学校欺负及其社会生态分析

学校欺负是一种较为常见的学校暴力形式且具有跨文化的普遍性。首先简要介绍了我国中小学欺负问题的基本特点。然后从社会生态学的视角阐述欺负者与受欺负者的个体特点,欺负／受欺负与儿童的同伴群体、家庭和学校等社会生态系统的联系,指出今后学校欺负问题的研究应立足于儿童青少年生活于其中的社会生态系统,在理论构想与研究设计上要充分考虑个体与其社会生态系统之间的相互作用和联系。     

认知过程模型研究述评

文章对认知过程的理论研究作了系统的阐述 ,分析了几种主要的认知过程模型 :认知发展模型 (皮亚杰的图式模型、凯斯的控制性结构模型 ) ;信息加工模型 (符号表征取向、联结主义取向 ) ;自组织模型及认知综合模型。从综合的角度研究认知过程是认知心理学研究的主导趋势。     

儿童在欺负行为事件中的行为反应

本研究采用结构性行为取样的方法,对4个年龄段的儿童在校欺负行为进行观察和分析,结果表明:学龄前儿童欺负行为的发生频率要高于学龄儿童,不同年龄段的欺负者、受欺负者及旁观者人数均有显著差异;欺负者中男生明显多于女生,受欺负者中女生明显多于男生,旁观者中各角色也存在显著的性别差异;在欺负行为中,5岁之前以攻击欺负为主,5岁之后以被动欺负为主;5岁之前儿童主要是身体欺负,5岁以后以言语欺负为主,7岁以后关系欺负行为增多.     

高年级小学生社会信息加工特点研究

社会认知研究范式的主要特点是采用信息加工过程模式来理解社会心理现象.通过这种模式考察儿童社会信息加工各阶段的特点有助于揭示社会性发展的内部机制.51名高年级小学生参加了结构性访谈,结果表明,在模糊同伴情景下,编码、解释、人际效能感以及反应执行水平上存在显著年级差异;男孩产生的反应数量显著多于女孩,男孩的侵犯性反应多于女孩.模糊权威情景下,编码和解释水平上存在显著年级差异;男女无差异.在清晰权威情景下,反应执行水平上存在显著年级差异;男女儿童对社会线索的解释也有显著差异.     

儿童词汇习得:社会语用认知的发展过程——儿童词汇习得理论假设评述

有关儿童习得词汇的研究主要有三种理论假设 :联想学习理论、制约原则论和社会语用理论。本文在分析前两种词汇习得理论缺陷的基础上 ,着重对社会语用认知理论进行了评述。该理论强调 ,具有可塑性的、强有力的社会认知技能是儿童成功习得词汇的关键因素     

校园受欺负学生的心理分析与干预策略

校园欺负问题是一个在校园中存在较为普遍的现象,欺负行为对受欺负者的身心健康具有很大的伤害性,会导致儿童情绪抑郁、注意力分散、孤独、逃学、学习成绩下降和失眠,严重的会导致自杀.应结合实践对受欺负者进行积极的心理干预:正视校园受欺负现象,与受欺负者共情;开展自信心训练,增强个人力量;进行社会技能训练,提高人际适应能力等.以减轻对受欺负者的心理伤害,使其健康、快乐成长.     

儿童认知发展研究新进展

继皮亚杰认知发展理论之后,信息加工观、生物观和社会文化观等新观点的挑战以及知觉偏爱、习惯化-去习惯化等新的实验方法技术的运用,为学前儿童认知发展研究的新进展提供了前提条件.认知发展研究的新进展,主要体现在儿童对自然现象的认知、社会认知心理理论和儿童语言的习得等领域.在儿童认知发展研究中,应全面理解和正确把握认知发展理论中领域的普遍性与领域的特殊性之间的关系,树立正确的认知发展观.     

留守儿童亲子分离适应:普遍性与差异性分析

考察亲子分离情境下留守初中生的心理特征及其个体差异,采用问卷法、教师评定法和档案法搜集232名农村留守初中生的测查数据.分析结果表明:与高危型相比,适应型留守儿童在认知—行为方面表现出高挑战性—可控性认知、积极应对以及低威胁性一无控性认知、低消极应对的“三高—三低”模式;在学业成就和学校表现方面表现出高学业成就、高人际技能、高任务取向和高耐挫性的特点.不同适应类型儿童在焦虑—退缩和违纪—攻击问题方面不存在显著差异,脆弱型和矛盾型在上述所有指标上均无显著差异.改变儿童的认知—行为系统,培养其社会能力有望成为留守儿童心理健康教育的重要突破口.     

社交退缩的SIP特点研究述评

研究者采用两种方法研究社交退缩儿童的社会信息加工特点,发现不同类型的社交退缩儿童的社会信息加工有不同,和正常儿童有区别,且受到性别、同伴关系、情绪的影响。根据已有的研究提出了方法上的不足。     

孤独症者知觉信息加工理论评述

孤独症者在信息加工中表现出了局部加工的优势,目前主要有两种理论可以解释这一加工特点,即中央统合不足假设以及知觉机能增强模型,但这两种理论围绕孤独症者是否具备完好的整体加工能力还有争论.目前,孤独症者这种加工特点的认知神经机制尚不明确.有必要从知觉低级加工的角度深入探讨局部优势的认知神经机制,为揭开孤独症的成因及发病机理提供更多的依据.     

