Developmentprocess
DevelopmentalPsychologyhasbroadandnarrowmeanings:broadlyspeaking:psychologicaldevelopmentincludesthegermlinedevelopmentofpsychology(includinganimalpsychologyorItiscalledcomparativepsychology),psychologicaldevelopmentofrace(includingethnicpsychology,evolutionarypsychology,etc.)andindividualpsychologicaldevelopment;inanarrowsense:psychologicaldevelopmentonlyreferstoindividualpsychologicaldevelopment.
Кратка история
1.„Детската психология“ на Джерман Прайър през 1882 г. отбелязва раждането на детската психология;
TheAmericanHallgeneralschildrenatthebeginningofthe2.20centuryTheresearchscopeofpsychologyhasbeenexpandedtoadolescence;
През 1930-те и 1930-те Юнг предложи 40-годишната теория за „кризата на средната възраст“;
4.1957 "Училищен годишник" за първи път използва "Психология на развитието" (Психология на развитието) за замяна на предишната детска психология;
5.1980 Германският Белт предлага теорията за „гледането на развитието през целия живот“, отбелязвайки съвършенството на психологията на развитието.
Психолог
Въведение
Теория на интелигентността·Жан Пиаже
·HavorDeGardner
·OliverSachs
Емоционална интелигентност·Peter Salovey
·JohnA.Mayer
·Даниел Голман
ZPD·LevVygotsky
Обработка на информация·SeymourPapert
(1) Основата на психологията на раждането на детето
Thepredecessorofdevelopmentalpsychologyischildpsychology,whichhasahistoryofmorethan130years.
Beforethebirthofchildpsychology,itexperiencedthepreparationstageoftheoryandresearchpractice:
1. Идеологическата основа на раждането на детската психология
2.Съществува база за изследване на раждането на детската психология
Идеологическата основа на научната детска психология:
Разберете и уважавайте основните идеи на децата
Emphasizetheleadingroleofchildren’snatureintheirpsychologicaldevelopment
Предложете "психологическо образование"
"Биографията на бебето" на Дарвин (1876) е ранен етап от детската психология, един от резултатите от изследването на специалната тема.
Детска психология
През втората половина на 19-ти век, Прайър, немски физиолог и експериментален психолог, е основател на научната детска психология.
Символ на раждането на научната детска психология:
Книгата на Прайър "Детска психология", публикувана през 1882 г.
ThedevelopmentalpsychologycommunityrecognizesPryor's"ChildPsychology"asanearlyclassicofchildpsychology.
DevelopmentofChildPsychology
Fromtheendofthe19thcenturytothebeginningofthe20thcenturyistheperiodofformationanddevelopmentofchildpsychology
Themainfeaturesare:thecreationofnewIntheresearchapproach,agroupofpioneershaveemerged,andimportanttheoreticalschoolsandschoolinnovationshaveemerged.
1. Появиха се редица пионери в изследването на детската психология
Hall, Dewey, Binet, Steyren, Gesell и др., всички са направили важен принос за развитието на детската психология.
2. Разказът и споровете за психологическото развитие сред различните училища
Themiddleofthe20thcenturywasaperiodofdifferentiationanddevelopmentofchildpsychology.Variousschoolsofpsychologicaltheoriesappearedoneafteranother,suchasPiaget’schildren’sperceptionKnowledgedevelopmenttheory,behavioristlearningtheory,psychoanalyticschool’ssexualpsychologydevelopment,etc.
3. Еволюцията и добавянето на училища
Afterthemiddleofthe20thcentury,thedevelopmentofchildpsychologyhasenteredaperiodofevolutionandinnovation.Itsmainmanifestationisthattheemergingschoolssurpassandrevisetheexistingresearchtheories:openupnewresearchfields,innovateresearchmethods,furtherexplorethepsychologicaldevelopmentmechanism,andputforwardnewtheoreticalviewpoints.
Theevolutionfromchildpsychologytodevelopmentalpsychology
In1957,theAmerican"AnnualBookofPsychology"replaced"ChildPsychology"with"DevelopmentalPsychology"asthetitleofthearticle.Itcanbeconsideredthatthestatusofdevelopmentalpsychologyinpsychologyhassincebecomemoreclear.
Изследване на развитието
Основно съдържание
(1)Възрастови характеристики на психологическото развитие по време на целия живот;
(2)ExplainvariousThedevelopmentprocessandcharacteristicsofpsychologicalfunction;
(3) Изследване на вътрешния механизъм на психологическото развитие;
(4) Изучавайте основните принципи на психологическото развитие.
Функционална специфика
(1)Четири функции на изследване на психологията на развитието:Описание、b>Обяснение< b>、Прогноза、Контрол
(2) Особеностите на изследването на психологията на развитието:
1.Specializinginthestudyofhowindividualpsychologyandbehaviordevelopandchangewithage;
2. Психологическо развитие: процесът и динамиката на психологическото развитие.
Методи на изследване
(1)Хоризонтален изследователски дизайн
Предимствата са приложимост и навременност
Disadvantagesareartificialconnectionandpossiblegroupeffect
(2)Проектиране на надлъжно изследване
Предимства:
(1)Abletosystematicallyunderstandthecontinuousprocessofpsychologicaldevelopment
(2) Възможност за преобразуване на закона от количествена промяна в качествена промяна
Недостатъци:
(1)НавременностБеден секс (отнемане на време, работна сила и материални ресурси)
(2)Темите са лесни за разрушаване
(3) Може да се появят ефекти от практиката и ефекти на умора (поради многократно тестване)
(3)Вертикален и хоризонтален кръстосан изследователски дизайн
Firstconducthorizontalresearchondifferentagegroups,andthenconductlongitudinalfollow-upresearchonsubjects
Нови тенденции в методи
(1)Междукултурно сравнително изследване
1.Междукултурно сравнително изследване за изследване на сходството на развитието
2.Междукултурно сравнително изследване за изследване на разликите в развитието
(2)Интердисциплинарно и междусекторно всеобхватно изследване
1. Цялостно интердисциплинарно изследване
2.Изчерпателно изследване между различни домейни
(3) Интегриране на изследователски методи;
(4) Обучението, изследванията и образователните експерименти стават все по-популярни, Обръщайте внимание.
