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绘画测验是心理学投射测验的一种,具有趣味性、便捷性、多样化、广泛性、间接性和主观性的特点。儿童绘画能力的发展存在一定规律,许多研究发现,特殊儿童在绘画测验中表现出区别于普通儿童的特点。使用绘画测验作为特殊儿童心理评估中的辅助测验,有助于评估者了解特殊儿童当前的心理、能力发展状况,发现有关成长背景的信息,更全面地评估特殊儿童并制定有针对性的干预计划。 相似文献
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本文综述了儿童绘画的发展过程、儿童绘画的发展阶段、儿童绘画发展阶段与儿童心理发展阶段的对比,儿童绘画教育应遵循儿童的成长发展规律。 相似文献
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绘画认知与儿童的生理、心理发展关系密切,儿童生长发育过程是量变到质变的过程,呈现出明显的阶段性。但由于个别差异的存在,阶段特征在每个儿童身上并不是完全相同的。为了教学具有针对性,教师在承认差别的同时,根据儿童的身心发展阶段,进行绘画造型训练是必要的、有益的。 相似文献
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扶长青 《教育测量与评价(理论版)》2009,(5):12-15
限定问题测验是一种测量儿童道德判断发展水平的工具,该测验以柯尔伯格的“儿童道德发展阶段论”为主要依据,以其“道德两难故事法”为主要方法,能够考察被试的道德认知水平和推理能力。30多年来,限定问题测验得到了广泛应用和有效改进。本文介绍限定问题测验的理论基础、施测程序、记分指标和效度指标,总结该测验的研究主题及其改进,并对其优缺点进行简要评价。 相似文献
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听力障碍儿童与正常儿童认知方式的比较研究 总被引：3，自引：3，他引：3
通过对42名听力障碍儿童及其与之对照的正常儿童进行镶嵌图形测验,比较了听力障碍儿童与正常儿童场依存性-独立性认知方式发展的状况.结果表明(1)听力障碍儿童与正常儿童认知方式发展存在非常明显的差异,正常儿童更倾向于场独立性.(2)听力障碍女童与正常女童认知方式发展存在非常明显的差异,正常女童更倾向于场独立性.(3)正常男童镶嵌图形测验得分高于听力障碍男童,但差异不显著. 相似文献
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《陕西教育学院学报》2016,(10):81-86
儿童的绘画能力和作画水平是由其自身的生理心理发展阶段和规律所决定的,他们用画笔描绘出的各种符号表达他们对现实世界的思维、想象和认知。本研究探索了儿童的认知发展与其绘画水平之间的关系,发现视觉记忆是绘画基本技能的核心,儿童的视觉记忆能力越强,他们的绘画水平越高。通过扩大儿童的观察视野,深化他们观察的层次,培养他们掌握正确的观察方法,能够提高他们的观察力,这是儿童开展创造性绘画的关键环节。儿童运用文字表达内心世界的能力是有限的,但是绝大多数儿童都具备非凡的绘画能力,绘画是他们表达创造性思维的重要途径。表象型认知风格的儿童,在形象记忆和图像信息加工的数量和品质上会优于言语型的儿童,因此,美术教育的关键是帮助儿童在绘画过程中提高表象信息加工的效率,根据不同情况调整和运用信息加工表征形式。 相似文献
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《内蒙古教育》2018,(6)
目的 :探讨8~10岁儿童的认知灵活性发展水平并考察工作记忆容量对其认知灵活性的影响。方法 :采用项目选择任务与计数广度测验分别对36名8~10岁儿童的认知灵活性和工作记忆进行施测,并对两项测验的结果进行相关分析。结果 :(1)8~10岁儿童能够完成项目选择任务中的4-match测验,只在第四次选择时表现出困难,但在6-match测验的后两次选择中均很难顺利完成转换,表现出多重转换困难。(2)8~10岁儿童工作记忆容量为8.07±1.41。(3)认知灵活性测验得分与工作记忆测验得分显著正相关。结论 :(1)8~10岁儿童在完成项目选择任务时仍表现出困难,还未达到成人水平。(2)儿童工作记忆容量与认知灵活性密切相关。 相似文献
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弱中央统合理论是近年来用于解释自闭症个体认知特点的重要理论之一。本研究采用积木测验和镶嵌图形测验对10名自闭症儿童和10名智力发展障碍儿童实施测验,以验证自闭症儿童在视觉加工任务上是否存在弱中央统合倾向。研究结果表明:自闭症儿童和智力发展障碍儿童在这两个测验任务上的表现并未存在显著差异;实验材料的难度可能使得两类儿童在测验任务上出现了"地板效应";在镶嵌图形测验中,自闭症儿童从阴影型图片中识别出目标图形的能力高于智力发展障碍儿童。 相似文献
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This study investigated the extent to which learning readiness, prior‐to‐school experiences, and child and family characteristics influence children’s literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their first year of primary school. At the start of school, parents provided information on children’s prior‐to‐school experiences and their preparedness for school; teachers provided ratings of children’s self‐directedness and cooperative participation; and children’s cognitive ability was assessed using the Peabody Picture Vocabulary Test – III. Classroom quality was observed and rated mid‐year. Children’s literacy and numeracy achievement was assessed at the end of the school year, using the Who Am I? (WAI?). Regression analyses indicated that WAI? scores were predicted by child age, gender, cognitive ability and teacher‐rated learning readiness at the start of school. Discussion focuses on the importance of the ‘ready child’ for early academic success. 相似文献
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Parental Beliefs and Children's School Performance 总被引：3，自引：1，他引：3
