六岁儿童入学問題的心理学研究

一、六岁入学問題的意义 解放以来,我国的教育事业在党的領导下发展迅速,不論在学校数量上或教学貭量上都有显著的增长和提高。学校制度也在不断地改进。1952年會在小学推行过五年一貫制的学校制度,但由于种种原因,只实行了几年,没有继續。1958年全国工农业出現了新的大跃进形势,教育事业也有了改革的迫切要求。党明确地提出了教育为无产阶級政治服务,教育与生产劳动相结合的方針。为貫彻党的教育方針,教育部門提出了改革教育的种     

Tenacious goal pursuit and flexible goal adjustment: explication and age-related analysis of assimilative and accommodative strategies of coping

Crises and critical life transitions activate 2 distinct but complementary modes of coping, (a) transforming developmental circumstances in accordance with personal preferences (assimilative tendency) and (b) adjusting personal preferences to situational constraints (accommodative tendency). Assimilative and accommodative tendencies were measured by a questionnaire comprising 2 independent scales (Tenacious Goal Pursuit and Flexible Goal Adjustment). Both scales predict high life satisfaction and low depression and are positively related to generalized internal control beliefs. The scales evinced an opposite relation to age: Cross-sectional analyses on a sample of 890 Ss in the age range from 34 to 63 years revealed a gradual shift from an assimilative to an accommodative mode of coping. Implications for theories of depression and successful aging are discussed.     

从情绪描述看青少年期到成人期认知结构的发展

该研究依据研究者制定的认知发展水平评价系统,对年龄范围在13—55岁之间的90名被试关于生气、害怕、伤心、高兴四种情绪的自我描述进行了评价分析。结果表明,青少年期的思维具有形式化、外在、抽象等特点,成人期的思维具有内在、具体、形象等特点,前者具有刻板性、封闭性,后者具有灵活性、开放性。