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Developmental psychology



Developmentprocess

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

Abriefhistory

1.GermanPryor's"ChildPsychology"in1882markedthebirthofchildpsychology;

TheAmericanHallgeneralschildrenatthebeginningofthe2.20centuryTheresearchscopeofpsychologyhasbeenexpandedtoadolescence;

Inthe1930softhe1930s,Jungproposedthe40-year-old"midlifecrisis"theory;

4.1957"SchoolYearbook"forthefirsttimeuses"DevelopmentalPsychology"(DevelopmentalPsychology)toreplacethepreviouschildpsychology;

5.1980GermanBeltesputforwardthe"LifelongDevelopmentView"theory,markingdevelopmentalpsychologyTheperfection.

Psychologist

Introduction

TheoryofIntelligence·JeanPiaget

·HavorDeGardner

·OliverSachs

EmotionalIntelligence·PeterSalovey

·JohnA.Mayer

·DanielGoleman

ZPD·LevVygotsky

InformationProcessing·SeymourPapert

(1)Thefoundationofthebirthofchildpsychology

Thepredecessorofdevelopmentalpsychologyischildpsychology,whichhasahistoryofmorethan130years.

Beforethebirthofchildpsychology,itexperiencedthepreparationstageoftheoryandresearchpractice:

1.Theideologicalbasisofthebirthofchildpsychology

2.Theresearchbasisofthebirthofchildpsychology

Theideologicalbasisofscientificchildpsychology:

Understandandrespectchildren’sbasicideas

Emphasizetheleadingroleofchildren’snatureintheirpsychologicaldevelopment

Propose"psychologicaleducation"

Darwin’s"ABaby'sBiography"(1876)isanearlystageofchildpsychologyOneoftheresearchresultsofthespecialtopic.

ChildPsychology

Inthesecondhalfofthe19thcentury,Pryor,aGermanphysiologistandexperimentalpsychologist,wasthefounderofscientificchildpsychology.

Symbolofthebirthofscientificchildren'spsychology:

Pryor'sbook"Children'sPsychology"publishedin1882.

ThedevelopmentalpsychologycommunityrecognizesPryor's"ChildPsychology"asanearlyclassicofchildpsychology.

DevelopmentofChildPsychology

Fromtheendofthe19thcenturytothebeginningofthe20thcenturyistheperiodofformationanddevelopmentofchildpsychology

Themainfeaturesare:thecreationofnewIntheresearchapproach,agroupofpioneershaveemerged,andimportanttheoreticalschoolsandschoolinnovationshaveemerged.

1.Anumberofpioneersinthestudyofchildpsychologyhaveemerged

Hall,Dewey,Binet,Steyren,Gesell,etc.,haveallmadeimportantcontributionstothedevelopmentofchildpsychology.

2.Thenarrativeanddisputesofpsychologicaldevelopmentamongdifferentschools

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

3.Theevolutionandadditionofschools

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

Theevolutionfromchildpsychologytodevelopmentalpsychology

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

Developmentalresearch

Maincontent

(1)Agestagecharacteristicsofpsychologicaldevelopmentduringthewholelife;

(2)ExplainvariousThedevelopmentprocessandcharacteristicsofpsychologicalfunction;

(3)Exploretheinnermechanismofpsychologicaldevelopment;

(4)Studythebasicprinciplesofpsychologicaldevelopment.

Functionalspecificity

(1)Fourfunctionsofdevelopmentalpsychologyresearch:Descriptionb>ExplanationForecastControl

(2)Theparticularityofdevelopmentalpsychologyresearch:

1.Specializinginthestudyofhowindividualpsychologyandbehaviordevelopandchangewithage;

2.Psychologicaldevelopment:theprocessanddynamicsofpsychologicaldevelopment.

