THE DEVELOPMENT OF CONSERVATION IN ABORIGINAL CHILDREN1

Deux groupes d'enfants aborigènes australiens (âge 8–15 ans) subissent les épreuves mises au point pour L'étude de la conservation de la quantité, du poids, du volume, de la longueur, de la surface et du nombre. Les résultats montrent que les enfants aborigènes réussissent ces problèmes à des âges plus élevés que les enfants européens et que dans certains cas, la notion de conservation n'est pas atteinte. On constate également des différences significatives chez les enfants aborigènes selon qu'ils sont de souche pure ou non. Les résultats confirment dans L'ensemble la théorie des stades de développement, mais on observe que L'ordre des stades dont L'invariance est postulée par Piaget et Inhelder présente quelques variations. L'A. commente ces résultats et évoque les différents facteurs qui peuvent être responsables du retard observé dans le développement des enfants aborigènes.     

CONSERVATION IN ABORIGINAL CHILDREN AND “GENETIC HYPOTHESIS”1

Jensen (1969) et Eysenck (1971) ont tous deux fait état d'une recherche de de Lemos (1969) pour appuyer l'hypothèse que des facteurs génétiques interviennent dans les différences intellectuelles constatées entre sujets de race noire et de race blanche. l'étude de de Lemos portait sur le développement du concept de conservation chez des enfants aborigènes. Les différences observées entre les Aborigènes de souche pure et ceux de sang mêlé (1/8 de sang européen) s'expliqueraient par le fait que ces derniers”. ont une plus grande probabilité d'hériter d'un potentiel intellectuel supérieur”. Une étude attentive de ce travail fait apparaître de sérieuses déficiences dans l'élaboration de la recherche et met en doute la validité de la comparaison entre les sous-groupes précités. Même si l'on ne tient pas compte de ces faiblesses, une nouvelle analyse des données rapportées conduit à des interprétations différentes de celles de de Lemos et Jensen et montre qu'un contact plus étroit avec les Européens, mais sur des termes d'inégalité, pourrait avoir des conséquences néfastes pour le développement intellectuel des Aborigènes. De plus, une réplique récente de l'étude de de Lemos (Dasen, 1972) ne fait apparaître, dans les résultats aux tests de conservation, aucune différence entre les Aborigènes de souche pure et ceux de sang mêlé.     

超常儿童心理发展追踪研究五年

为适应我国实现四个现代化早出人才,多出人才,出好人才的需要,1978年我们开始对超常儿童心理发展进行了协作调查和追踪研究。 本研究采取对超常和常态儿童进行动态纵向的比较研究。研究中运用多种指标和各种方法,突出以思惟为重点,并兼顾了非智力因素。 五年来研究表明,超常与常态儿童之间的差异不仅表现在发展的程度和速度方面,而且表现在发展的过程,形式和特点方面。研究并初步总结和概括了超常儿童多种类型,共同的心理特点,以及成长的主要条件。     

4—14岁儿童比例推理及认知结构的发展研究

本实验研究的主要目的是,探讨4——14岁儿童比例推理能力及内部认知结构发展的一般规律。结果:1.采用有序样本的聚类分析和因子分析,将其发展划分为七个阶段。2.发展的一般规律为:从单维、定性、加法推理到两维、定量、乘法操作;从比差运算上的整合,到整倍数乘法运算上的整合,最终达到在命题运算水平上对非整倍数函数关系操作上的整合;其发展的核心是,四个结构关系由低向高逐渐构建和整合,由此提出四结构关系建构理论。3.小学高年级和中学低年级儿童比例概念基本形成,与加拿大同龄儿童比较,有显著差异,表明国内比例概念的教学是有成效的。     

学前儿童因果思維发展的初步实驗研究

一、前言 学前儿童有沒有因果思維?因果思維在学前儿童身上究竟是怎样形成起来的?带有因果性质的实践动作究竟是怎样向因果性思維活动轉化的?各年龄阶段的学前儿童的因果思維的发展究竟有那些显著的特点?学前儿童因果思維的发展究竟能达到什么样的水平等等,都是学前儿童思維心理学中的一些重要問題。     

