Kehityspsykologia

Developmentprocess

DevelopmentalPsychologyhasbroadandnarrowmeanings:broadlyspeaking:psychologicaldevelopmentincludesthegermlinedevelopmentofpsychology(includinganimalpsychologyorItiscalledcomparativepsychology),psychologicaldevelopmentofrace(includingethnicpsychology,evolutionarypsychology,etc.)andindividualpsychologicaldevelopment;inanarrowsense:psychologicaldevelopmentonlyreferstoindividualpsychologicaldevelopment.

Tyhjennyshistoria

1.GermanPryorin "ChildPsychology" vuonna 1882 merkitsi lasten psykologian syntymää;

TheAmericanHallgeneralschildrenatthebeginningofthe2.20centuryTheresearchscopeofpsychologyhasbeenexpandedtoadolescence;

1930-luvulla 1930-luvulla Jung esitti 40 vuotta vanhan "keski-iän kriisin" teorian;

4.1957"School Yearbook"ensimmäistä kertaa "Kehityspsykologia"(Kehityspsykologia)korvaa aikaisemman lastenpsykologian;

5.1980GermanBeltes esittää "Lifelong DevelopmentView" -teorian ja merkitsee kehityspsykologiaa täydellisyyteen.

Psykologi

Johdanto

Älykkyysteoria·JeanPiaget

·HavorDeGardner

·OliverSachs

Emotional Intelligence·PeterSalovey

·JohnA.Mayer

·DanielGoleman

ZPD · LevVygotsky

Tiedonkäsittely·SeymourPapert

(1)Lastensynnytyspsykologian perusta

Thepredecessorofdevelopmentalpsychologyischildpsychology,whichhasahistoryofmorethan130years.

Beforethebirthofchildpsychology,itexperiencedthepreparationstageoftheoryandresearchpractice:

1.lastenpsykologian ideologiset perusteet

2.Tutkimusperustana lastenpsykologiaksi

tieteellisen lapsipsykologian ideologiset perusteet:

Ymmärrä ja kunnioita lasten perusideoita

Emphasizetheleadingroleofchildren’snatureintheirpsychologicaldevelopment

Ehdota "psykologista koulutusta"

Darwinin "ABaby'sBiography" (1876) on lastenpsykologian varhainen vaihe.Yksi tutkimustulos on erikoisaihe.

Lastenpsykologia

1800-luvun toisella puoliskolla Pryor, saksalainen fysiologi ja kokeilupsykologi, oli tieteellisen lapsipsykologian perustaja.

Synnytyssymboli tieteellisestä lastenpsykologiasta:

Pryorin kirja"Children'sPsychology", julkaistu vuonna 1882.

ThedevelopmentalpsychologycommunityrecognizesPryor's"ChildPsychology"asanearlyclassicofchildpsychology.

DevelopmentofChildPsychology

Fromtheendofthe19thcenturytothebeginningofthe20thcenturyistheperiodofformationanddevelopmentofchildpsychology

Themainfeaturesare:thecreationofnewIntheresearchapproach,agroupofpioneershaveemerged,andimportanttheoreticalschoolsandschoolinnovationshaveemerged.

1.Lastenpsykologian tutkimuksen edelläkävijöitä on tullut esiin

Hall, Dewey, Binet, Steyren, Gesell jne. ovat kaikki antaneet tärkeän panoksen lastenpsykologian kehitykseen.

2.Psykologisen kehityksen kertomus ja kiistat eri kouluissa

Themiddleofthe20thcenturywasaperiodofdifferentiationanddevelopmentofchildpsychology.Variousschoolsofpsychologicaltheoriesappearedoneafteranother,suchasPiaget’schildren’sperceptionKnowledgedevelopmenttheory,behavioristlearningtheory,psychoanalyticschool’ssexualpsychologydevelopment,etc.

3.Koulujen kehitys ja lisäytyminen

Afterthemiddleofthe20thcentury,thedevelopmentofchildpsychologyhasenteredaperiodofevolutionandinnovation.Itsmainmanifestationisthattheemergingschoolssurpassandrevisetheexistingresearchtheories:openupnewresearchfields,innovateresearchmethods,furtherexplorethepsychologicaldevelopmentmechanism,andputforwardnewtheoreticalviewpoints.