Researchmethods

(1)Horizontalresearchdesign

Theadvantagesareapplicabilityandtimeliness

Disadvantagesareartificialconnectionandpossiblegroupeffect

(2)Longitudinalresearchdesign

Advantages:

(1)Abletosystematicallyunderstandthecontinuousprocessofpsychologicaldevelopment

(2)Abletorevealthelawfromquantitativechangetoqualitativechange

Disadvantages:

(1)TimelinessPoorsex(consumingtime,manpowerandmaterialresources)

(2)Subjectsareeasytolose

(3)Practiceeffectsandfatigueeffectsmayappear(duetorepeatedtesting)

(3)Verticalandhorizontalcrossoverresearchdesign

Firstconducthorizontalresearchondifferentagegroups,andthenconductlongitudinalfollow-upresearchonsubjects

Newtrendsinmethods

(1)Cross-culturalcomparativeresearch

1.Across-culturalcomparativestudytoexplorethesimilarityofdevelopment

2.Cross-culturalcomparativeresearchtoexplorethedifferencesindevelopment

(2)Cross-disciplinaryandcross-fieldcomprehensiveresearch

1.Comprehensiveinterdisciplinaryresearch

2.Cross-domaincomprehensiveresearch

(3)Integrationofresearchmethods;

(4)TrainingresearchandeducationalexperimentsarebecomingmoreandmorepopularPayattentionto.

Nature

Introduction

Individualpsychologicaldevelopmenthasavarietyofproperties,whichcanbesummarizedintothefollowingbasicproperties:

Wholeness

Thewholenessofmentaldevelopmentreferstotheuniquequalitativestipulationofmentalactivityasawhole,andmentaldevelopmentiscarriedoutintheinteractiverelationshipofvariousmentalprocesses.

Activity

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

Regularity

(1)Theunityofuniversalityandparticularityofpsychologicaldevelopment.

(2)Thedirectionandsequenceofpsychologicaldevelopment.

(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.

Usingtheobservationmethodtostudypsychologicaldevelopment,weshouldpayattentiontothefollowingissues:

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

②Trytomakechildrenrelaxnaturallyandinanormalstateofactivity,anddon'tmakethemrealizethattheyhavebecometheresearchobjectoftheobserver.Observersobservethroughone-wayglass,TV,screens,snorkels,etc.,inordertokeepchildren'struebehaviorsunaffected.

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

④Inadditiontoobservingchildren'sgeneralwordsanddeeds,observersshouldalsoanalyzeallotherrelatedmaterialsofchildren,suchascomposition,diary,varioushomework,painting,hand-made,etc.

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.

Testmethod

Testmethodisamethodtostudythelawsofchildren’spsychologicaldevelopmentthroughtestscales,thatis,usestandardizedquestions,followprescribedprocedures,andcollectthroughmeasurementmethods.data.

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

TherearesomegoodscalesinChina,andresearcherscanchoosefromthemaccordingtotheirneeds.Belowaresomeexamplesofcommonlyusedtests.

ChinaBinetTest.Asearlyas1924,LuZhiweirevisedthe"ChineseBinaSimonIntelligenceTest".Itwasrevisedforthesecondtimein1936.In1982,WuTianminmadethethirdrevision,calledthe"ChinaBinaTest".Thecontentofthe"ChinaBinetTest"includes51itemssuchasspeakingobjects,distinguishingfigures,inferringsituations,pointingoutshortcomings,andcalculations,whicharedividedintofourcategories:language,mathematics,problemsolvingandskills.Itissuitableforchildren,childrenandadultsaged2-18inurbanandruralareas.

WexlerIntelligenceScale.TheWexlerscalescommonlyusedinChinaincludethe"WexlerIntelligenceScaleforChildrenRevisedEdition"(WISC?R),"WechslerIntelligenceScaleforAdultsRevisedEdition"(WAIS?RC)and"China-WechlerChildrenTherearethreetypesof"IntelligenceScales"(C?WYCSI?R),allofwhicharerevisedversionsproposedbyChinesepsychologistsafterrevisingthecorrespondingWechslerIntelligenceScale.

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.

Experimentalmethodscanbedividedintotwotypes:laboratoryexperimentsandfieldexperiments.

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.

