幼儿自我调控的中日比较

实验以中日77名大班幼儿为被试(其中中国幼儿40名,日本幼儿37名).在实验中,根据幼儿园的日常生活,设置幼儿与同伴间矛盾场面(抑制场面和主张场面)的测试问题,采用逐张呈现图片并一对一询问的方式进行实验.根据幼儿在测试问题上的情绪反应与行为反应数据,比较中日幼儿自我调控的特征,结果表明:(1)在与同伴间的矛盾场面中,中国幼儿发生情绪反应的人数比率显著小于日本幼儿;(2)在表现出情绪反应的幼儿中,不论在抑制场面还是在主张场面,日本幼儿都比中国幼儿有更多的"自我抑制"或"自我抑制"倾向,而中国幼儿比日本幼儿出现了更多的"依赖教师"和"冲动行为"倾向;(3)中国幼儿的行为反应因情绪反应强度的变化表现出了差异,而日本幼儿的行为反应没有随着情绪反应强度的不同表现出差异.     

自闭症幼儿的视觉性自我认知实验研究

通过对平均心理年龄为23个月的6名自闭症幼儿的实验研究．甄别他们是否能从视觉上进行自我与他人的分化认知并进一步探索自闭症幼儿对镜像自我认知与录像自我认知上的差异;以秒为单位．对实验结果和过程进行了编码分析。结果表明：这6名幼儿在看自己的录像时,比看同伴的表现出更多的关注和喜悦;对录像的自我进行认知寸表现出更大的关注和积极情绪。由此推断他们已具有初步的自我认知。     

幼儿在联合行动中共同表征能力的发展

为探究幼儿联合行动共同表征能力的发展,实验1通过比较186名3~5岁幼儿在相同任务和不同任务的表现,发现4岁和5岁幼儿在不同任务中的表现比相同任务差;实验2进一步验证幼儿在不同任务中较差的表现源于对自我和同伴的共同表征。结论：3岁幼儿无法在联合任务中同时表征自我和同伴,没有表现出明显的共同表征能力,4岁以上幼儿开始具备稳定的共同表征能力,能够在联合任务中同时表征自己和同伴,由此对自己的行为表现造成干扰。     

道德和习俗领域幼儿义务推理的发展

采用Keller, Gummerum, Wang和Lindsey (2004)的不知情义务推理范式, 探讨了96名4、5、6岁幼儿对通过条件规则表述的鼓励性或禁止性的道德规则、以及习俗规则的义务推理能力的发展。结果表明：1)幼儿对两种不同领域规则的义务推理表现出基本一致的发展规律, 表现出显著的“角色效应”, 即多数幼儿都能指出同伴违反, 随年龄增大指出妈妈违反、双违反的人次百分比逐渐增多, 尤其是一些4岁幼儿就能正确指出道德和习俗领域中的妈妈违反, 部分5岁幼儿即可正确指出双违反。2)在不知情的义务推理范式下, 一些4岁幼儿错误指出本来是妈妈违反约定的情境中同伴违反、一些6岁幼儿错误指出本来是同伴违反约定的鼓励性规则情境中妈妈违反。3)尽管幼儿对道德和习俗规则的义务推理没有差异, 他们对不同性质社会规则的义务推理却表现出显著差异。5、6岁幼儿对禁止性的道德规则中同伴违反的检测显著低于对鼓励性的道德规则, 而6岁幼儿对双违反中妈妈违反的检测则相对更高; 6岁幼儿对习俗规则的义务推理也表现出类似的不同性质之间的差异。这些结果在一定程度上突破了以往的研究结论, 反映出幼儿对道德和习俗规则进行义务推理时表现出的跨领域的一般性及其领域内的特殊性。     

动机与情境对不同自控水平儿童学业求助的影响

本实验以小学儿童为被试,研究了在不同动机取向和情境条件下的不同自我控制水平儿童的学业求助行为。结果表明：（１）单独无自尊压力的解难题情境比群体压力情境导致更多的求助行为。（２）低自控儿童比高自控儿童产生更多的执行性求助,但主要表现在单独无自尊压力的情境下。（３）在群体压力情境下,自我卷入的儿童比任务卷入的儿童表现出更多的求助行为。（４）在单独无自尊压力的情境下,任务卷入的儿童比自我卷入的儿童表现出     

中学生对同伴群体和家庭影响力的判断

本研究采用情境故事判断、社会关系网络问卷和访谈法对495名中学生进行了问卷调查,对32名中学生进行了群体访谈,结果表明:1.在“告发同伴错误行为”、同伴中流行的“暗语”、穿同伴中流行服装和听同伴中流行的音乐四个情境中,从初一到高二的青少年学生存在着从接受父母影响向接受同伴群体影响的转变趋势.各情境中,从初二到高一年级是从接受父母影响向接受同伴影响的一个敏感的转变时期.2.随着年龄增长,青少年学生对如何处理社会关系的判断表现出一种水平的演进,起先是在服从权威的水平上,然后逐渐向回避不良后果水平转变,第三种水平表现为工具性地处理社会关系,最后达到协调社会关系的水平.3.同伴交往较多的青少年,大多表现出外倾、人缘好、心地善良、乐于助人等积极的个性特征,表明同伴交往与青少年学生的个性发展有重要的相互影响作用.     

