儿童特质观的发展研究
发布时间：2018-07-29 16:09
【摘要】：本研究以随机抽取的幼儿园大班儿童(31人，其中男17人，女14人，平均年龄5.77岁)、小学2年级儿童(30人，其中男16人，女14人，平均年龄7.73岁)和小学4年级儿童(31人，其中男16人，女15人，平均年龄9.97岁)为被试，考察儿童的特质观发展特点。本研究由3个研究组成： 研究1，调查儿童使用特质词汇的情况。在访谈中，用开放式问题引导儿童说出他们喜欢、不喜欢的特质。这是考察儿童特质观发展的一个组成部分，也是后面研究的基础。 研究2，考察儿童对特质词的理解。这里分A(标签)、B(描述)两个部分。A是提供一类表现，要求儿童概括出特质词；B是给出特质词，要求儿童描述(演绎)这种特质的表现。 研究3，考察儿童对特质的信念。研究3分为3个部分，部分(1)考察儿童对消极特质的信念，即儿童对消极特质持固存观还是增量观；部分(2)考察儿童对积极特质的信念；部分(3)考察儿童对特质表达的控制性的信念。 结果表明，(a)无论是积极特质词汇还是消极特质词汇，被试总体以及各个年级组，男女生间均没有差异。随着年级的增长，儿童说出的积极特质词汇和消极特质词汇都明显增多。儿童说出积极特质词汇的数量，明显比消极特质词汇的数量要多。 (b)儿童在A部分概括能力、B部分演绎能力间有高相关，但也存在极为显著的差异，结合均数可知，儿童的特质演绎能力和概括能力同时发展着，，但儿童的特质演绎能力显著高于概括能力。两种能力上不存在性别差异，及各种交互作用。三个年龄段的儿童间存在非常显著的年级差异，这表明儿童的概括能力、演绎能力都在迅速发展，但演绎能力始终比概括能力更高。 (c)儿童都倾向于认为消极特质会向积极的方向转变，而积极特质能够保持下去。相对而言，幼儿园的儿童倾向于认为特质的可塑性更强；个体对特质表达具有更高的控制性。而较年长的儿童倾向于认为特质的可塑性略低；个体对特质表达的控制性也相对略低。
[Abstract]:In this study, a random sample of large class children (17 males and 14 females, mean age 5.77 years), 30 children (16 males and 14 females, with an average age of 7.73 years) and 31 children in grade 4 were randomly selected. Among them, 16 males and 15 females with an average age of 9.97 years were examined to investigate the developmental characteristics of children's trait view. This study consists of three studies: study 1, to investigate the use of idiosyncratic vocabulary in children. In interviews, open questions are used to guide children to identify traits they like and dislike. This is an integral part of the development of child trait view and the basis of the later study. In study 2, we investigated children's understanding of idiosyncratic words. There are two parts of A (label) and B (description). A is a kind of representation, which requires children to generalize the trait word "B" is to give the trait word, and to ask the child to describe (deduce) this trait. Study 3 examines children's beliefs about traits. Research 3 is divided into three parts: (1) to investigate children's beliefs about negative traits, that is, whether children hold a firm or incremental view of negative traits, and part (2) to examine children's beliefs on positive traits; Part (3) examines children's controlling beliefs about trait expression. The results showed that there was no difference between male and female students in, (a), both positive trait vocabulary and negative trait vocabulary. With the increase of grade, both positive trait vocabulary and negative trait vocabulary are obviously increased. The number of positive trait words spoken by children was significantly higher than that of negative trait words, and there was a high correlation between. (b) children's ability to generalize in part A and deductive ability in part B. But there are also very significant differences, combined with the average, children's trait deductive ability and generalization ability develop simultaneously, but children's trait deductive ability is significantly higher than generalization ability. There are no gender differences and interactions between the two abilities. There is a very significant grade difference among the three age groups, which indicates that the generalization and deductive ability of the children are developing rapidly. But the deductive ability is always higher than the generalization ability. (c) children tend to think that the negative trait will change to the positive direction and the positive trait can be maintained. In contrast, kindergarten children tend to think that traits are more plastic and individuals have a higher degree of control over trait expression. Older children tend to think that trait plasticity is slightly lower and individual control over trait expression is relatively low.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：B844.1
本文编号：2153213
[Abstract]:In this study, a random sample of large class children (17 males and 14 females, mean age 5.77 years), 30 children (16 males and 14 females, with an average age of 7.73 years) and 31 children in grade 4 were randomly selected. Among them, 16 males and 15 females with an average age of 9.97 years were examined to investigate the developmental characteristics of children's trait view. This study consists of three studies: study 1, to investigate the use of idiosyncratic vocabulary in children. In interviews, open questions are used to guide children to identify traits they like and dislike. This is an integral part of the development of child trait view and the basis of the later study. In study 2, we investigated children's understanding of idiosyncratic words. There are two parts of A (label) and B (description). A is a kind of representation, which requires children to generalize the trait word "B" is to give the trait word, and to ask the child to describe (deduce) this trait. Study 3 examines children's beliefs about traits. Research 3 is divided into three parts: (1) to investigate children's beliefs about negative traits, that is, whether children hold a firm or incremental view of negative traits, and part (2) to examine children's beliefs on positive traits; Part (3) examines children's controlling beliefs about trait expression. The results showed that there was no difference between male and female students in, (a), both positive trait vocabulary and negative trait vocabulary. With the increase of grade, both positive trait vocabulary and negative trait vocabulary are obviously increased. The number of positive trait words spoken by children was significantly higher than that of negative trait words, and there was a high correlation between. (b) children's ability to generalize in part A and deductive ability in part B. But there are also very significant differences, combined with the average, children's trait deductive ability and generalization ability develop simultaneously, but children's trait deductive ability is significantly higher than generalization ability. There are no gender differences and interactions between the two abilities. There is a very significant grade difference among the three age groups, which indicates that the generalization and deductive ability of the children are developing rapidly. But the deductive ability is always higher than the generalization ability. (c) children tend to think that the negative trait will change to the positive direction and the positive trait can be maintained. In contrast, kindergarten children tend to think that traits are more plastic and individuals have a higher degree of control over trait expression. Older children tend to think that trait plasticity is slightly lower and individual control over trait expression is relatively low.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：B844.1
【引证文献】
相关博士学位论文 前1条
1 邱瑜;论幼儿园课程的诊断与改进[D];华东师范大学;2012年
相关硕士学位论文 前2条
1 姜微微;儿童攻击性行为特质信念及其对行为影响的发展研究[D];华南师范大学;2007年
2 沈秋;儿童中期利用人格特质线索理解反语的研究[D];华东师范大学;2008年
本文编号：2153213
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