创造力的神经机制及其教育隐意

近十几年来,创造力的神经科学研究取得了巨大进展。研究者使用EEG(脑电)、fMRI(功能核磁共振)、PET(正电子发射断层扫描)、NIRS(近红外光谱扫描)等多种技术手段,对发散性思维、顿悟、艺术创造、创编故事等创造活动背后的神经机制,对高创造力大脑与低创造力大脑间的差异,对创造性思维干预措施发挥作用的神经机制等,进行了广泛而深入的探讨。这些研究不仅推进了我们对大脑功能的认识,也对教育实践具有重要启发意义。     

Neurodevelopmental Correlates of Theory of Mind in Preschool Children

Baseline electroencephalogram (EEG) data were collected from twenty-nine 4-year-old children who also completed batteries of representational theory-of-mind (RTM) tasks and executive functioning (EF) tasks. Neural sources of children's EEG alpha (6–9 Hz) were estimated and analyzed to determine whether individual differences in regional EEG alpha activity predicted children's RTM performance, while statistically controlling for children's age and EF skills. Results showed that individual differences in EEG alpha activity localized to the dorsal medial prefrontal cortex (dMPFC) and the right temporal–parietal juncture (rTPJ) were positively associated with children's RTM performance. These findings suggest that the maturation of dMPFC and rTPJ is a critical constituent of preschoolers' explicit theory-of-mind development.     

流动儿童的自尊及其稳定性和保护作用的研究

对流动儿童的自尊水平、稳定性及其保护作用进行了研究.对358名流动儿童、248名城市儿童及其家长施测青少年生活事件量表(ASLEC)、自尊量表(SES)和Achenbach儿童行为量表(家长版)(CBCL).结果发现,流动儿童的自尊得分显著低于城市儿童,且不太稳定.层次多元回归分析的结果表明,流动儿童的自尊与压力的交互作用显著,表明流动儿童的自尊是其应对压力,保持良好的社会适应的保护性因素.     

寄托教育及其对寄托儿童的影响

寄托教育是我国社会中近年来所兴起的一种新的教育方式,在经济发达地区发展得相当迅速。它是在特定的条件下产生的,在其发展过程中出现了一些问题,从而引发了许多争论。这种教育方式使寄托儿童的师生交往和同伴交往增多、亲子交往减少,对寄托儿童产生了重要的影响。     

计算困难儿童的抑制控制和转换

通过阅读能力测试、算术速度测试在300名三年级儿童中选取单独计算困难(n=22)、计算和阅读都困难(n=18)两个实验组和年龄控制组(n=23),使用计算机呈现以数字、图形、汉字三种材料组成的六个快速命名任务,以考察计算困难儿童的抑制控制及转换能力.结果表明(1)计算困难儿童的抑制控制及转换能力显著低于控制组儿童;(2)单独计算困难儿童只在数字材料任务中的反应成绩显著低于控制组儿童;(3)计算与阅读都困难儿童三种任务材料的反应成绩显著低于控制组儿童.     

Patterns of Inhibition to the Unfamiliar in Children of Normal and Affectively Ill Mothers

Patterns of 2-3 1/2-year-old children's inhibition and their well and depressed mothers' behaviors in nonsocial and social unfamiliar situations were examined in 88 dyads. Type of unfamiliarity was associated with 2 forms of children's inhibition. 4 more specific patterns were identified: in the nonsocial situation, Inhibition to New Environment with Proximity to Mother; in the social situation, Retreat to Mother, Passivity/Withdrawal from a Stranger, and Wary/Timid Response. The unipolar depressed mothers, particularly those who were recently symptomatic and had a history of the most serious illness, had children who were most inhibited. Serious affective impairment was also associated with the least maternal facilitation of the children's approach to the unfamiliar. Boys were more inhibited to a new environment and girls were more inhibited to a new person. Relations between child inhibition and maternal behaviors suggested that for toddlers and their mothers, encounters with the unfamiliar are interactive events.     

Attachment Stability in Children Aged 6 to 9 Years in Extended and Nuclear Families

Research Findings: The main aim of this study was to identify whether the attachment security of children living in nuclear and extended families is stable from ages 6 to 9 years in a sample of Turkish children. In total, 54 children participated in the study, of whom 27 lived in nuclear families and the other 27 lived in extended families in Mu? Province, Turkey. Incomplete Stories with a Doll Family and the Kerns Security Scale were used with the same group after a 3-year interval. Attachment was found to be stable for 54% of the overall sample: 47% of those living in extended families and 59% of those living in nuclear families. These findings support the argument that attachment follows a stable course from age 6 to 9 years onward. Depending on time, this stability was also found to be significant in terms of gender and family type. Practice or Policy: The findings from this study contribute to the relevant literature both in terms of the identification of attachment stability between the ages of 6 and 9 and with regard to the effects of family type on attachment stability.     