Immigrant parents from Cambodia, Mexico, the Philippines, and Vietnam and native-born Anglo-American and Mexican-American parents responded to questions about child rearing, what teachers of first and second graders should teach their children, and what characterizes an intelligent child. Immigrant parents rated conforming to external standards as being more important to develop in their children than developing autonomous behaviors. In contrast, American-born parents favored developing autonomy over conformity. Parents from all groups except Anglo-Americans indicated that noncognitive characteristics (i.e., motivation, social skills, and practical school skills) were as important as or more important than cognitive characteristics (i.e., problem-solving skills, verbal ability, creative ability) were to their conceptions of an intelligent first-grade child. Parental beliefs about conformity were correlated with measures of kindergarten (5- and 6-year-olds) and first- (6- and 7-year-olds) and second-grader (7- and 8-year-olds) children's school performance (i.e., teacher ratings of children's classroom performance; Comprehensive Test of Basic Skills reading, math, and language scores; and Sternberg Triarchic Abilities Test scores). 相似文献
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采用EFT(镶嵌图形测验)和《大学生共情能力问卷》作为测量工具,探讨医类院校应用心理学专业大学生的认知方式与共情能力及其两者之间的关系。研究结果表明:独生子女的场独立性、共情自我识别显著高于非独生子女,中医心理专业学生的反向理解、负向应对高于医大学生,大三学生的他人情绪识别、一致性理解及总的共情能力高于大二学生;场独立者的他人情绪识别、一致性理解和正向应对及总的共情能力显著高于场依存者;认知方式与共情能力之间存在显著正相关,认知方式对共情能力具有显著的预测作用。 相似文献
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William Frankenberger Christie Cannon 《International Journal of Disability, Development & Education》1999,46(2):199-221
This study was a continuation of the Alto and Frankenberger (1995) study that reported the effects of Ritalin on academic achievement from first to second grade. The objectives of the current study were to identify the long-term effects of Ritalin on cognitive ability and academic achievement. A retrospective/longitudinal design was utilised in the study with dependent measures being scores from the Iowa Test of Basic Skills (ITBS). The study included 13 experimental subjects who were identified with AD/HD and placed on Ritalin between first and second grade. For each experimental child, a contrast child without AD/HD was matched based on gender, Verbal IQ score, and family structure. Results of the study revealed that generally, the Ritalin group's cognitive and achievement scores were lower before medication and the groups tended to continue to diverge after medication was administered. Dosage levels for the children in the Ritalin group tended to be increased over time and few of the children in general education classes received supplementary educational programs. 相似文献
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Sarant JZ Holt CM Dowell RC Rickards FW Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217
This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children. 相似文献
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黄小锐 《南昌教育学院学报》2012,27(3):134+145
认知语言学的习得理论,认为语言的相关知识是学习者们积极主动构建而来的,语言知识的习得主要还是在于学习者所处的环境以及学习者本身的认知能力,并不是在于学习者先天的语言天赋。根据认知语言学的主要观点,探讨基于认知语言学理论的儿童语言习得的方式和机制,并从社会文化途径、模仿学习途径、类比与结构映射途径等方面具体论述了认知语言学理论下儿童语言系统形成的途径。 相似文献
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N J Riley 《Journal of learning disabilities》1989,22(7):444-451
This study investigated the cognitive abilities as measured by the Inventory of Piaget's Developmental Tasks (IPDT) (Furth, 1970) of male and female fourth and fifth graders with learning disabilities. In addition, their cognitive abilities were compared to their reading and mathematics achievement, as measured by the Peabody Individual Achievement Test (PIAT) (Dunn & Markwardt, 1970). A two-way analysis of covariance revealed a significant mean difference in cognitive ability between students with learning disabilities and nondisabled students. No significant differences existed in performance between males and females. Multiple regression showed that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability. 相似文献
