小学儿童对习俗时间的周期性特点的认知

本研究探讨了小学儿童对习俗时间周期性特点的认知发展．实验任务是让被试判断两个给定日期之间的时间距离是正向接近还是反向接近。结果表明:儿童对习俗时间的周期性特点的认知成绩随年龄增长而不断提高;随着两个日期之间距离的增大,反应时不断增加,正确率不断降低,在两个日期相互接近的方向发生改变的边界处,反应时最长,正确率最低,表现出显著的“距离效应”和“边界效应”;儿童可以利用数字系统进行判断,他们的认知加工策略包括计数、数字运算和凭借习俗时间的空间表象进行模拟加工等等。     

小学儿童奖赏公平性的认知发展

采用信息加工研究途径并假设故事情境探索小学儿童对奖赏公平性的社会认知发展,并将儿童的发展与成人作对比。研究结果表明,７,９岁儿童容易将＂均等＂与＂公平＂混淆,还没形成一个稳定的分配模式,而１２岁儿童已能运用＂努力＂、＂成果＂、＂能力＂等规则较为稳定地作出公平奖赏决定或评价,但还没达到对更高层次的社会准则的理解和掌握。儿童这一发展制约于他们的信息加工能力以及获得有关社会价值观的社会化过程。     

Social class as a correlate of gender identity among lesbian women

Traditionally, researchers have portrayed butch and femme identities among lesbian women as gender roles. To complicate matters, rather than ask lesbian women to define butch and femme within the context of their own culture, researchers defined the terms themselves. This study adds to the literature in two ways: (1) lesbian women are asked to define butch and femme on their own terms and (2) social class is considered as a correlate to the formation of butch and femme gender identities. A snowball sample of 235 women participated in the study. Ninety-three percent of the participants are white, 7% are women of color. Social classes, as measured by income and education, are diverse within the sample. Findings indicate that lesbian women define butch and femme differently than have researchers, and that social class is a significant determinant of whether or not a lesbian woman defines herself as butch or femme.Part of this paper was presented at the American Sociological Association 1995 Annual Meeting in Washington, DC. I thank Dr. Leonard Beeghley and two anonymousSex Roles reviewers for their valuable comments on earlier drafts.     

7－15岁儿童对友谊关系的认知及其发展

用以承诺为主题的两难推理故事探查７－１５岁儿童对友谊关系的认知及其发展。结果表明,儿童的有关发展制约于社会观点采择能力的发展和调节友谊关系的道德规范的理解,并表现出阶段结构的发展模式,我国儿童的发展具有某种跨文化的普遍性,也显示出自己的特点。     

3-5岁儿童关于认知生物和非生物的实验研究

本研究通过直接询问法揭示了3—5岁幼儿也具有区分生物(以人为例子)与非生物(洋娃娃、石头为例子)的初步知识。幼儿并没有显示出“泛灵伦”的思惟特征,即没有把有关人的属性应用到洋娃娃或石头上。运动和静止也不是幼儿区分生物、非生物的唯一标准。儿童的有关认知过程是从外部到内部,从局部到整体,从现象到本质地向前发展着的。     

中国实验心理学三十年

一 实验心理学已有悠久的历史,它建立于前一世纪的中叶,采用自然科学的方法研究心理学问题,在使心理学成为一门独立的科学上起了重要作用。但心理学被介绍到中国来还是在清朝末期,最早的一个心理学实验室是在1917年北京大学哲学系建立的。解放前的旧中国已有七、八个高等学校设置了心理学系,除了讲授普通心理学课程外,还开设     

Intralanguage vs. interlanguage Stroop effects in two types of writing systems

The relation between word processing strategy and the orthographic structure of a written language was explored in the present study. Three experiments were conducted using Chinese-English, Spanish-English, and Japanese-English bilinguals, respectively. Each subject was asked to perform a modified Stroop color-naming task in which the stimulus and the response language were either the same or different. The magnitude of the Stroop effect was greater in the intralanguage condition than in the interlanguage condition. When the magnitude of reduction of Stroop interference from the intra- to the interlanguage condition was compared across all bilingual groups, an inverse relationship was found between the magnitude of reduction and the degree of similarity between the orthographic structures of the two written languages. It is concluded that reading logographic and reading phonetic symbols entail different processing mechanisms and that controversial issues in bilingual processing cannot be resolved without taking into account the effect of orthographic variations on the information processing system.     

儿童对客体运动速度的认知发展——5—11岁儿童比较匀速直线运动光点速度的实验

本研究的目的是继续探讨不同年龄儿童对运动速度认知发展的水平和特点。被试为5—11岁儿童共205人,每组28—30人。采用个别实验。主试改用仪器显示在三种不同条件下的两个光点的等速匀速运动。令儿童比较它们的运动速度。每做完一个项目后不管儿童回答是否正确都要求他们说明理由。 实验结果表明:1)本实验条件下儿童对光点运动速度的认知同对玩具小汽车速度的认知有大体相同的发展趋势和年龄阶段的特点。2)本实验中儿童对光点速度的认知在以下几方面有别于对玩具小汽车运动速度的认知:a.从8岁起儿童依据两个光点之间的距离判断速度的人次随年龄增加。b.当儿童不能整合时、空因素时,空间因素的优势作用有减弱的趋势。3)较大儿童能采取各种策略主动解决问题。     

Childhood peer rejection,aggression, withdrawal,and perceived competence as predictors of self-reported behavior problems in preadolescence

Childhood peer rejection, aggression, withdrawal, and perceived competence were compared as predictors of self-reported behavior problems. Peer sociometric status (Coie, Dodge, and Coppotelli, 1982), teacher ratings of behavior problems (Lorion, Cowen, & Caldwell, 1975), and perceived competence ratings (Harter, 1982) were obtained for 613 second-through fourth-grade children. Two years later, these students completed a modified version of the Youth Self-Report form (Achenbach & Edelbrock, 1987). Rejected children and neglected girls were more likely to have a self-reported nonspecific negative outcome than others. Neglected girls were at heightened risk for depression. A varied set of predictors obtained from different informants emerged for each sex for each of the specific self-reported outcomes of depression, unpopularity, delinquency, aggression, and self-destructive/identity problems. Results are discussed in terms of future directions for longitudinal research on the consequences of poor peer relationships in childhood.This research was supported in part by a grant from the W. Alton Jones Foundation and in part from Cooperative Agreement (G0087C3033) between the U.S. Department of Education, Office of Special Education and Rehabilitative Services, and the University of Virginia. However, the opinions expressed herein do not necessarily represent the opinions of the funding agencies. Portions of this paper were presented at the First Annual Meeting of the Society for Research in Child and Adolescent Psychopathology, Miami, Florida. The authors would like to thank Robert Terry, Ruth Axman, Pamela Griesler, Melissa DeRosier, Nancy Vaden, Charlene Eickholt, Amy Young, Emily Burhans, Eric Johnson, Renee Lorio, and Karen Welke for their assistance in conducting this research project.