Природа
Въведение
Индивидуалното психологическо развитие има разнообразие от свойства, които могат да бъдат обобщени в следните основни свойства:
Wholeness
Thewholenessofmentaldevelopmentreferstotheuniquequalitativestipulationofmentalactivityasawhole,andmentaldevelopmentiscarriedoutintheinteractiverelationshipofvariousmentalprocesses.
Activity
Individualpsychologicaldevelopmentistheresultofsubject-objectinteraction,andthebridgebetweensubject-objectinteractionisactivityandaction.Thesubject-objectinteractionreferstotheinteractionbetweentheexternalenvironmentactingonthesubjectandthesubjecttakingaseriesofactivitiestotheenvironment.
Редовност
(1) Единството на универсалността и особеностите на психологическото развитие.
(2) Посоката и последователността на психологическото развитие.
(3)Imbalanceofpsychologicaldevelopment.Theimbalanceofpsychologicaldevelopmentmeansthatthepsychologicaldevelopmentofaperson'slifeisnotatthesamerate.
Researchmethod
Observationmethod
Theobservationmethodisamethodwhereresearchersusesenseorgansorcertainequipmenttoobservechildren’smentalandbehavioralperformanceinapurposefulandplannedmanner.Andfromthisitisawaytoanalyzethecharacteristicsandlawsofchildren'spsychologicaldevelopment.
Children’spsychologicalactivitieshaveoutstandingexplicitness.Byobservingtheirexternalbehaviors,onecanunderstandtheirpsychologicalactivities.Therefore,theobservationmethodisthemostbasicandcommonmethodofdevelopmentalpsychologyresearch.Manyearlystudiesindevelopmentalpsychologymostlyadoptedthismethod.Forexample,Darwin's"ABiographyofanInfant"andChenHeqin's"StudiesinChildPsychology"bothmainlycollectdatathroughobservationmethods.
Toconductobservationalresearch,youmustfirstconductobservationaldesign.Observationdesignusuallyincludesthefollowingthreesteps:Oneistodeterminetheobservationcontent.Forexample,tostudytheimpactofteacherexpectationsonteacher-studentinteractions,oneneedstoconsiderwhatkindofschool,whatgradeandclass,whatphenomenashouldbeobserved,andsoon.Thesecondistochooseanobservationstrategy.Commonlyusedobservationstrategiesincludeparticipationobservationstrategy,samplingobservationstrategyandbehaviorcheckliststrategy.Thelastistodevelopanobservationrecordform.Withthecontinuousdevelopmentofobservationmethods,observationtechniqueshavebecomemoreandmoreperfect.Whenmakingobservationrecords,observationcodesystemsareusuallyused.Theyaresomesymboliccodesystemsdevelopedfortheconvenienceofobservation,recordingandsubsequentanalysisandprocessing.
Използвайки метода на наблюдение за изучаване на психологическото развитие, трябва да обърнем внимание на следните проблеми:
①Youmusthaveabasicunderstandingoftheproblemtobeobserved,andthepurposeofobservationmustbeclear.Forexample,whenstudyingtheinteractionbetweenteachersandstudents,observersshouldgodeepintotheclassroomandobservetheteacher’squestionsintheclassroom,thestudents’raisingandspeaking,theteacher’sblackboardandfacialexpressions.
②Опитайте се да накарате децата да се отпуснат естествено и в нормално състояние на дейност и не ги карайте да осъзнават, че са се превърнали в обект на изследване на наблюдателя. Наблюдателите наблюдават през едно стъкло, телевизор, екрани, шнорхели и т.н., за да не повлияят верното поведение на децата.
③Begoodatrecordingfactsrelatedtothepurposeofobservation,sothatyoucansortoutandanalyzeafterwards,andputforwardsuggestionsforfurtherresearch.Forexample,inthestudyofthespeechdevelopmentofpreschoolchildren,sincethespeechexpressionofpreschoolchildrenisdifferentfromthatofadults,adultlanguageshouldbeavoidedforrecording.Inordertoimprovetheaccuracyofrecording,smalltaperecorders,videorecordersandotherequipmentcanbeused.
④В допълнение към наблюдението на общите думи и дела на децата, наблюдателите трябва да анализират и всички други свързани с децата материали, като композиция, дневник, различни домашни, рисуване, ръчно изработени и др.
Theoutstandingadvantageoftheobservationmethodisthatitcanbeobservedandrecordedonthespotwhenchildren'sbehavioroccurs,andcancollectmoreobjective,comprehensiveandaccurateinformationthanoralreportsorquestionnairesurveys.Ofcourse,theobservationmethodalsohascertainlimitations.Forexample,thequalityofobservationaldataislargelyaffectedbytheobserver’sownabilitylevelandpsychologicalfactors.Theoccurrenceofbehaviorsthatmanydevelopmentalpsychologyresearchershopetoobserveissometimesdifficulttopredict.Therefore,on-siteobservationsaresometimesused.It'shardtowork.Inaddition,theapplicationoftheobservationmethodoftenrequiresalotofmanpower,materialresourcesandmoretime.
Interviewmethod
Interviewmethodisaresearchmethodforresearcherstounderstandandcollectdataabouttheirpsychologicalcharacteristicsandbehaviorsthroughoralconversationswithchildren.
