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:Description、b>Explanation、Forecast、Control
(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,heputforwardtheideaofteachingmachineandteachingprogram.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,ittakesacertainamountoftimeandenergytolearncomputerlanguagesandcompilecomputerprograms.Computersareusedinpsychologicalexperimentsandtests,sothattheexaminerlosestheopportunitytoobservethesubjectsdirectly.Computer-controlledexperimentslackflexibilityandthescopeofcomputerapplicationsIslimited,etc.Knowingthemisverynecessaryforustodoagoodjobinresearch,tousecomputerscorrectlyinresearch,andtoovercometheirshortcomings.