Theevolutionfromchildpsychologytodevelopmentalpsychology

In1957,theAmerican"AnnualBookofPsychology"replaced"ChildPsychology"with"DevelopmentalPsychology"asthetitleofthearticle.Itcanbeconsideredthatthestatusofdevelopmentalpsychologyinpsychologyhassincebecomemoreclear.

Kehitystutkimus

Pääsisältö

(1)Psykologisen kehityksen ikäominaisuudet koko elämän aikana;

(2)ExplainvariousThedevelopmentprocessandcharacteristicsofpsychologicalfunction;

(3)Tutki psykologisen kehityksen sisäistä mekanismia;

(4)Tutki psykologisen kehityksen perusperiaatteita.

Toimintospesifisyys

(1)Kehityspsykologisen tutkimuksen neljä toimintoa:Kuvaus、b>Selitys< b>、Ennuste、Ohjaus

(2)Kehityspsykologisen tutkimuksen erityispiirteet:

1.Specializinginthestudyofhowindividualpsychologyandbehaviordevelopandchangewithage;

2.Psykologinen kehitys:psykologisen kehityksen prosessi ja dynamiikka.

Tutkimusmenetelmät

(1)Horisontaalinen tutkimussuunnittelu

Etuja ovat sovellettavuus ja oikea-aikaisuus

Disadvantagesareartificialconnectionandpossiblegroupeffect

(2)Pitkittäinen tutkimussuunnittelu

Edut:

(1)Abletosystematicallyunderstandthecontinuousprocessofpsychologicaldevelopment

(2)Voi kehittääterveyslain määrällisestä muutoksesta laadulliseen muutokseen

Haitat:

(1)OikeudenmukaisuusPoorsex(aikaa, työvoimaa ja materiaalia vievää)

(2)Koiteet ovat helposti sytoloosia

(3)Käytäntövaikutuksia ja väsymysvaikutuksia saattaa ilmetä (kahdesti toistuvassa testauksessa)

(3)Pystysuuntainen ja horisontaalinen poikkitutkimussuunnittelu

Firstconducthorizontalresearchondifferentagegroups,andthenconductlongitudinalfollow-upresearchonsubjects

Menetelmien uudet trendit

(1)Kulttuurien välinen vertaileva tutkimus

1.Kulttuurien välinen vertaileva tutkimus, jolla tutkitaan kehityksen samankaltaisuutta

2.Kulttuurien välinen vertaileva tutkimus kehityserojen tutkimiseksi

(2)Poikkitieteellinen ja monitieteinen kattava tutkimus

1.Kattava monitieteinen tutkimus

2.Verkkotunnusten välinen kattava tutkimus

(3)Tutkimusmenetelmien integrointi;

(4)Koulutustutkimuksesta ja koulutuskokeiluista on tulossa yhä suositumpiaKiinnitä huomiota.

Luonto

Johdanto

Yksilöllisellä psykologisella kehityksellä on erilaisia ​​ominaisuuksia, jotka voidaan tiivistää seuraaviin perusominaisuuksiin:

Wholeness

Thewholenessofmentaldevelopmentreferstotheuniquequalitativestipulationofmentalactivityasawhole,andmentaldevelopmentiscarriedoutintheinteractiverelationshipofvariousmentalprocesses.

Activity

Individualpsychologicaldevelopmentistheresultofsubject-objectinteraction,andthebridgebetweensubject-objectinteractionisactivityandaction.Thesubject-objectinteractionreferstotheinteractionbetweentheexternalenvironmentactingonthesubjectandthesubjecttakingaseriesofactivitiestotheenvironment.

Säännöllisyys

(1)Universaalisuuden ja psykologisen kehityksen erityispiirteet.

(2)Psykologisen kehityksen suunta ja kulku.

(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.

