通过对心理学期刊的几项统计分析看我国十年来儿童发展教育心理学研究状况与动向

In this study, bibliometric method was usded in the investigation of 2274 papers concerning child developmental and educational psychology, which were published during the ten years of 1979-1988, in 14 psychological journals and 97 other scientific journals. According to the quantitative and qualitative analyses, the results are as follows: 1979-1988 saw the rapid development and prosperous period in China's child developmental and educational psychology, During which more papers were published and more fields couched than in the psvious thirty years. The number of literature publications increased and went to the peak in 1983 and 1984, and came down since 1985. The trend was found to result from the decrease in popular science introductions of psychology, which reflected that a heat of psychology had appeared in 1983 and started to cool in 1985. At the mean time, the number of research reports had been holding a steady increase by 1987 and decreased obviously in 1988, especially in the fields of cognitive and social development. There could be several possible explanations of this phenonemon: Piagetian studies are becoming fewer and the eakening of Piaget's influence might predict a period of standstill in the field of developmental psychology in China; As researches become more and more difficult, researchers have turned to be more cautious in lay out their reports; the cutdown of fees and staff could also be one of reasons for less publication in 1988. As the factors mentioned above still exist and their influences last, the number of papers are not expected to increase in the near future. The field of thinking and menory is closely connected with that of artificial intelligence. The downhill situations in these two fileds should be taken seriously. 2. The types of research work are divided on the bases of their problem raising. The trends show that the deepening studies, which represent a comaratively higher level of exploration, are waving fewer, while repeated studies and creative studies are becoming more as the years go along. This fact is worth being further analysed. Big progress could be seen from research methods. The methods currently used are mainly experiment, psychological measurement and assessment, and theoretical reasoning. There is a rapid increase of research by using scales. Wechsler Intelligence Scale for Children, Binet Scale and Baley Scale have been revised andstandardized. Chinese researchers have also developed several good scales of their own, some of which are valuable and need to be standardized. In the papers investigated, the amount of citation is significantly lower than the world average level as well as the average citation number of whole China's scientific literature. Among the papers cited, most are of Chinese and English languages, and only a small rate were published in resently five years. The renewal of literature cited seems to stay at a low level in the ten years. Tremendous work could be reflected by the number of subjects used the research work in those ten years: 362665. A lot of studies piled on the period of 4-16 year olds. Compared with the previous thirty years, the age range was much enlarged and there were quite a few studies about preschool, school and adolescent periods. The study of newborn of 0-3 has been a weak point so far and it is a field to which chinese developmental psychologists should pay more attention. The progress in using statistics is one of the most obvious part in the development in the research work of child developmental and educational psychology. The one tendency that should be awared and avoid is to put the cart before the horse: seeking for more sophisticated statistic method while neglecting the meanings of research problems. 3. Citation analysis was used in selecting scholars who had great influence in the field of child developmental and educational psychology. Among the often cited and famous scholars, 31 are Chinese researchers and 12 are Western psychologists. The authoritative journal for child developmental psychology and educational psychology is Acta Psychologica Sinica.

幼儿分类能力发展及促进的实验研究

Classification is a kind of basic cognitive process, and category is an important way for human beings to define the world. At the same time, categories are organized in a hierarchical way, which makes it possible for human beings to process information efficiency. For those reasons, the development of classification ability is always one of the foci in developmental psychology. By using the methods of spontaneous and trained classification of both familiar stimuli materials and artificial concepts, this research explored the 4-6 year old children's classification criteria. And by the artificial concept system formed in these classification criteria experiments, the mastery degree of class hierarchy in these young children was analyzed. The main results and conclusions are: 1) The classification ability increases quickly among kindergarteners from 4 to 6 year old: the 4 year old children seemed unable to classify objects by classificatory criteria, however, the 6 year ones had shown the ability in many experimental conditions. But the main basis of classificatory criteria in these young children, including 6 year old ones, was the functional relation of the objects but the conceptual relations, and their classification criteria was not consistent because they seem to be easily affected by experimental conditions. 2) The age of 5 is a more sensitive period of classification ability development: for the children of 5 year old, it was found that their classification ability was easily enhanced by training. The zone of proximal development in classification ability by category standard could probably lie in this period of age. 3) Knowledge is an important factor that affects young children's classification ability, meanwhile, their classification activity are affected by cognitive processing ability: young children exhibited different classification ability as they had different understanding of stimuli materials. Kindergarteners of different age were significantly different in their classification ability as the difference in cognitive processing ability, even if they had the same knowledge about the stimuli materials. 4) Different properties of class hierarchy are different in difficulty for young children: the 5-6 year old children showed that the could master the transitivity of the class hierarchy. No matter under what learning condition, they could answer most of the transitivity questions correctly and infer the property of the sub-class according to that of the super-class. The young children at 5-6 years old had mastered the branching property of class hierarchy at a relative high level, but their answers were easily affected by the hints in the questions. However, it seemed that the asymmetry of class hierarchy was difficult for young children to learn. Because young children could not understand the class inclusion relation, they always drew wrong conclusions about super-class from sub-class in their classification.