Interviewhasaspecialsignificanceandroleintheresearchofdevelopmentalpsychology.Itsbiggestfeatureisthattheentireinterviewprocessisaprocessofmutualinfluenceandinteractionbetweentheinterviewerandthechild.Therefore,intheinterview,theinterviewershouldstrivetomastertheinitiativeoftheinterviewprocess,activelyinfluencethechildren,andtrytomaketheresearchcarriedoutinaccordancewiththepredeterminedplan.Anothernotablefeatureoftheinterviewmethodisthatithasaspecificresearchpurposeandasetofprinciplesfordesign,compilationandimplementation.Thesecharacteristicsoftheinterviewmethodshowthattoacertainextent,theinterviewmethodcanobtainmore,morevaluable,anddeeperinformationaboutchildren'spsychologicalactivitiesandpsychologicalcharacteristicsthantheobservationmethod.Atthesametime,itismorecomplicatedandmorecomplexthantheobservationmethod.It'shardertomaster.Theinterviewmethodhasbeenappliedmoreandmorewidelyintheresearchofdevelopmentalpsychology,andmanyimportantresultshavebeenobtained.Forexample,Piagetusedtheinterviewmethodasthemainresearchtoolinthestudyofchildren'scognitivedevelopment,supplementedbyotherresearchmethods,andachievedworld-renownedachievements.
Interviewmethodscanbedividedintodifferenttypesaccordingtodifferentstandards.Accordingtowhethertheinterviewcontentandprocesshaveuniformdesignrequirementsandstructure,theinterviewmethodcanbedividedintostructuredinterviewandunstructuredinterview;accordingtowhetheracertainintermediaryisusedduringtheinterview,itcanbedividedintodirectinterviewandindirectinterview.
Theinterviewmethodhasmanyadvantages.Itcancollectresearchdatainatargetedmanner.Itissuitableforallinterviewsubjectswithdifferentculturallevelswithoralexpressionability.Ithasahigherrecoveryrateandefficiencythanthequestionnairemethod..Thelimitationoftheinterviewmethodisthattheaccuracyandreliabilityoftheinterviewresultsisgreatlyaffectedbytheinterviewer'sownquality.Comparedwithotherresearchmethods,itistime-consumingandlaborious,andthedataobtainedfromtheinterviewisnoteasytoquantify.Inaddition,theeffectoftheinterviewisalsolimitedbytheenvironment,timeandcharacteristicsoftheinterviewees.
Тестов метод
Тестовият метод е метод за изследване на закономерностите на психологическото развитие на децата чрез тестови скали, който използва стандартизирани въпроси, следва предписани процедури и събира чрез методи за измерване данни.
Thepreparationoftestscalesrequiresstandardizedprocessessuchaspreparationoftestquestions,predictions,projectanalysis,synthetictests,obtainingreliabilityandvaliditydata,andestablishingnorms.Usingstandardizedtestscalestomeasurechildren,andcomparingtheirscoreswithnormscores,youcanclearlyunderstandthelevelofchildren'sdevelopment.Thetestmethodcanbeusedtomeasureindividualdifferencesinchildren'spsychologicaldevelopment,andcanalsobeusedtounderstandthedifferencesinthelevelsofpsychologicaldevelopmentofchildrenatdifferentages.
TherearesomegoodscalesinChina,andresearcherscanchoosefromthemaccordingtotheirneeds.Belowaresomeexamplesofcommonlyusedtests.
ChinaBinetTest. Още през 1924 г. LuZhiweireревизира „китайския тест за интелигентност на BinaSimon“. Той е ревизиран за втори път през 1936 г. През 1982 г. Wu Tianmin прави третата ревизия, наречена „ChinaBinaTest“. Съдържанието на „ChinaBinetTest“ включва 51 елемента като обекти, отличителни фигури, извеждане на ситуации, посочване на недостатъци и изчисления, които са разделени в четири категории: език, математика, решаване на проблеми и умения. Подходящо е за деца, деца и възрастни на възраст 2-18 години в градски и селски райони .
Скалата за интелигентност на Wexler. Скалите на Wexler, използвани често в Китай, включват „скалата за интелигентност на Wexler за деца, преработено издание“ (WISC?R), „скалата за интелигентност на Wechler за възрастни, преработено издание“ (WAIS?RC) и „China-WechlerChildrenThere arereereetypes of„Intelligence Scales“ (C?WYCSI?R), всички от които преразгледаха версии, предложени от китайски психолози след преразглеждане на съответната скала за интелигентност на Wechsler.
RavenTest.TheRaventestisanon-verbaltestcompiledbytheBritishpsychologistRavenin1938.Therevised"RavenStandardReasoningTest(RevisedChineseCityEdition)"presidedoverbyZhangHoucanincludesfiveseriesand60questions.In1988,LiDancombinedthestandardtypeandcolortypeoftheRaventest,calledthe"RavenTest-CombinedType(RT)",withatotalof72questionsinsixseries.Thissetoftestsissuitableforinfants,children,adultsandtheelderlybetween5and75yearsold.Thereareurbannormsandruralnorms.
TheCartel16-itemPersonalityFactorsScale.ThisscalewascompiledbytheAmericanpsychologistCartel.Thereareatotalof187questionsintheEnglishversion,andeachpersonalityfactorcontains10-13questions.The16personalityfactorsaregroup-likeness,intelligence,stability,etc.Thesefactorsareindependentofeachother,andtheirdifferentcombinationsconstituteaperson'spersonality.In1985,ZhuBeili,DaiZhonghengandotherspresidedovertherevisionofthescale,andin1988publishedsixnationalnormsformenandwomenofadults,collegestudents,andmiddleschoolstudents.
Inadditiontotheabove-mentionedcommontests,thetestscommonlyusedindomesticpsychologyresearchincludethedrawingtest,thegroupintelligencescreeningtestforelementaryandmiddleschoolstudents,theTorrancecreativethinkingtest,thesupernormalchildren’scognitivetest,DenverDevelopmentalScreeningTest,EysenckPersonalityQuestionnaire,MinnesotaPolyphasicPersonalityScale,808NeuralTypeTestForm,etc.