Käyttämällä havainnointimenetelmää psykologisen kehityksen tutkimiseen meidän tulisi kiinnittää huomiota seuraaviin ongelmiin:

①Youmusthaveabasicunderstandingoftheproblemtobeobserved,andthepurposeofobservationmustbeclear.Forexample,whenstudyingtheinteractionbetweenteachersandstudents,observersshouldgodeepintotheclassroomandobservetheteacher’squestionsintheclassroom,thestudents’raisingandspeaking,theteacher’sblackboardandfacialexpressions.

②Yritä saada lapset rentoutumaan luonnollisesti ja normaalin toiminnan tilassa, äläkä anna heidän ymmärtää, että heistä on tullut tarkkailijan tutkimuskohde. Tarkkailijat tarkkailevat yhden suunnan lasin, television, näytöt, snorkkelit jne. läpi.

③Begoodatrecordingfactsrelatedtothepurposeofobservation,sothatyoucansortoutandanalyzeafterwards,andputforwardsuggestionsforfurtherresearch.Forexample,inthestudyofthespeechdevelopmentofpreschoolchildren,sincethespeechexpressionofpreschoolchildrenisdifferentfromthatofadults,adultlanguageshouldbeavoidedforrecording.Inordertoimprovetheaccuracyofrecording,smalltaperecorders,videorecordersandotherequipmentcanbeused.

④Lisäksi tarkkailemalla lasten yleisiä sanoja ja tekoja, tarkkailijoiden tulisi myös analysoida kaikkea muuta lasten materiaalia, kuten sävellystä, päiväkirjaa, erilaisia ​​kotitehtäviä, maalauksia, käsintehtyjä jne.

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.

Testimenetelmä

Testimenetelmä on sama menetelmä, jolla tutkitaan lasten psykologisen kehityksen lakeja testiasteikkojen avulla, eli käytä standardoituja kysymyksiä, noudata määrättyjä menettelyjä ja kerää mittausmenetelmiä.dataa.

Thepreparationoftestscalesrequiresstandardizedprocessessuchaspreparationoftestquestions,predictions,projectanalysis,synthetictests,obtainingreliabilityandvaliditydata,andestablishingnorms.Usingstandardizedtestscalestomeasurechildren,andcomparingtheirscoreswithnormscores,youcanclearlyunderstandthelevelofchildren'sdevelopment.Thetestmethodcanbeusedtomeasureindividualdifferencesinchildren'spsychologicaldevelopment,andcanalsobeusedtounderstandthedifferencesinthelevelsofpsychologicaldevelopmentofchildrenatdifferentages.

TherearesomegoodscalesinChina,andresearcherscanchoosefromthemaccordingtotheirneeds.Belowaresomeexamplesofcommonlyusedtests.

ChinaBinetTest.Asearlyas1924,LuZhiweiretarkasteli"ChineseBinaSimonIntelligenceTest".Se tarkistettiin toista kertaa vuonna 1936.Vuonna 1982 WuTianmin tekikolmannen version, nimeltään"ChinaBinaTest" esineet,erottelevat luvut,päätelmät tilanteet,puutteiden osoittaminen ja laskelmat,joka on jaettu neljään luokkaan:kieli,matematiikka,ongelmanratkaisu ja taidot.Se sopii lapsille,lapsille ja aikuisille 2-18-vuotiaille kaupungeissa ja yleensäkin .

WexlerIntelligenceScale.Kiinassa yleisesti käytetyt Wexler-asteikot sisältävät"WexlerIntelligenceScalefor ChildrenRevised Edition"(WISC?R),"WechslerIntelligenceScalefor AdultsRevisedEdition"(WAIS?RC)ja"China-Revised-Thetypen" C?WYCSI?R),kaikkijoista kiinalaisten psykologien ehdottamia tarkistettuja versioita vastaavan WechslerintelligenceScalen tarkistamisen jälkeen.

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.

Kokeelliset menetelmät voidaan jakaa kahteen tyyppiin: laboratoriokokeet jakenttäkokeet.

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.

