)家庭情绪表露与幼儿的人际支持的结果预期存在显著正相关、与工具支持的结果预期存在显著负相关;(5)倾向于掩饰消极情绪的幼儿表现出更多的亲社会行为,认为表达消极情绪会带来不良结果的幼儿表现出更多的害羞退缩行为。     

Affectivity in Its Relation to Memory

It seems obvious that various feelings (various kinds of affectivity) are memorized, forgotten, and recollected to various degrees. Some of them are forgotten. Some of those forgotten can be recollected, while others are lost forever. For example, short and long-lasting feelings and shallow and deep feelings are memorized and remembered in different ways. In this paper I analyse from a conceptual point of view several categories of memory-of-feelings and offer a comprehensive map of them. In the end, the richness of categories in the realm of memory is interpreted as a proof of the intricacy of affectivity.