Theadvantagesofthetestmethodaremainlymanifestedintherigorouspreparationoftestscales,convenientresultprocessing,andready-madenormsforscalesthatcanbedirectlycomparedandstudied.Therearemanytypesofscales,whichcanbeadaptedtotheneedsofdifferentresearchpurposes.Theshortcomingsofthetestmethodarepoorflexibilityinuse,highrequirementsforthemaintest,anddifficultyinqualitativeanalysisoftheresults.Thescoresofthetesteesmayalsobeaffectedbypracticeandtestexperience.Therefore,thetestmethod,likeothermethodsindevelopmentalpsychology,isonlyoneofthemethodstounderstandthepsychologicaldevelopmentofchildren,anditshouldalsobeusedinconjunctionwithothermethods.
Experimentalmethod
Experimentalmethodreferstoaresearchmethodthatmanipulatesandcontrolscertainvariablesinthestudyandcreatesacertainsituationtoexplorethereasonsandlawsofchildren'spsychologicaldevelopment.Experimentalresearchisanimportantmethodofdevelopmentalpsychologyresearch,anditsbasicpurposeistorevealthecausalrelationshipbetweenvariables.
Експерименталните методи могат да бъдат разделени на два типа: лабораторни експерименти иполеви експерименти.
Laboratoryexperimentisamethodofstudyingpsychologicaldevelopmentwithcertainequipmentinaspecializedlaboratory.Forexample,researchoninfantcolorperceptioncanuseexperimentalmethods.Inthestudy,theresearchersfirsthabituatedbabiesat3and4monthstoabluewithawavelengthof480nanometers,andthenpresentedthemwithbluewithawavelengthof450nanometersorgreenwithawavelengthof510nanometers.Itwasfoundthatthelasttwostimuliandtheoriginalhabituationstimulidifferedby30nanometersinwavelength,butthebabydidnotshowhabituationtothebluelightof450nanometerwavelength,butshowedthegreencolorof510nanometerwavelength.Getaccustomed.Thisshowsthatbabies,likeadults,respondaccordingtodifferentcategoriesofcolors.
Thecharacteristicsoflaboratoryresearcharerandomsamplingandrandomarrangementtoensuretherepresentativenessofthesampleandthecomparabilitybetweendifferenttestgroups,andtoexcludetheinfluenceofordereffectsontheresearchresults.Itcanstrictlycontroltheexperimentalsituationandexperimentalconditions.Theresearcherisinanactivepositionintheexperiment.Inaddition,theresultsarerecordedobjectivelyandaccurately,whichfacilitatesquantitativeanalysis.Inlaboratoryresearch,alargenumberofspecializedinstrumentscanalsobeusedtopresentstimuliandrecordexperimentalresults,whichgreatlyimprovesthescientificnatureoftheresearch.
Laboratoryexperimentscanstrictlycontrolandmanipulatevariablesandrevealthecausalrelationshipbetweenvariables.Thisisthefundamentalfeatureandadvantageoflaboratoryexperimentsthatdistinguishthemfromotherresearchmethods.However,itispreciselybecauselaboratoryresearchcanpreciselycontroltheexperimentalconditionsthatitisseparatedfromtheactuallifeofchildren.Forexample,youngchildrenoftenproduceunnaturalmentalstatesinthelaboratory,whichleadstocertainlimitationsinexperimentalresults.Inaddition,laboratoryresearchisdifficulttousetostudysomecomplexpsychologicalphenomena.Forexample,inthestudyofadolescents'moraldevelopment,itiseasyforsubjectstorealizethattheyaredoingexperiments,anditisdifficulttoexpresstheirtruefeelings.Correspondingtolaboratoryresearchisfieldexperiment,thatis,experimentalresearchconductedinareallifeenvironment.Forexample,inafieldexperimentof"DevelopingStudents'CreativeThinkingAbility",inordertoexploretheeffectofopeningthinkingtrainingcoursesanddevelopingcreativeactivitiesonthedevelopmentofstudents'creativethinking,theresearcherschosethreeclassesofthesamegradewithroughlythesameconditions.ClassAandClassBareexperimentalclasses,andClassCisthecontrolclass.Duringtheexperiment,ClassAofferedonethinkingtrainingclasseveryweek,tencreativeactivitiesinonesemester,ClassBcarriedouttencreativeactivitiesinonesemester,andClassCneitherofferedthinkingtrainingnorcarriedoutcreativeactivities.Atthebeginningofthesemester,thethreeclassesweretestedforcreativethinking,andattheendofthesemester,thethreeclasseswereretestedwithasimilartesttotesttheeffectoftheexperiment.Intheinitialresults,therewasnosignificantdifferenceinthescoresofthethreeclasses.ClassAhadthebestresultsinthere-examination,followedbyClassB,andClassChadtheworst.Thefieldstudyprovedthatthedevelopmentofcreativeactivitiesispowerfulforthedevelopmentofcreativethinking.Boththedevelopmentofcreativeactivitiesandtheopeningofthinkingtrainingcourseshaveagreatereffectonthedevelopmentofstudents'creativethinking.