The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children

This research explored links between cognition (both social and academic) and children's behaviour in a bullying situation (participant roles). Participants were 186 fourth to sixth grade boys and girls from four primary schools in central Greece. Six categories of social cognition (self-efficacy for assertion, self-efficacy for aggression, expectations that aggression will lead to rewards, expectations that aggression will lead to victim suffering, the value placed on rewards and the value placed on suffering in the victim) and two categories of academic cognition (self-efficacy for learning and performance and the self-regulatory strategies used while solving problems) were investigated in connection to six participant roles (bully, victim, assistant, reinforcer, defender and outsider). Results suggest that there are differential associations between cognitions and the roles that children take in bullying situations, according to gender. Academic self-efficacy combined with certain social cognitions predicted both victimisation and bullying behaviour. Self-regulatory strategies combined with social cognitions similar to victim's and bully's predicted both assistant and reinforcer behaviour, while none of the cognition measures predicted defender or outsider behaviour. Implications for interventions against bullying are briefly discussed.     

Dynamics within the Bully/Victim Paradigm: A qualitative analysis

The present research examined whether high school students ethically justify bullying behaviour within a school context. Ten students, purposefully selected because of their specific roles within the bully/victim paradigm, participated in semi-structured interviews. Data analysis using the constant comparative method associated with grounded theory revealed complex social structures that existed within the purposefully selected sample. These structures are dynamic and demand compliance by students. The consequences for dissent are social isolation and exclusion. A student's categorisation within the bully/victim paradigm may be determined by their ability to comply with the requirements of the complex constructs in the school social environment.     

Cognitive Mechanisms in Children''s Gender Stereotyping: Theoretical and Educational Implications of a Cognitive-based Intervention

The study was designed to test the hypothesis derived from cognitive-developmental theory that multiple classification skill plays an important role in children's gender stereotyping and in their processing of counterstereotypic gender information. Children (N = 75; 5-10 years) were matched on pretest measures of gender stereotyping and multiple classification skill and then assigned to: (1) multiple classification training using nonsocial stimuli, (2) multiple classification training using social stimuli, (3) a rule training intervention, or (4) a control intervention. Children who had acquired multiple classification skill via training with social stimuli and those children trained on rules for occupational sorting showed significantly more egalitarian responding on a subsequent measure of gender stereotyping and superior memory for counterstereotypic information embedded in stories. Additionally, children who had acquired multiple classification skill via training with nonsocial stimuli showed superior memory for counterstereotypic information, despite demonstrating no greater flexibility on the gender stereotyping measure. Both theoretical and educational implications of results are discussed.     

Theory of Mind, Emotion Understanding, Language, and Family Background: Individual Differences and Interrelations

Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children.     

Theory of mind,executive function and social competence in boys with ADHD

Abstract

Twenty-two boys with a diagnosis of ADHD were com-KEYWORDS pared with 22 typically developing boys on an advanced theory of mind task and on two tasks measuring aspects of executive function. Parents completed rating forms measuring general social competence, as well as mentalizing and non-mentalizing social behaviours. There were no differences between the groups on the advanced theory of mind measure.The children with ADHD scored more poorly than controls on an inhibition task but not on a planning task once age and IQ had been covaried. Ratings of social competence were correlated with theory of mind and executive function ability for the typically developing controls but not for the children with ADHD. The results are discussed in terms of inhibitory and social information processing accounts of ADHD.     

听力正常家庭和聋人家庭中聋童心理理论的发展

聋童能否正确理解他人心理状态直接影响其正常的社会交往。已有研究表明,听力正常家庭中的聋童心理理论水平低于正常儿童,但随其语言发展和年龄增长而逐步提升。聋人家庭中的聋童心理理论处于正常水平,并随年龄增长而成熟。尽管存在心理表征能力发展的迟滞,听力正常家庭中的聋童能在一定程度上理解图片对于现实的错误表征。研究结果提示正常的社交情境可能与聋童的心理理论发展有关。     

The Ontogeny of Social Information Gathering

When facing the unknown, humans tend to consult others for guidance. This propensity to treat others as information sources has wide-ranging implications, being in part responsible for the breadth and depth of our world knowledge. As yet, little is known concerning when and how young children acquire this important skill. Social referencing and communicative abilities in infancy have been interpreted by many as reflecting precocious social information-seeking ability, but the evidence is far from compelling and equally compatible with an attachment regulation interpretation. While the evidence indicates that infants as young as 12 months are good consumers of social information, it falls well short of demonstrating that they are active seekers of that information. Moreover, genuine social information seeking requires an implicit conception of the knowledge-ignorance distinction, and existing research on children's theories of mind suggests that such a conception is most likely not available in infancy. For these reasons, we argue for a developmental account of social information-gathering ability, one that is consistent with the larger body of evidence concerning sociocognitive abilities in infants and young children.     

孤独症儿童中央统合功能特点研究述评

Frith1989年提出孤独症是一种以信息加工缺陷为特征的认知障碍后,孤独症儿童非社会性损伤已成为孤独症研究的一个热点。相关研究结果提示,孤独症儿童刻板的重复行为与狭隘的兴趣、特殊的知觉和注意以及超常技能等,可能与孤独症儿童中央统合功能不足有关。本文主要对孤独症儿童中央统合功能的非言语测验研究、言语测验研究进行梳理,并对孤独症儿童中央统合功能研究在完善研究方法、扩展研究范围、扩大研究对象等方面作出了展望。     

Children's literacy environments and early word recognition subskills

First-grade children completed a battery of tasks that included standardized measures of word recognition and spelling, measures of phonological and orthographic processing skill, and a short indicator of exposure to print via home literacy experiences. Phonological and orthographic processing skill were separable components of variance in word recognition. Orthographic processing ability accounted for variance in word recognition ability even after the variance in three phonological processing measures had been partialed. Additionally, variance in orthographic processing ability not explained by phonological abilities was reliably linked to differences in print exposure. The print exposure measure was not, however, linked to the measures of phonological processing. This finding was unexpected but it is consistent with some previous research. The theoretical implications of this result are discussed.