幼儿对生气和伤心情绪倾向同伴的接受性比较

本研究通过生气-伤心两可情景,考察了116名4~6岁幼儿对生气和伤心倾向同伴的认知偏好,并通过二选一的封闭式访谈考察幼儿对生气和伤心情绪结果的理解,以反映幼儿的偏好原因。结果表明:①从认知上看,相比生气倾向的同伴,幼儿更偏好伤心倾向的同伴。②5岁、6岁组幼儿比4岁组幼儿更偏好伤心倾向的同伴。③在情绪结果理解上,幼儿认为生气引发他人更多的远离,伤心引发他人更多的目标恢复、道歉和趋近。可见,生气倾向的幼儿比伤心倾向的幼儿更不被同伴接受。     

幼儿同伴关系与情绪理解能力关系的研究

以天津某幼儿园大班58名幼儿为被试,采用四种情绪理解任务测查幼儿的情绪理解能力,并采用同伴提名法测查幼儿的被接纳和被关注程度.通过对五种同伴关系类型的幼儿在四种情绪理解任务上的差异研究,考察同伴关系与情绪理解的关系.结果表明:受欢迎型幼儿在四种情绪理解任务上的表现显著高于被拒绝、被忽视和矛盾型幼儿;幼儿受同伴接纳程度与其情绪理解能力呈显著正相关,而与被同伴关注程度相关不显著;同伴接纳程度对幼儿的情绪理解能力具有预测作用.     

四种注意情境下幼儿自我延迟满足的实验研究

将120名中等自控能力的3～5岁幼儿随机分配到四种注意情境下:两种奖励物同时呈现、只呈现即时奖励物、只呈现延迟奖励物、两种奖励物都不呈现,以探索幼儿自我延迟满足的注意机制及发展特点。结果发现:(1)幼儿自我延迟满足在两种奖励物都不呈现情境下平均延迟时间最长,在呈现奖励物的三种情境下平均延迟时间较短,表现出跨年龄稳定性;(2)3～5岁幼儿自我延迟满足发展存在显著年龄差异,表现出随年龄增长而提高的趋势。     

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。     

How do Japanese mothers treat children''s negativism

This study examined the thinking of Japanese mothers (N = 95) concerning the negative and self-assertive behavior of 2;5 and 3;5 year old children. A short structured interview was conducted with middle class mothers to (1) assertain their ideas about the reasons for and the development of negativism and self-assertion, and (2) clarify how mothers respond to such behavior. The results made it clear such childrearing issues as autonomy, negativism, self-assertion, and indeed ego development have a different meaning in the Japanese cultural context than in the Western context from which these psychological terms have been derived. Mothers appeared to be in conflict because they are told to accept negativism and noncompliance as normal and necessary developmentally, even though noncompliant and self-assertive behavior seem to be unacceptable behavior after early Japanese childhood. The results are discussed in terms of implications for childrearing and socialization models, and indicate that traditional Western theories of individuation and autonomy cannot be simply transplanted into the developmental study of Japanese children.     

Sensitivity to criticism and theory of mind: A cross cultural study on Japanese and Italian children

Although recent studies have shown cross-cultural differences in theory of mind (ToM) between children in Western and Eastern cultures, little is known about cross-cultural differences pertaining to social correlates. The present research investigated cultural variations in the relationship between sensitivity to criticism and ToM. Japanese (n = 76) and Italian (n = 76) 6-year-olds completed a sensitivity-to-criticism task (either the teacher condition or the peer condition), second-order false-belief tasks, and a verbal ability test. The results replicated previous findings of an association between ability rating after teacher criticism and ToM in both countries. Cultural variation was found in emotional response and motivation after teacher, but nor peer, criticism. Japanese children responded to teacher criticism more positively than did Italian children. Moreover, Japanese children who failed the second-order false-belief task were more motivated after teacher criticism than were Italian children. These results are discussed in relation to differences in cultural factors.     

Marriage, Parenting, and the Emergence of Early Self-Regulation in the Family System

The early years of toddlerhood mark the emergence of self-regulation and the child's ability to comply with parental requests. The current study examined young children's compliance and noncompliance in a family context by observing mothers, fathers, and two children in a family clean-up paradigm. Marital conflict and mutual responsiveness in the parent-child relationship were used as predictors of children's early self-regulation in an effort to explore risk and protective factors within the family. Several interactions between mother and father behavior as well as between marital conflict and parenting revealed how father-infant attachment moderates the effects of mother-infant attachment on children's compliance and how a close father-child relationship can protect children from the risks associated with high levels of marital conflict. Results indicate that future research on children's early self-regulation needs to be more systemic and move beyond the traditional mother-child dyadic context.     

