儿童认知发展水平诊断工具IPDT的动态化编制及其在低社会经济地位儿童中的应用

“皮亚杰认知发展量表” (IPDT)中的守恒与关系领域经动态化改编后已被证实适用于小学低年级儿童的潜能评估。在此基础上, 本研究旨在构建适用于小学高年级儿童的IPDT表征、分类、规律领域的动态测验; 并运用所构建的IPDT动态测验对低社会经济地位(SES)儿童进行认知潜能评估; 而后经过对低SES儿童的推理认知干预, 进一步考查认知干预在低SES不同潜能儿童的认知能力和数学成就中的促进作用。结果发现：(1)改编的IPDT表征、分类、规律领域的动态测验包含“前测—干预—迁移—后测”4个阶段, 所构建的逐级提示干预方案合理适切, 可以有效区分不同认知潜能水平的小学高年级儿童, 特别是弱势儿童; (2)推理认知干预对由IPDT动态测验细致区分出的不同潜能水平的低SES儿童作用不同, 尽管他们在认知能力与数学成就上均有进步, 但低SES高潜能儿童比低SES低潜能儿童从干预中获益更多。

Dynamic adaptation of the Inventory of Piaget's Developmental Task (IPDT) and the application for children with low socioeconomic status

Low socioeconomic status (SES) has an adverse effect on children’s cognitive development and academic achievement. The dynamic test is based on the concept of Vygotsky's “Zone of Proximal Development” (ZPD), which is an effective and necessary supplement to the conventional intelligence test. It can identify the cognitive potential especially for children with low SES, more comprehensively and accurately. This assessment can classify high-potential children who have not yet shown good cognitive performance but are likely to perform well through the intervention and assessment process. The domains of conservation and relations in the Inventory of Piaget’s Developmental Task (IPDT) have been proved to be applicable to children’s cognitive potential assessment in the lower grade of elementary school. Purpose of this study was to construct a dynamic test based on the representation, classification, and regulation domains of the IPDT in senior primary school children. Furthermore, the newly developed IPDT dynamic test was applied to the cognitive intervention study of low SES children to examine the improvement of cognitive ability and academic achievement of low SES children with different potentials after the inferential cognitive intervention.