学龄儿童汉语正字法意识发展的研究

该研究以小学一年级、三年级、五年级儿童及大学生为被试,让他们对左右、上下和半包围三种结构类型的９０个真字、假字和非字进行词汇判断,以探讨儿童正字法意识的发展,结构类型的相应影响,以及年龄对汉字识别中结构类型效应的作用。结果表明;（１）儿童正字法意识的形成是以识字为基础的逐步发展的过程。小学一年级儿童已萌发了正字法意识,但至五年级时才基本达到了成人水平。（２）只有小学一年级被试的真字识别受结构类型影响。汉字识别中是否存在结构类型效应可能与被试识字经验、材料熟悉性等因素有关．（３）年级内部正字法意识的萌发和年级之间正字法意识发展的差异不受结构类型的影响,但萌发之后各年级内部均是对左右结构汉字正字法意识优于上下结构和半包围结构。     

THE ACQUISITION OF CONSERVATION OF SUBSTANCE AND WEIGHT IN CHILDREN

S medslund , J. The acquisition of conservation of substance and weight in children. I. Introduction. Scand. J. Psychol ., 1961, 2 , 11–20.—This is the first in a series of articles concerning the problem of how children acquire the concepts of conservation of substance and weight. The four alternative interpretations of nativism, maturation theory, learning theory and equilibration theory are discussed. It is concluded that nativism and maturation theory do not account for the known facts. An important issue is whether the concepts are established by external reinforcement (learning theory) or by a process of inner equilibration, as maintained by Piaget.     

THE ACQUISITION OF CONSERVATION OF SUBSTANCE AND WEIGHT IN CHILDREN

Smedslund, J. The acquisition of conservation of substance and weight in children. VII. Conservation of discontinuous quantity and the operations of adding and taking away. Scand. J. Psychol ., 1962, 3 , 69–77.—In Exp. I a test of conservation and highly different items of addition and subtraction were given. Conservation was closely related only to an item involving a subtraction of a piece and a subsequent addition of the same piece (- + sequence), followed by an addition of a piece and the subsequent subtraction of the same piece (+ - sequence). In Exp. II a test of conservation was given together with items involving various combinations of simple - + and + - sequences. It is concluded that - +, + -, and conservation seem to form a genetic sequence in this order, thus strengthening the hypothesis that a concept of conservation reflects a complete reversibility of the operations of + and -.     

超常儿童心理研究十年

本文总结了我国超常儿童心理发展十年研究主要结果。 内容分五个部分:(Ⅰ)简要地考察了从神童到超常儿童概念的历史发展。(Ⅱ)概述了我国研究者关于超常与常态儿童认知和个性以及两者关系比较研究的结果。(Ⅲ)总结了对超常儿童的鉴别原则、程序及实践。(Ⅳ)分析了我国关于超常儿童和少年的教育实验,指出了进展、主要特点和现实意义。最后,是对我国超常儿童研究协作组坚持十年协作研究作用的评价。     

中澳两国儿童社会观点采择能力的跨文化对比研究

本研究以中国寓言图画故事为刺激材料,通过个别询问,探查了中澳4至7、8岁儿童的社会观点采择能力及对个性特征的认知发展。结果表明,尽管两国被试来自不同的文化和社会背景,但显示出大致相同的发展顺序和认知特点,在发展水平上,中国儿童高于澳大利亚儿童,这可能跟刺激材料的内容和性质有关。     

儿童心理折叠能力的发展

本研究主要考察儿童心理折叠能力的发展。结果表明：（１）一般情况下,学生的心理折叠能力随年级（年龄）的上升而提高;（２）智力高的学生的心理折叠能力显著高于常态学生,而且,智力与年级之间存在较强的交互作用说明,智力是影响心理折叠能力发展的主要因素;（３）在本文所涉及的条件下,就总体而言,男生的心理折叠成绩高于女生。但这种性别差异主要不是来自常态组,而来自超常组;（４）不同被试组儿童的心理折叠能力具有不定全一致的发展曲线。     

VISUAL MEMORY IN AUSTRALIAN ABORIGINAL CHILDREN AND CHILDREN OF EUROPEAN DESCENT

An examination was made of a supposed superiority in Central Australian Aboriginal children, over European children, in visual memory of spatial displays. No such superiority was found. The presence of a supposed parallel difference in encoding strategies was also examined. Some support for that difference was obtained. The relevance of the latter for schoolroom practices was discussed.     