Mikrogeneettinen suunnittelu

Adesignmethodthathasemergedinrecentyears.Itfocusesonthechangingprocessofpsychologicaldevelopmentandbreaksthroughthetradition.Thephenomenonofonlyobservingtheresultsofdevelopmentandchangesinthedesigndeepenstheresearcher'sunderstandingofdevelopment.

Teoria

Psykoanalyysi

(psykoanalyysi)

Tämän koulun perustajaFreudFreudin lisäksi vaikutusvaltaisempia henkilöitä ovat Eriksson.

1. Freudin kehityspsykologian teoria

HebelievesthatsexinthesubconsciousisthebasicdrivingforceofhumanpsychologyanddeterminestheindividualTheeternalpowerofdevelopment.Freudputforwardtheconceptsofid,ego,andsuperego.Hebelievedthatwiththedevelopmentofageandmoreandmorefrequentcontactwithsociety,thesuperegowillgraduallyemerge.Thesuperegosuppressestherandomnessoftheidandtheegoisreality.Inme.

Freud ehdotti psykologisen libidon kehitysvaiheen teoriaa, joka on jaettuviiteen vaiheeseenlibidokehityksen mukaan:

1. Huulipuoli (0–1-vuotias)

2.Analyysijakso (1–3-vuotiaat)

3. Esisukupuolielimet (3–6-vuotiaat)

4. Itämisaika (6–11-vuotiaat)

5. Murrosikä (alkaen 11- tai 13-vuotiaasta)

Toinen, Ericksonin psykologinen kehitysnäkymä

ErikssonwastaughtbyFreud'sdaughter,andheisinlinewithFreud'stheoryandkeepspacewiththetimes.Henotonlyconsideredtheinfluenceofbiology,butalsosocialandculturalfactors.Itisbelievedthatthegraduallyformedselfplaysamajorroleinhumandevelopment.ProposedtheEightStageTheoryofDevelopment:

Pääasialliset kehitystyöt vauvojen(0–2)vuotiaiden varhaisessa vaiheessa ovat:luottamuksen saaminen ja epäilyn voittaminen;

Pääasialliset kehityssuunnat vauvojen (2–4) ikävuoden aikana ovat: aloitteen tekeminen ja häpeän voittaminen;

Varhaislapsuuden(3–6)-vuotiaiden tärkeimmät kehitystehtävätovatKyllä: saada oma-aloitteisuutta ja voittaa syyllisyyttä;

Tässä lapsuuden (6–11) vaiheessa tärkeimmät kehitystehtävät ovat: ahkeruuden tunteminen ja alemmuuskompleksin voittaminen;

Iän (12-18)vuotiaana tärkeimmät kehitystehtävät ovat:rooliidentiteetin muodostaminen ja sekaannusehkäisy;

Tärkeimmät kehitystehtävät varhaisaikuisuudelle (18–25) ikään ovat:saada läheisyys ja yksinäisyys;

Tässä aikuisiän (25-50) vaiheessa tärkeimmät kehitystehtävät ovat: lisääntymiskyvyn ja pysähdyksen tunteen lisääminen;

myöhäinen aikuisuus(502 vuoden iän jälkeen),tässä vaiheessa tärkeimmät kehitystehtävät ovat:täydellisyyden tunteen saavuttaminen;pettymysten tai inhojen välttäminen;

behaviourismi

(behaviourismi)

Behaviorismemphasizesobjectiveresearch.ThefounderisWatson,afamouspsychologist.InadditiontoWatson,SkinnerandBanduraarethemostrepresentativefiguresinthefieldofpsychologicaldevelopment.

Watson

Watsonisanenvironmentaldeterministwhodeniestheroleofheredity.Histheoryexaggeratestheroleofenvironmentandeducation.

Skinner

Skinnerputsforwardtheoperationalbehavior,emphasizingtheprinciplesofshaping,strengtheninganddisappearing,andstrengtheningintime.Skinnerappliedhistheoryverywelltoreallife.Heinventedtheincubator,whichwasalltherageatthetime,andthebehaviormodificationthatisstillusedtodayisalsobasedonhistheory.Inordertobetterachievetheteachingeffect,heputforwardtheideaof​​teachingmachineandteachingprogram.Thesetheoriesarestillfavoredbyteachers.