Thecharacteristicofthefieldexperimentisthattheoverallsituationoftheexperimentisnatural,butsomeorcertainconditionsarecontrolledpurposefullyandsystematically.Sincevariousvariablesarecontrolledasmuchaspossibleinthefieldexperiment,andthenaturalnessofthefieldismaintained,itcanbetterensurethattheresearchhashighinternalandexternalvalidityatthesametime.Ofcourse,itispreciselybecausethefieldexperimentisclosertonature,thecomplexityofthenaturalenvironmentalsobringsdifficultiestotheimplementationofthefieldexperiment.Forexample,thebackgroundoffieldresearchismoredifficulttocontrolandgrasp.Becausetheenvironmentisopenanddynamic,politicalandculturalfactorsinthesociallifebackgroundwillobviouslyaffecttheresultsoffieldexperiments.Inaddition,sinceitisdifficulttouserandommethodsinfieldexperiments,therepresentativenessofsamplesisnoteasytocontrol.Inaddition,on-siteexperimentsaretime-consuming,labor-intensive,costly,andtherequiredskillsaremorecomplicated.Thesearesomeofthelimitationsofusingon-siteexperiments.
Inspecificresearch,whethertouselaboratoryexperimentsorfieldexperimentsdependsonthepurposeoftheresearch.Itisgenerallybelievedthatpsychologicalandbehavioralphenomena(suchaschildren’svision,hearing,memory,etc.)thatcanormustbeobtainedorproducedinalaboratorysettingcanbecarriedoutinalaboratorysetting.Itisbettertoconductresearchoncomplexcognitiveprocessesinalivesituation.Fromthedevelopmenttrendofdevelopmentalpsychologyresearch,thetwohaveatendencytomerge.Laboratoryexperimentstendtobeclosetotherealenvironmentinthesettingofthesituation,andtheexperimentalequipmentandthetestsubjectsareevenplacedinplacesthatarenoteasytodetectorconcealed,sothatthesubjectsreactnaturally.Fieldexperimentstendtousecleverprogramming,moderninstrumentsandequipmenttomanipulate,controlvariablesandrecordbehavioralresponses.
Микрогенетичен дизайн
Adesignmethodthathasemergedinrecentyears.Itfocusesonthechangingprocessofpsychologicaldevelopmentandbreaksthroughthetradition.Thephenomenonofonlyobservingtheresultsofdevelopmentandchangesinthedesigndeepenstheresearcher'sunderstandingofdevelopment.
Теория
Психоанализа
(психоанализа)
Основател Фройд, това училищеОсвен Фройд, по-влиятелните фигури включват Ериксон.
1. Теорията на Фройд за психологията на развитието
HebelievesthatsexinthesubconsciousisthebasicdrivingforceofhumanpsychologyanddeterminestheindividualTheeternalpowerofdevelopment.Freudputforwardtheconceptsofid,ego,andsuperego.Hebelievedthatwiththedevelopmentofageandmoreandmorefrequentcontactwithsociety,thesuperegowillgraduallyemerge.Thesuperegosuppressestherandomnessoftheidandtheegoisreality.Inme.
Фройд предложи етапната теория за развитието на психологическото либидо, която е разделена напет етапаспоред развитието на либидото:
1. Етап на устните (продадени 0-1 години)
2.Анален период (1-3 години)
3. Предгенитален период (3-6 години)
4. Инкубационен период (6-11 години)
5.Пубертет (започващ на 11 или 13 години)
Второ, възгледът на Ериксън за психологическото развитие
ErikssonwastaughtbyFreud'sdaughter,andheisinlinewithFreud'stheoryandkeepspacewiththetimes.Henotonlyconsideredtheinfluenceofbiology,butalsosocialandculturalfactors.Itisbelievedthatthegraduallyformedselfplaysamajorroleinhumandevelopment.ProposedtheEightStageTheoryofDevelopment:
Основните задачи за развитие на ранния етап от възрастта на бебето (0~2) са: придобиване на доверие, преодоляване на подозрение;
Основните задачи за развитие през възрастта на късното бебе (2~4) са: да придобиеш инициатива и да преодолееш срама;
Основните задачи за развитие в ранното детство (3~6) години от възрастта са Да: да се придобие чувство за инициативност и да се преодолее чувството за вина;
Основните задачи за развитие на този етап от детството (6~11) са: придобиване на чувство за старание и преодоляване на комплекса за малоценност;
Основните задачи за развитие на възрастта (12~18) години са: формиране на ролева идентичност и предотвратяване на объркване;
Основните задачи за развитие на ранната зряла възраст (18~25) години са:постигане на интимност и избягване на самота;
Основните задачи за развитие на този етап от средната зрялост (25-50) са: да се придобие чувство за възпроизвеждане и да се избегне усещането за застой;
късна зряла възраст (50 след 2 години), основните задачи за развитие на този етап са: придобиване на усещане за съвършенство; избягване на разочарование или отвращение;
бихейвиоризъм
(бихейвиоризъм)
Behaviorismemphasizesobjectiveresearch.ThefounderisWatson,afamouspsychologist.InadditiontoWatson,SkinnerandBanduraarethemostrepresentativefiguresinthefieldofpsychologicaldevelopment.
Уотсън
Watsonisanenvironmentaldeterministwhodeniestheroleofheredity.Histheoryexaggeratestheroleofenvironmentandeducation.
Скинър
Skinnerputsforwardtheoperationalbehavior,emphasizingtheprinciplesofshaping,strengtheninganddisappearing,andstrengtheningintime.Skinnerappliedhistheoryverywelltoreallife.Heinventedtheincubator,whichwasalltherageatthetime,andthebehaviormodificationthatisstillusedtodayisalsobasedonhistheory.Inordertobetterachievetheteachingeffect,heputforwardtheideaofteachingmachineandteachingprogram.Thesetheoriesarestillfavoredbyteachers.
Бандура
ThemostbasiccoreofBandura'stheoryis"observationallearning".Hebelievesthatobservationallearningincludesseveralprocesses:NoteProcess,maintenanceprocess,movementreproductionandmotivationprocess.Childrenformself-evaluationstandardsduringobservation,andthenadjusttheirownideasandchangetheirbehavior.Hebelievesthatmembersofsocietyareguidedbyasocialstandard.Banduraspecializesinaggressive,gendered,self-reinforcing,andprosocialbehaviors.