5－13岁儿童父母权威认知的发展研究

利用假设的问题情景和两难故事,对我国儿童对父母权威的认知特点进行了初步探讨。结果发现儿童服从父母的主要因素随年龄增长有所变化,在不同的生活领域,儿童对父母权威的评价及服从强制性有所不同;而在公正－父母权威冲突判断中,年幼儿童不能分辨公平与权威,随着年龄的增长,逐渐发展为追求公平和考虑其它因素的服从。     

初生至三十六个月儿童智能发展的追踪研究(一)

本研究用追踪法、根据智能预测表对29名儿童从初生至三十六个月进行智能测查,并向家长作全面了解,得出:(1)初生至三十六个月儿童智能发展的规律;(2)影响智能发展的因素。 作者并对发展类型、完成认知作业的思维活动水平、个性对发展的影响及早期智能的主要指标等进行了讨论。     

THE DEVELOPMENT OF CORRECT TOOTHBRUSHING TECHNIQUE IN PRESCHOOL CHILDREN

This study examined the effects of an intensive training program on the toothbrushing skills of three preschool children, using both performance measures and outcome (plaque level) indicators. Toothbrushing was broken into 16 steps that involved actual manipulation of the brush in the mouth. Correct brushing included four criteria: (a) appropriate angle of bristles, (b) appropriate motion of brush, (c) appropriate tooth surface, and (d) minimum duration of brushing. Training included instructions, a three-phase modeling procedure, physical guidance, and reinforcement. Results of a multiple baseline design across subjects showed that the children completed an average of 8.6% of the steps prior to training, as compared with an average of 95.8% of the steps following training. Plaque levels decreased from an average of 58% during baseline to 24.6% after training. Follow-up measures revealed that 86.6% of the steps were maintained. The study demonstrated that the effectiveness of the procedures in teaching very young children a complex motor skill that is essential to their future health.     

THE DEVELOPMENT OF COMMUNICATION SKILLS IN PHYSICALLY HANDICAPPED CHILDREN

The present study was primarily concerned with the communication skill development of physically handicapped children. Since these children often are denied contact with peers because of their disabilities, it was suggested that they may be unable to develop the perspective-taking ability necessary for adapting communication to a specific listener. It was also suggested that the increased contact provided by moving the handicapped into regular public school classrooms may help alleviate this problem. First-, third-, and sixth-grade children, handicapped and nonhandicapped, with and without the others in their classes, were tested on their listener-adaptation abilities in general and their adaptation to handicapped children, using pictures as stimuli for messages. The results support the hypothesis that handicapped children are deficient in listener adaptation. Classroom association with “normals” seems to improve this, but does not raise them to the level of their nonhandicapped peers. Nonhandicapped children are unable to adapt to handicapped children, and contact with the handicapped does not seem to improve this situation. Being in an integrated class seems to have some positive effects on handicapped children and few effects on the nonhandicapped.     

东西方儿童对友谊关系中的道德推理发展的跨文化研究

该研究以友谊许诺为主题的两难故事分别对冰岛(雷克雅未克市)和中国(北京市)7～15岁的儿童做个别访谈,比较研究了东西方文化儿童在友谊矛盾冲突情景中是如何做出行动决定选择和道德评价的。研究结果揭示了不同文化及与年龄相联系的社会认知能力对有关发展的影响。     

学龄儿童理解寓言、比喻詞的年龄特点

一 儿童在入学后,經过教学的影响,不但逐漸掌握了一些知識,而且在掌握方式上也发生着变化,这点在思維活动的特点上表現得特别明显。在学前儿童的心理活动中,占主导地位的是感性认識,如果說感性认識也包合着低級思維,即所謂具体的、形象的思維,那么到学龄期,儿童开始能从对事物的外部現象的认識逐漸过渡到对事物內部联系的认識,即所謂抽象的、邏輯的思維。这一变化影响着儿童整个心理活动,使之发生一些质变。儿童     

REPLICATION OF THE ACHIEVEMENT PLACE MODEL IN CALIFORNIA1

Attempting to replicate procedures from Achievement Place, token reinforcement procedures were used to modify savings, conversational interruptions, and table-setting of delinquent boys residing in a home-style, community based, treatment setting. The tokens (points) were redeemable for various privileges and could be earned for specified appropriate behaviors and lost for specified inappropriate behaviors. Contingent point fines reduced the frequency of interruptions. Point rewards improved table-setting, but even large point rewards did not substantially increase savings. Baseline data indicated that lateness to dinner was not a problem, as it was in Achievement Place. Withdrawal of contingent points and back-up rewards did not disrupt the clean-up behavior of two boys.