童年的价值

在人的一生中,童年似乎是最不起眼的。大人们都在做正经事,孩子们却只是在玩耍、在梦想,仿佛在无所事事中挥霍着宝贵的光阴。可是,这似乎最不起眼的童年其实是人生中最重要的季节。粗心的大人看不见,在每一个看似懵懂的孩子身上,都有一个灵魂在朝着某种形态生成。     

六十忆童年

今年是抗战胜利六十周年，我也正好六十周岁。儿时常听母亲说，她是“走日军”那年怀的我，为了躲兵。几次腆着肚子跟大家一起翻山越岭钻山洞。我才知道自己是在娘肚子里就经过了战争的考验，庆幸自己一出世就迎来了反法西斯战争的胜利。     

童年学车记

幼时的我是个胆怯而自尊心又很强的女孩,看着比我大的伙伴一次次神气地在我面前炫耀她们的骑车技能时,内心的不服气不断地鼓舞我也要去尝试。终于,我忍不住了,低着头,     

忆童年

童年,像水中的珍珠,熠熠有光;童年,像五色的调色板,绚丽斑斓;童年,像天上的白云,多姿多彩。——题记岁月如梭,光阴似水。转眼间我已成为一个中学生,回忆起童年     

童年忆趣

“池塘边的榕树上,知了在声声叫着夏天;草丛边的秋千上,只有蝴蝶停在上面……”说到童年,真是有太多美好回忆。     

忆童年

转眼间离开家乡已近七年了,对于家乡的记忆模糊不清,不知家乡变化了没?我还能把它认出来吗?我与伙伴们嬉戏于草垛间的情景仍历历在目。那片田野也熔印在我心里。我相信它的模样,在星与月的照耀下,依然会温馨、可爱!稻香依旧清新!     

童年多梦

童年的梦想城堡有数不清的建筑,而且大都挺拔伟岸,高耸入云,每一次当我怀着朝圣的心情抬头仰望。城堡的主人总是故弄玄虚,不时扯几片白云牵几绺雾纱遮起,云遮雾盖里那建筑更加宏伟壮观,如海市蜃楼般美轮美奂。只可惜难以满足我好奇贪婪的心理。     

童年琐忆

每每走过那片青草地,看到地上纷繁开着的小花,便会忆起童年里的那些往事,它们如同星星一样在记忆里闪烁。蓦然回首时,那些模糊的记忆总会让一颗疲惫的心变得轻盈而柔软起来……过家家小时候,每逢春暖花开时节,在野外,     

忆童年话教育

一次，与同办公室的同事闲聊，话题是谈谈各自小时候亲历的感到迷惑不解的事情。同事们兴致很浓，谈锋甚健。他们都饶有兴味地围绕主题谈了许多童年趣事，我听了，感到非常有意思。把其中关系到教育方面的话题整理出来，仔细玩味一番，得到不少启迪，有些东西值得我们沉思，涉及到思想意识．思维语言、个性发展与心理困惑等诸多方面，其中蕴含着共同的问题：教育理念和教育方式。     

一个童年还是多个童年——基于新童年社会学视角

传统的童年研究将儿童视为“未成熟”“发展中”的需要被社会化的个体,进而得到了天真的儿童、天然本性的儿童、自然生长的儿童以及无意识的儿童等诸多有关“儿童是谁”这一问题的答案,人们的儿童观念及其教育实践无疑都受到传统童年研究的影响。随着社会的不断进步和发展,传统的童年研究的不足和弊端逐渐显现。20世纪80年代,新童年社会学在批判和继承传统童年研究的基础上,形成了在认识论和研究范式上的突破和创新,为儿童研究、儿童教育实践提供了新的借鉴和启示。     

The Memory of Childhood

Before I came to live here,I lived in a small county where there are not so many people and much less polluting cars.     

童年记忆与女性成长

本文试图从“童年记忆”这一角度切入，分析童年记忆给女性成长带来的独特而巨大的影响，以求更全面地评述新时期小说创作中的“女性成长”问题。     

论中国现代作家怀念童年的主观动因

中国现代作家之所以对童年极力礼赞与讴歌,除了深受西方浪漫主义思潮的客观影响以及作家自身多为青春少年之外,从作家的主观意志来考察,笔者认为主要出于如下3个方面的原因:将童年视为与世俗成人世界相对立的理想王国,希望借此驱除现实世界的残酷阴冷,以获得心灵情感的慰藉,是现代作家屡屡怀念童年的首要动因;其次,童年印证了自我本体的曾经存在,也使得自我价值曾经得以彰显;第三,怀念童年,本质上亦是现代作家对人性返朴归真的呼唤和对民族品德重建的期待.     