自由层次论及其对儿童教育的启示

美国学者M·李普曼在《教室里的哲学》中区分了三种课堂情境:最不理想的是,学生在教师面前不敢开口,生怕因此而丧失教师的欢心与尊重。稍好一点的情形是,学生能自由地讨论抽象问题,不过得随时小心,不要对教师的价值标准表示出任何即使是暗示性的异议。最佳的情境则是,学生非常信赖教师,并敢于批评其方法或价值标准,因为他们知道教师会客观地考虑自己的批评意见。这三种课堂情境实质是依据儿童自由的程度而划分的:第一种情境中,儿童连最基本的活动自由都没有;第二种情境稍好一点,儿童可以自由讨论,但这种所谓的自由讨论是以不违背教师的价值标准为前提的,实质是一种异化的自由;惟有第三种情境中,儿童才享有真正的自由。对儿童自由问题的探讨不能停留于表面,即儿童是否具有外部活动自由,应继续前进,深入问题的核心,即儿童是否在内心真正自由?换言之,自由具有不同的层次。本文试图结合当前儿童教育中的一些现象,探讨“自由层次论”及其对儿童教育的启示。     

Stability of Inhibition in a Swedish Longitudinal Sample

2 of the major questions prompted by recent research on inhibition are: (1) Should inhibition be considered a trait dimension, or do those who manifest extreme inhibition constitute a discrete personality type? (2) Are there sex differences in stability of inhibition? We addressed these questions using mothers' ratings over 16 years and psychologists' ratings over 6 years of a Swedish longitudinal sample. From the mean of mothers' 18- and 24-month ratings and the mean of psychologists' 18- and 24-month ratings, we predicted later ratings through 16 years. We performed these analyses for children constituting the extreme 10%–15% from each end of the distribution and then for children not rated as extreme. Ratings were more stable for children in the extreme groups than for those in the nonextreme groups through 6 years; however, only for the inhibited girls did early inhibition predict inhibition into adolescence. We conclude that culturally shared notions of gender-appropriate behavior influence the stability of inhibition.     

儿童是个心理学家--心理理论及其启迪

若结识一个心理学家,或那些从事心理学工作者,人们可能都会试探性地问他们一个问题:“你知道我现在心里在想什么吗?”但我们很少向儿童问这样的问题,那么,儿童是个心理学家吗?他们能够了解自己和他人的心理吗?我们先从一个儿童喜欢玩的游戏“捉迷藏”说起。我们都熟知“捉迷藏”的游戏,这种游戏取胜的关键是“躲藏者”必须让他人不知道自己躲藏的地方,不好找寻到自己,这样,在玩游戏的过程中,“躲藏者”和“找寻者”都必须要揣摩对方的心理,想一想哪是安全的地方?他会藏哪?成人在与儿童玩这种游戏时会发现一个有趣的现象:有时,成人作为“找寻…     

Neural Correlates of Self and Its Interaction With Memory in Healthy Adolescents

Adolescence is marked by the development of personal identity and is associated with structural and functional changes in brain regions associated with Self processing. Yet, little is known about the neural correlates of self‐reference processing and self‐reference effect in adolescents. This functional magnetic resonance imaging study consists of a self‐reference paradigm followed by a recognition test proposed to 30 healthy adolescents aged 13–18 years old. Results showed that the rostral anterior cingulate cortex is specifically involved in self‐reference processing and that this specialization develops gradually from 13 to 18 years old. The self‐reference effect is associated with increased brain activation changes during encoding, suggesting that the beneficial effect of Self on memory may occur at encoding of self‐referential information, rather than at retrieval.     

Changes in and Stability of Cardiovascular Responses to Behavioral Stress: Results from a Four-Year Longitudinal Study of Children

This study examined the changes in and stability of cardiovascular responses to behavioral stress among 132 children in a 4-year longitudinal study. Children's heart rate and blood pressure were measured at rest and while performing 3 tasks: serial subtraction, mirror image tracing, and isometric exercise. This procedure was followed at study entry when children were in grades 2-12 (ages 6-18 years) and at follow-up when children were in grades 6 through post-high school (ages 11-21 years). Results showed that blood pressure and heart rate responses during the tasks were reliable across time for all measures except heart rate responses during isometric exercise. Systolic blood pressure responses to all tasks increased with age for boys, but not for girls. These results support the notion that cardiovascular responses to behavioral stress are a stable individual difference variable.     