Вигоски
Теорията на Вигоски се фокусира върху връзката между мислене и език, преподаване и развитие. Той предложиТеорията за културно-историческото развитие:Причината, поради която развитието на човека е различно от това на животните, главно поради използването на инструменти и наследяването на култура. Контролирането на природата и контролирането на поведението са взаимосвързани. Да, защото докато човек трансформира природата, той лекува и природата на самия човек.
Thedevelopmentofmentalfunctionfromlow-leveltohigh-levelisaffectedbytheenvironmentandeducation.Vygoskysummarizedtheperformanceofthetransformationofmentalfunctionfromlow-leveltohigh-level:
1.Случайността на умствената дейност.
2.Абстрактна обобщена функция на умствената дейност.
3.Therelationshipbetweenvariousmentalfunctionsisconstantlychangingandcombining,forminganindirectmentalstructurewithsignsorwordsasthemediation.
4.Personalizationofpsychologicalactivities.Thesemanifestationsoriginatedfromthedevelopmentofsocietyandculture,theapplicationoflanguagesignsasintermediaries,andthecontinuousinternalizationofhigh-levelpsychologicalfunctions.
Vygoskibelievesthatteachingshouldbeaheadofdevelopmentandthereisanoptimallearningtime,soheproposedtheconceptof"recentdevelopmentzone".
Пиаже
Най-влиятелната психология на развитието е теорията на Пиаже. Голям брой нови изследвания около теорията на Пиаже се наричат новият Ism на Пиаже.
ThecoreofPiaget'stheoryisgeneticepistemology,whichmainlystudieshumancognition,intelligence,thinking,theoccurrenceandorganizationofpsychology.Piagetbelievesthatpsychology,intelligence,andthinkingoriginateneitherfrominnatematuritynorfromacquiredexperience,butfromtheactionsofthesubject.
Hebelievesthattherearefourfactorsgoverningpsychologicaldevelopment:
1,зрялост;2,физически фактори;3,социална среда;4,баланс.
И разделете психологическото развитие на хората на четири етапа:
1.Етап на възприемане на движението(сензо-моторен стадий, 0-2 години)2.Предоперационен етап(предоперационен етап, 2-7 години )3.Специфичен оперативен етап(бетонен оперативен етап,7-12 години)
4.Официален оперативен етап(официален оперативен етап, 12-годишен възрастен)
NewTrends
Introduction
Withthecontinuousdeepeningofscientificresearchindevelopmentalpsychology,withtherapiddevelopmentofmodernscienceandtechnologyandsociety,thedevelopmentofpsychologicalresearchTherearesomenewtrends,andtheresearchmethodsshowmanynewfeatures.Thisisreflectedin:theecologicalizationofresearchideas;theinterdisciplinaryandcross-culturalcharacteristicsofresearchmethods;theintegrationandmodernizationofresearchmethods;thelarge-scaleapplicationofmultiplestatisticaltechniques;thecomputerizationofallaspectsofresearch.
Researchideas
Sincetheendofthe1970s,withthedevelopmentofthedisciplineofdevelopmentalpsychologyandthedeepeningofscientificresearch,thelaboratoryresearchmodelhasincreasinglyshownitsinherentlimitations.Theresearchofdevelopmentalpsychologyhasemergedanecologicaltrend,whichemphasizesthestudyofchildren'spsychologyandbehaviorinreallifeandnaturalsituations,andstudiestheinteractionofvariousfactorsinchildren'snaturalandsocialenvironments,therebyrevealingtheirpsychologicaldevelopmentandchangesThelaw.
Developmentalpsychologistspaygreatattentiontorealsituations,Controllingandobservingchildren’spsychologicalactivitiesunderconditions,measuringandrecordingtheirentirepsychologicalprocess,hasachievedgreatresults.Forexample,manynewdiscoveriesmadeinchildren’sattachmentarebasedonactualobservationsofchildren’sfamilies.Evenintheresearchfieldofchildren'scognitivedevelopmentthatusesmoreexperimentalmethods,suchasmemorydevelopment,greatattentionispaidtostudyingchildren'sactualmemoryactivitiesinrealsituations,forexample,howchildrenrememberandchoosememorystrategiesinactuallearningactivities,Adjustattention,pointtothemainpointsofmemory,monitorthememoryprocess,howtoplaythegroupfunctioninchildren'smemorydevelopment,etc.
Интердисциплинарни и междукултурни характеристики на изследователските методи
Theresearchobjectofdevelopmentalpsychologyisthepsychologicaldevelopmentofindividuals,andthelatterinvolvesnumerousproblemsComplexityisoftennotsomethingthatadisciplineofdevelopmentalpsychologycanundertakeandsolve.Therefore,ithasbecomeanewtrendtostudyindividualpsychologicaldevelopmentandexplorevariousphenomenaindevelopmentfromamultidisciplinaryperspective,andtosolvevariousproblemsindevelopment,whichhasattractedtheattentionofmoreandmoredevelopmentresearchers.Thisinterdisciplinaryapproachhastwodifferentlevelsasfollows.
Thefirstisthecollaborationbetweendevelopmentalpsychologyresearchandotherrelevantsubdisciplinesinthefieldofpsychology.Withthedeepeningofdevelopmentalpsychologyresearch,developmentalpsychologyresearchershavebecomemoreandmoreawarethatthedimensionsofchildren’spsychologicaldevelopmentaremultifaceted,withvariousinfluencingfactors,anditisimpossibletobecompletelyaccuratefromtheperspectiveofthissubject.Inordertoexplainandpredictindividualpsychologicaldevelopment,thetheories,knowledgeandmethodsofallbranchesofpsychologymustbeusedatthesametimetocarryoutresearch.Forexample,domesticandforeignresearchonchildren'sreading,manychildren'sreadingresearchcentersorrelatedresearchtopicshaveinviteddevelopmentalpsychology,cognitivepsychology,physiologicalpsychology,socialpsychology,educationalpsychology,computerpsychology,etc.Relevantexpertsinbranchfieldsformaresearchgrouptoanalyzeandresearchallaspectsofchildren'sreadinglevel,abilitydevelopmentandtraining.