Microgeneticdesign

Adesignmethodthathasemergedinrecentyears.Itfocusesonthechangingprocessofpsychologicaldevelopmentandbreaksthroughthetradition.Thephenomenonofonlyobservingtheresultsofdevelopmentandchangesinthedesigndeepenstheresearcher'sunderstandingofdevelopment.

Theory

Psychoanalysis

(psychoanalysis)

FounderFreud,thisschoolInadditiontoFreud,themoreinfluentialfiguresincludeEriksson.

1.Freud’stheoryofdevelopmentalpsychology

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

Freudproposedthestagetheoryofthedevelopmentofpsychologicallibido,whichisdividedintofivestagesaccordingtothedevelopmentoflibido:

1.Lipstage(0-1yearsold)

2.Analperiod(1-3yearsold)

3.Pre-genitalperiod(3-6yearsold)

4.Incubationperiod(6-11yearsold)

5.Puberty(startingat11or13yearsold)

Second,Erickson’spsychologicaldevelopmentview

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

Themaindevelopmentaltasksattheearlystageofinfant(0~2)yearsofageare:gaintrustandovercomesuspicion;

Themaindevelopmentaltasksinthelateinfant(2~4)yearsofageare:togaininitiativeandovercomeshame;

Themaindevelopmenttasksintheearlychildhood(3~6)yearsofageareYes:togainasenseofinitiativeandovercomeguilt;

Themaindevelopmentaltasksatthisstageofchildhood(6~11)are:togainasenseofdiligenceandovercomeinferioritycomplex;

Themaindevelopmentaltasksattheage(12~18)yearsofageare:toformroleidentityandpreventroleconfusion;

Themaindevelopmenttasksfortheearlyadulthood(18~25)yearsofageare:toobtainIntimacyandavoidloneliness;

Themaindevelopmentaltasksatthisstageofmidadulthood(25-50)are:togainasenseofreproductionandavoidasenseofstagnation;

lateadulthood(50Aftertheageof2),themaindevelopmenttasksatthisstageare:togainasenseofperfection;avoiddisappointmentordisgust;

behaviourism

(behaviourism)

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

Vygoski’stheoryfocusesontherelationshipbetweenthinkingandlanguage,teachinganddevelopment.HeproposedtheCultural-HistoricalDevelopmentTheory:Thereasonwhyhumandevelopmentisdifferentfromthatofanimalsismainlybecauseoftheuseoftoolsandtheinheritanceofculture.Controllingnatureandcontrollingbehaviorareinterrelated.Yes,becausewhilemanistransformingnature,healsochangesthenatureofmanhimself.

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

1.Therandomnessofmentalactivity.

2.Abstractsummaryfunctionofmentalactivity.

3.Therelationshipbetweenvariousmentalfunctionsisconstantlychangingandcombining,forminganindirectmentalstructurewithsignsorwordsasthemediation.

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

Vygoskibelievesthatteachingshouldbeaheadofdevelopmentandthereisanoptimallearningtime,soheproposedtheconceptof"recentdevelopmentzone".

Piaget

ThemostinfluentialindevelopmentalpsychologyisPiaget’stheory.AlargenumberofnewresearchesaroundPiaget’stheoryarecalledthenewPiagetIsm.

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

Hebelievesthattherearefourfactorsgoverningpsychologicaldevelopment:

1,maturity;2,physicalfactors;3,socialenvironment;4,balance.

Anddividepeople’spsychologicaldevelopmentintofourstages:

1.Perceivedmovementstage(sensorimotorstage,0-2yearsold)2.Preoperationalstage(preoperationalstage,2-7yearsold)3.Specificoperationstage(concreteoperationalstage,7-12yearsold)

4.Formaloperationalstage(formaloperationalstage,12yearsoldtoadult)

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.

Interdisciplinaryandcross-culturalcharacteristicsofresearchmethods

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.

Theintegrationofresearchmethodsandthemodernizationofmethods

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.

Theapplicationfunctionsofcomputersindevelopmentresearchmainlyincludethefollowingthreeaspects:

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.

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