Self-regulation in early childhood: the interplay between family risk,temperament and teacher–child interactions

Abstract

This study investigates the interplay between family risk and the quality of classroom interactions and their impact on self-regulation skills in two groups of children—children from socioeconomically disadvantaged backgrounds (at-risk) and non-risk children. Participants included 485 children (N = 93 classrooms)—233 (N = 47 classrooms) of which were from socioeconomically disadvantaged areas. Temperament was measured using teacher report. Trained observers rated classroom quality via live observations of a typical preschool day. Behavioral regulation was assessed using direct measures and emotional regulation was assessed using a teacher report. Analyses using multiple group structural equation modeling showed that at-risk children had lower levels of cool behavior regulation than non-risk children. In addition, classroom quality was positively linked to cool behavioral self-regulation. Moderating effects were additionally found between family risk and classroom quality on both hot behavioral regulation and emotional regulation. Classroom quality served as a protective factor for children exposed to more risk factors. Results showed complex associations between individual characteristics, classroom quality, and family risk, indicating a need to further explore the interplay among these variables.     

Autonomy as Core of Creativity and Compliance: Moderated Moderation Model of Maternal Parenting Behaviors

Autonomy is one of the core motivators of children’s creativity and (non)compliance. But it is less known how children’s (non)compliance links to later creative potential and how maternal parenting behaviors contribute to those links. This article, as part of a longitudinal study, tested whether preschoolers’ committed compliance and self-assertion related to their potential for motor creativity and how maternal autonomy-supporting and relatedness-supporting behaviors predicted those relations. Eighty-two Chinese children (32 boys) and their families were included. At 38 months, committed compliance and self-assertion were coded from a cleanup task. Maternal autonomy-supporting and relatedness-supporting behaviors were coded from two 5-min mother-child free-plays. At 60 months, the Thinking Creativity in Action and Movement test (TCAM) was used to measure children’s potential for motor creativity. Results showed that after controlling for gender and receptive language, the 38-month-olds’ committed compliance negatively, and self-assertion positively, linked to creative potential at 60 months. Moderation analyses revealed that the association between self-assertion and creative potential was strengthened by maternal autonomy-supporting behavior. This moderating effect, however, was weakened by maternal relatedness-supporting behavior. But maternal parenting behaviors did not moderate the association between committed compliance and creative potential. The limitations of this study were discussed.     

五岁儿童自主性与权威认知的相关研究

本研究采用实验室观察法对五岁儿童自主性与权威认知之间的关系进行探讨。结果表明:(1)五岁儿童自主性与权威认知间相关显著,权威认知水平高的儿童自主性发展水平高,权威认知水平低的儿童自主性发展水平低;(2)五岁儿童权威认知与自主性三个维度间相关均显著。权威认知水平高的儿童,其自我依靠、自我控制和自我主张水平高;权威认知水平低的儿童,其自我依靠、自我控制和自我主张水平低。     

Relationships between self-regulation and personality scores of persons with Down syndrome.

This study examined the associations of self-regulation (scores on self-assertion and self control) with personality traits for 76 persons with Down syndrome. Analysis shows self-assertion scores were correlated with scores for all personality traits. The correlations were significant with Emotionality and Playfulness for people with Down syndrome but not for those without Down syndrome (n=40). Self-control scores significantly correlated with scores on controlling and attachment for both groups. Emotionality was related to scores on self-control for students without Down syndrome but not for those with Down syndrome.     

Switching pauses in adult-adult and child-child turn takings: An initial study

Based on the Japanese conversation obtained from five adult-adult and five child-child dyads, the present study investigated whether the duration of switching pause (silence between two different speakers) differed depending on the existence of linguistic cue (e.g., anaphoric reference) and/or the phonetic cue (rising intonation). Switching pause durations were measured acoustically whereas the phonetic cue was examined by a listening test. The results showed that switching pause durations are likely to be short when they are accompanied by the linguistic cue whereas they are likely to be long when accompanied by no cue. This tendency was observed both in adult and child dyads. The results also showed that the ratios of using the linguistic and/or the phonetic cue are almost the same for adults and children.     

Individual differences in effects of child care quality: The role of child affective self-regulation and gender

The current study investigated whether the relation between child care quality and children's socio-emotional behavior depended on children's affective self-regulation skills and gender. Participants were 545 children (M_age = 27 months) from 60 center-based child care centers in the Netherlands. Multi-level analyses showed that children with low affective self-regulation skills or who were male demonstrated less teacher-rated social competence when exposed to relatively low quality child care. In addition, children with low affective self-regulation skills also showed more social competence in the case of relatively high quality child care, suggesting mechanisms of differential susceptibility. No main effects of child care quality or interactions were found for teacher- and parent-rated externalizing behavior. These findings emphasize the importance of considering children's affective self-regulation skills and gender in understanding the effects of child care quality. High quality child care can be a means to strengthen children's social development.