Thesecondisthecollaborationbetweendevelopmentalpsychologyresearchandrelateddisciplinesoutsidethefieldofpsychology.Manysubjectsinvolvedintheresearchofdevelopmentalpsychology,inadditiontotheneedtostrengthencollaborationwiththevariousbranchesofpsychology,usuallyneedtostrengthentheresearchcooperationwithdisciplinesoutsidethefieldofpsychology.Forexample,theresearchprojectweconductedcalled"Children’sMetacognitiveDevelopmentandLearningHowtoLearn"isacomprehensivestudyinvolvingphilosophy,thinkingscience,educationaltheory,pedagogy,pedagogy,aesthetics,methodology,andpsychology.Subject,itrequiresustoexplorefromamulti-disciplinaryperspective.
Withthein-depthresearchofdevelopmentalpsychologyandthedevelopmentoftheory,researcherspaymoreandmoreattentiontotheinfluenceofdifferentsocialandculturalbackgroundsonindividualpsychologicaldevelopment,soastoseekindividualbehaviorsofdifferentagesindifferentsocialandculturalbackgroundsThesimilarityanddifferenceofperformanceorpsychologicaldevelopment,thatis,toexplorewhichlawsofpsychologicaldevelopmentexistinaspecificculturalbackground,andwhichlawsofpsychologicaldevelopmentworkuniversallyandconsistentlyundervariousculturalbackgrounds.Therearemanycross-culturaltopicscarriedoutinthefieldofdevelopmentalpsychology,suchasthestudyofchildren'sgrowthanddevelopmentandintellectualdevelopment,thestudyofchildren'sreadingandmathematicsachievements,thestudyofchildren'semotionaldevelopment,thestudyofchildren'speerrelationshipsandparent-childrelationshipsinthefamily,andsoon.Cross-culturalresearchonthedevelopmentofindividualhumanshasgreatlyenrichedtheresearchresultsofdevelopmentalpsychology.Itisusefulforexplainingtheoriginanddevelopmentprocessofhumanpsychologyandbehavior,clarifyingvariousfactorsaffectingindividualpsychologicaldevelopmentandtheirimportance,anddiscussingtheindividualThelawofpsychologicaldevelopmentanditsscopeofapplication,andtheestablishmentofdevelopmentalpsychologytheoriesareallofgreatsignificance.
Интегрирането на методите за изследване и модернизирането на методите
Thetrendofintegrationinmethodsofdevelopmentalpsychologyresearchismainlymanifestedinthefollowingaspects.
Firstofall,itemphasizestheuseofmultiplemethodstostudyanddiscussacertainpsychologicaldevelopmentphenomenon.Researchshowsthatthecomprehensiveuseofvariousmethodssuchasconversation,observation,andexperimentationcancompareandverifytheresultsobtainedbydifferentmethods,andimprovethereliabilityoftheresearchresults.Forexample,whenstudyingtheeffectsofearlycrawlingexperienceoninfants’cognitive,emotional,andsocialdevelopment,theresearchersusedmethodssuchasnaturalobservation,parentinterviews,questionnairesurveys,andlaboratoryexperiments.
Secondly,multivariatedesignisemphasizedandwidelyadopted.Inthepast,researchersusedmoreunivariatedesigns,whichmadeitdifficulttorevealthecomplexrelationshipsbetweenthevariousdimensionsofindividualpsychologicaldevelopment.Withthedevelopmentofstatisticalmethodsandmeans,moreandmorestudieshavepaidattentiontotheuseofmultivariatedesigninthepasttenyearstorevealtheinterrelationshipsofvariousaspectsofindividualpsychologicaldevelopmentandvariousfactorsthataffectindividualpsychologicaldevelopmentandtheirinteractions.
Third,itemphasizestheuseofcomprehensivedesignmethods.Asmentionedabove,intheresearchofindividualpsychologicaldevelopment,longitudinalresearchdesignandcross-sectionalresearchdesignarethetwomostcommonlyusedandmostbasictypesofdesign.Bothhavetheirownadvantagesanddisadvantages.Ifoneofthemisusedindependentlyliketraditionalresearch.,Therearemanylimitations.Therefore,indevelopmentresearch,researchersusuallyoverlapthetwotoformanaggregatedcrossoverdesign.
Fourth,focusoncombiningqualitativeandquantitativeresearchmethods.Whilecontinuingtofocusonquantitativeresearchmethods,developmentalpsychologyresearchersbegantofocusontheuseofvariousqualitativemethods(suchasparticipationobservationmethod,oralreportmethod).Inthisway,itnotonlydeepenstheunderstandingoftheprocessofindividualpsychologicaldevelopment,thecharacteristicsandnatureofthepsychologicalactivitiesofdifferentagesubjects,butalsoobtainsmorecomprehensiveandobjectivedataandmaterials,anddigsoutthedeepmeaningofthedataandmaterials.
Theresearchmethodsandtechniquesofdevelopmentalpsychologyarebecomingincreasinglymodernizedwiththerapiddevelopmentofscienceandtechnology.Indevelopmentresearch,soundrecording,videorecording,videography,photographicequipmentandvariousspecializedresearchtoolsandmethods(suchasvisualcliffdevices,sportshouses,signalgenerators,automaticrecorders,analyzers,eyetrackingdevices,multi-braindevices,etc.))Havebeenwidelyused.Inaddition,thewidespreadapplicationofelectroniccomputershasopenedupnewandbroadroadsforscientificresearchindevelopmentalpsychology.Themodernizationofresearchmethodsandtoolshasgreatlyimprovedtheprecisionandscientificlevelofdevelopmentalpsychologyresearch,whichisconducivetotheobservationandrecordingofsubjects’activities,behaviors,speech,etc.,aswellasin-depthanddetailedanalysisafterwards,andalsopromotesAutomationoftheresearchprocess.