Stability of Maternal Socioemotional Investment in Young Children

Objective. To investigate the stability of 3 constructs (Sensitivity, Delight, and Acceptance of the Parenting Role) of mothers' socioemotional investment in the young child from 15 months and 36 months postpartum. Design. A sample of 102 mothers participated. Factor structure stability, rank-order stability, and mean-level stability were investigated by confirmatory factor analysis, correlational analysis, and paired t tests, respectively. Results. All 3 domains of maternal investment showed reasonable stability. Each maternal investment measure showed at least a basic test of factorial stability. Both Sensitivity and Delight passed stringent tests of factorial stability, and Acceptance of the Parenting Role contained one item that was less valid at 36 months. There were no mean-level differences across time, and all rank-order stability coefficients were above. 50. Conclusions. The stability observed in maternal socioemotional investment, together with findings showing stability in related aspects of parental beliefs and attitudes, suggests that it may be neither simple nor easy to effect change in parents' attitudes and feelings regarding the child.     

注意缺陷多动障碍儿童的抑制控制与转换

目的:探讨注意缺陷多动障碍(ADHD)儿童的抑制控制和转换功能.方法:采用图形选择测验、威斯康星卡片分类测验(WCST)、昼夜Stroop测验和字色Stroop测验,以23例ADHD儿童和22例普通对照儿童为研究对象,对其抑制控制能力、转换能力进行测试比较.结果:1.ADHD儿童完成图形选择测验转换任务时间较普通对照组儿童明显延长,犯错误数明显增多;2.ADHD儿童完成威斯康星卡片分类测验的错误应答数、持续性错误数明显比普通儿童多,差异极其显著;3.两组儿童完成昼夜Stroop测验时冲突任务平均时上有显著性差异,ADHD儿童的反应时多于普通儿童;4.ADHD儿童完成字色Stroop测验的干扰任务反应时较普通对照组儿童显著延长.结论:ADHD儿童的抑制控制能力和转换能力显著低于普通儿童.     

儿童精神发生学对儿童教育、儿童文学的影响

传统儿童教育的误区可以归因在没有认识到儿童的精神发生现象和发生规律.没有认识到成人的精神世界是要经过儿童的精神世界的数次结构性转换才能达成.对儿童精神发生现象的无知是成人本位的儿童教育和儿童文学创作之所以能够大行其道的根源之一.中国传统教育和传统儿童文学创作所强调的将成人世界的"大道理"教给幼小儿童、时下流行的儿童读经运动等等,都是脱离儿童世界的.中华民族迄今在文化层面上尚未建立现代儿童观念和现代教育观念.     

美国乡村流动儿童的教育及其经验借鉴

在美国,由于一些从事农林渔业生产的家庭的流动性,伴生了农村流动儿童的教育及健康问题。为解决农村流动儿童的健康和教育问题,美国联邦政府长期实施一种被称作“流动学生教育计划”的项目,在解决美国流动中小学学生的学习和健康问题方面积累了经验。该计划在出台的背景、运作方式和服务的内容等方面,可为我国解决农村流动儿童教育问题提供可资借鉴的经验。     

学龄前儿童缺钙的危害及补钙方法浅析

钙是人体内含量最多、也是最容易缺乏的元素之一.学龄前儿童正处于生长的旺盛阶段,这个时期缺钙会严重影响身心的健康成长.缺钙儿童常出现骨骼发育不良、惊厥和智力发育迟缓等病症,还会增加铅中毒的几率.采用科学的方法,通过食物、药物等途径给儿童适当补钙,可确保儿童的健康成长及成年后的身体健康.     

论河北儿童文学的审美品质及现代建构

自觉的河北儿童文学产生于抗日战争时期.并在特定的时代风潮、地域文化中确立了其基本审美品质.在当代.河北儿童文学逐渐形成了多元化的审美取向,建构了富有现代品种的基本审美格局,在不同的领域均做出了比较显著的成绩.但是,伴随着社会生活的转型,新的文化时代对河北儿童文学的发展也提出了不同以往的要求.     

对话的内涵及其对幼儿音乐教学的启示

在教学实践中,对话常被当作一种教学方式或者是教育精神.本文力图从多样性的对话内涵入手,寻找关于对话的核心要素和综合观点,并探索对话的内涵对幼儿音乐教学的启示.     

The Language Experience of Deaf Children: Its Relation to Spontaneous Rehearsal in a Memory Task

This study was an investigation of whether the language history of deaf children is related to their delayed emergence of spontaneous memory strategy use. Use of rehearsal on a serial recall task was compared for 41 deaf (age 5 to 15 years) and 45 hearing (age 5 to 8 years) children. A lag of several years was noted in the emergence of spontaneous rehearsal for the deaf. Hierarchical discriminant function analysis showed language history to be a nearly perfect mediator of the relation between age and rehearsal use, effectively eliminating the lag in the emergence of rehearsal use. Increased language experience was hypothesized to be associated with automatization of language skills, and thus with decreased processing demands when language-based strategies are used.