Memory Binding in Early Childhood: Evidence for a Retrieval Deficit

Previous research has suggested that performance for items requiring memory-binding processes improves between ages 4 and 6 ( J. Sluzenski, N. Newcombe, & S. L. Kovacs, 2006 ). The present study suggests that much of this improvement is due to retrieval, as opposed to encoding, deficits for 4-year-olds. Four- and 6-year-old children ( N  = 48 per age) were given objects, backgrounds, and object + background combinations to remember. Younger children performed equivalently to 6-year-olds during a working memory task for all types of memory questions but were impaired during a long-term memory task for the object + background combinations. Furthermore, this deficit was completely due to differences in false alarm rates, suggesting that separate analyses of hits and false alarms may be preferable to corrected recognition scores when studying memory development.     

The Self‐Reference Effect on Memory in Early Childhood

The self‐reference effect in memory is the advantage for information encoded about self, relative to other people. The early development of this effect was explored here using a concrete encoding paradigm. Trials comprised presentation of a self‐ or other‐image paired with a concrete object. In Study 1, 4‐ to 6‐year‐old children (N = 53) were asked in each trial whether the child pictured would like the object. Recognition memory showed an advantage for self‐paired objects. Study 2 (N = 55) replicated this finding in source memory. In Study 3 (N = 56), participants simply indicated object location. Again, recognition and source memory showed an advantage for self‐paired items. These findings are discussed with reference to mechanisms that ensure information of potential self‐relevance is reliably encoded.     

对大学生童年时代游戏记忆的纵向比较研究

采用成人对游戏回忆的方法，对童年期儿童游戏类型、动机、从游戏中学到什么、对成人的影响与10年前被试进行纵向比较．以探讨过去的10年里。中国儿童游戏活动的变化、发展，并对3个不同专业的大学生的童年期进行的游戏进行比较．探讨游戏对儿童发展的多方面作用。结果表明：两组被试在游戏年龄、游戏类型、游戏的动机等方面都有显差异。这对我国目前开展的素质教育有着重要的意义．可为教育与心理工作提供参考并为幼儿园和小学教师提供教育的依据。     

Developmental Differences in Relations Between Episodic Memory and Hippocampal Subregion Volume During Early Childhood

Episodic memory shows striking improvement during early childhood. However, neural contributions to these behavioral changes are not well understood. This study examined associations between episodic memory and volume of subregions (head, body, and tail) of the hippocampus—a structure known to support episodic memory in school‐aged children and adults—during early childhood (n = 45). Results revealed significant positive relations between episodic memory and volume of the hippocampal head in both the left and right hemispheres for 6‐ but not 4‐year‐old children, suggesting brain–behavior relations vary across development. These findings add new information regarding neural mechanisms of change in memory development during early childhood and suggest that developmental differences in hippocampal subregions may contribute to age‐related differences in episodic memory ability.     

Developmental Differences in Memory During Early Childhood: Insights From Event‐Related Potentials

Age‐related differences in behavioral and electrophysiological indices of memory were examined in 3‐ to 6‐year‐old children (N = 76). Behaviorally, no differences were observed in children's ability to identify old items; however, 3‐year‐old children were less accurate in correctly rejecting new items, and 3‐ and 4‐year‐old children recalled fewer contextual details compared to 5‐ and 6‐year‐old children. Age‐related differences in electrophysiological measures (800–1,000 ms after stimulus onset) were observed both to items recalled with contextual details, which increased between 3 and 4 years, and items recalled without contextual details, which were greatest in 5‐year‐old children, even after adjusting for global age‐related differences. These findings, interpreted within a dual‐process framework, may suggest changes in both recollection and familiarity processes during early childhood.     

The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences

The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.     

内存与内存管理

介绍了系统内存的术语．并举例说明了内存管理的原理和技术,使读者快速掌握管理系统内存的方法,从而可以使用更多的应用程序,并对由于内存使用不当而产生的错误有准确地定位和解决的办法．