Multivariatestatistics
Thecharacteristicsofmultivariateanalysisofresearchresultsarecloselyrelatedtothecharacteristicsofmultivariateresearchdesign.Therearemanymethodsofmultivariateanalysis,suchasvarianceanalysis,multivariateregressionanalysis,principalcomponentanalysis,discriminantanalysis,clusteranalysis,andorthogonalexperiment.Theresearchshouldbeselectedaccordingtotheneeds.Althoughthesemethodsplayanimportantroleinrevealingtheinternalconnectionsbetweenvariablesandhavebeenproposedforalongtime,inthepast,duetothelimiteddevelopmentofscienceandtechnology,thecomplexcalculationsrequiredformultivariateanalysiscouldnotbeperformedbycomputers,andsuchcalculationsarenothuman.Whatcanbeaccomplished,therefore,theapplicationofmultivariateanalysisindevelopmentalpsychologyresearchhasbeengreatlyrestricted.Onlyinthepasttenyears,duetothedevelopmentofelectroniccomputertechnology,especiallythedevelopmentofvarioussoftwareformultivariateanalysis,multifactoranalysishasbeenincreasinglyusedintheresearchofdevelopmentalpsychology,andhasgraduallybecomeAnewtrend.Today,computerstatisticalanalysishasbecomeanimportantmeansofanalysisoftheresultsofdevelopmentalpsychology.Withthedevelopmentandapplicationofstatisticalsoftwarepackages,theaccuracyandspeedofdatacollection,sorting,storage,andstatisticalanalysishavebeengreatlyimproved,givingnewprospectsfortheapplicationofcomputerstatisticalanalysisindevelopmentalpsychology.
Computerapplication
Withtherapiddevelopmentofelectroniccomputers,especiallymicrocomputers,anewtrendofcomputerizationhasemergedintheresearchofdevelopmentalpsychology.Asapowerfulandindispensabletoolforscientificresearchtoday,computershavebeenwidelyusedinvariousfieldsofdevelopmentalpsychologyresearch,playingimportantfunctionsindataprocessing,experimentalcontrol,andpsychologicalprocesssimulation,andhavegreatlypromotedthedevelopmentofpsychology.Improvethelevelofscientificresearch.
Приложните функции на компютрите в изследванията за разработка включват главно следните три аспекта:
First,controltheresearchprocess.Specifically,itisusedtopresentstimuli,controlotherinstruments,andautomaticallyrecordresponsestosubjects.Intheresearchonthelevelanddevelopmentofearlymentalability,researchersoftenadoptresearchparadigmssuchashabituation-de-habituationandvisualpreference.Thecomputerisconnectedwithotherresearchinstrumentstocontrolandoperatethestart,operationandstopmodesoftherelevantinstrumentstoachievetheautomationandprecisionoftheresearchprocess.Inastudyofchildren'spatterndiscrimination,thestimuluspatternwasproducedbyavideo,andtheresponsewasrecordedbyaneyetracker.Thestart,runningtime,andstopofthetwowereallcontrolledbyacomputer.
Second,processingandanalyzingresearchdata.Usingcomputerstoprocessandanalyzeresearchdataisoneofthemostwidelyusedaspectsofcomputersindevelopmentalpsychologyresearch.Usingacomputertocollect,sort,storeandanalyzedatahasmanyobviousadvantages.Itcanautomaticallyclassifyandstoredataaccordingtorequirements.Itcanstoredatareliablyandintactforlateruse,andcanimprovetheaccuracyandspeedofcalculationresults.,Suitableforprocessinglargesamplesofresearchdata,whichwasbeyondthereachofmanpowerinthepast.Ithastheabilitytoperformcomplexanddiversestatisticalanalysisofresearchresults,whichpsychologyresearcherscouldnotdointhepast.Whenusingcomputerstoprocessandanalyzeresearchdata,inadditiontoself-programming,somespecialstatisticalsoftwarepackagescanalsobeused.
Third,simulatethementalprocess.Withthedevelopmentofartificialintelligenceandcognitivepsychology,researchershaverealizedthatcomputerscanperformintelligentsimulation,thatis,letcomputerssimulatethethinkingprocessofpeoplewhensolvingproblems.Forexample,usingcomputerstosimulatechildren'sreactionsinreceivingpsychologicalmeasurementsandsoon.
Computershavebeenwidelyusedinthefieldsofchildren’scognitivedevelopment,speechdevelopment,learningabilitydevelopment,children’spsychologicaltests,andchildren’spsychologicalcounselingandtreatment.Ithastheabilitytoaccuratelygenerateandpresentstimuli,accuratelyandconvenientlyrecordtheresponseofthetestee,effectivelycontroltheexperimentalprocess,canreducetheinfluenceofthemaintestonthetestee,cansavealotoftimeandmanpower,andcanmakeexperimentsandtests.Manyadvantagessuchasmorestandardization.Ofcourse,therearestillsomeshortcomingsandlimitationsintheapplicationofcomputersindevelopmentalpsychologyresearch.Forexample,ittakesacertainamountoftimeandenergytolearncomputerlanguagesandcompilecomputerprograms.Computersareusedinpsychologicalexperimentsandtests,sothattheexaminerlosestheopportunitytoobservethesubjectsdirectly.Computer-controlledexperimentslackflexibilityandthescopeofcomputerapplicationsIslimited,etc.Knowingthemisverynecessaryforustodoagoodjobinresearch,tousecomputerscorrectlyinresearch,andtoovercometheirshortcomings.