Bandura

ThemostbasiccoreofBandura'stheoryis"observationallearning".Hebelievesthatobservationallearningincludesseveralprocesses:NoteProcess,maintenanceprocess,movementreproductionandmotivationprocess.Childrenformself-evaluationstandardsduringobservation,andthenadjusttheirownideasandchangetheirbehavior.Hebelievesthatmembersofsocietyareguidedbyasocialstandard.Banduraspecializesinaggressive,gendered,self-reinforcing,andprosocialbehaviors.

Vygoski

Vygoskin teoria keskittyy ajattelun ja kielen, opetuksen ja kehityksen väliseen suhteeseen. Hän ehdottiKulttuurihistoriallisen kehitysteorian:Syy, miksi ihmisenkehitystyökalunkäyttö on erilaista. Luonteen hallitseminen ja hallitseva käyttäytyminen liittyvät toisiinsa. Kyllä, koska samalla kun ihminen muuttaa luontoa, se muuttaa myös itsensä luonnetta.

Thedevelopmentofmentalfunctionfromlow-leveltohigh-levelisaffectedbytheenvironmentandeducation.Vygoskysummarizedtheperformanceofthetransformationofmentalfunctionfromlow-leveltohigh-level:

1.Menteellisen toiminnan satunnaisuus.

2.Abstraktiyhteenveto henkisen toiminnan funktio.

3.Therelationshipbetweenvariousmentalfunctionsisconstantlychangingandcombining,forminganindirectmentalstructurewithsignsorwordsasthemediation.

4.Personalizationofpsychologicalactivities.Thesemanifestationsoriginatedfromthedevelopmentofsocietyandculture,theapplicationoflanguagesignsasintermediaries,andthecontinuousinternalizationofhigh-levelpsychologicalfunctions.

Vygoskibelievesthatteachingshouldbeaheadofdevelopmentandthereisanoptimallearningtime,soheproposedtheconceptof"recentdevelopmentzone".

Piaget

Kehityspsykologiaan vaikuttavin on Piagetin teoria. Suuri määrä uusia Piagetin teoriaa koskevia tutkimuksia kutsutaan uudeksi piagetismiksi.

ThecoreofPiaget'stheoryisgeneticepistemology,whichmainlystudieshumancognition,intelligence,thinking,theoccurrenceandorganizationofpsychology.Piagetbelievesthatpsychology,intelligence,andthinkingoriginateneitherfrominnatematuritynorfromacquiredexperience,butfromtheactionsofthesubject.

Hebelievesthattherearefourfactorsgoverningpsychologicaldevelopment:

1,kypsyys;2,fyysiset tekijät;3,sosiaalinen ympäristö;4,tasapaino.

Ja jaa ihmisten psykologinen kehitys neljään vaiheeseen:

1.Havaitut liikkeet (sensorimotorinen vaihe, 0–2-vuotiaat)2.Leikkausta edeltävä vaihe (preoperational vaihe, 2–7-vuotiaat )3.Erityinen käyttövaihe (konkreettinen käyttövaihe, 7–12-vuotiaat)

4.Muodollinen toimintavaihe (virallinen toimintavaihe, 12-vuotiaasta aikuiseen)

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.

Tutkimusmenetelmien monitieteiset ja kulttuurien väliset ominaisuudet

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.

Tutkimusmenetelmien integrointi ja menetelmien nykyaikaistaminen

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.

Tietokoneiden sovellustoiminnot kehitystutkimuksessa sisältävät pääasiassa seuraavat kolme näkökohtaa:

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,ittakesacertainamountoftimeandenergytolearncomputerlanguages​​andcompilecomputerprograms.Computersareusedinpsychologicalexperimentsandtests,sothattheexaminerlosestheopportunitytoobservethesubjectsdirectly.Computer-controlledexperimentslackflexibilityandthescopeofcomputerapplicationsIslimited,etc.Knowingthemisverynecessaryforustodoagoodjobinresearch,tousecomputerscorrectlyinresearch,andtoovercometheirshortcomings.