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Developmental evaluations of the current wave of welfare reform programs present challenges with regard to (1) assessing child outcomes; (2) accounting for heterogeneity among low-income families in both baseline characteristics and involvement in self-sufficiency activities and supports, and (3) development of alternatives to experimental approaches to causal inference. This study (N = 1,079) addresses these challenges by examining effects on 4- to 6-year-old children of different patterns of child care, self-sufficiency activities, and other service utilization indicators among experimental-group mothers in a 16-site welfare reform program. Outcomes in areas of cognitive ability and behavior problems were investigated. The study identified seven subgroups of participants engaging in different patterns of service utilization and activity involvement. A two-stage simultaneous equation methodology was used to account for selection, and effects on child cognitive ability of participation in specific patterns of services and activities were found. For example, children of mothers characterized by high levels of involvement in center-based child care, education, and job training showed higher levels of cognitive ability than children of mothers in groups characterized by high involvement in center-based care and education, or center-based care and job training. In addition, children of mothers in groups with high levels of involvement in any of these activities showed higher levels of cognitive ability than those with low levels of involvement. The bulk of selection effects occurred through site-level differences, rather than family-level socio-economic status or maternal depression indicators. Implications for welfare reform program and policy concerns are discussed. 相似文献
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Joanne Marie Purcell 《Children‘s Literature in Education》2018,49(3):356-375
Picture books, as both sophisticated aesthetic objects and literary texts, provide the ideal site for critically examining how values and ideology are transmitted to children. How the child reader might be affected by the process of reading a picture book—that is, how he or she might be moved emotionally and potentially gain new insights about the world—is of interest to scholars and educators alike. This article draws upon cognitive literary theory as a conceptual frame through which to explore the cognitive and emotional affect that reading may have upon children. “Reader response” and “cultural criticism” are approaches to literature that seek to understand how readers interact with texts. Cognitive theory, when applied to literature, builds on these discourses by focusing on why reading fiction might cause the brain to produce emotional and cognitive responses in readers. As metaphors are a feature of language and of thought, a study of the metaphorical in picture books aptly lends itself to the theoretical framework offered by cognitive literary theory. Drawing on examples from four picture books produced for children, broadly correlating to different developmental stages, this article examines the role of metaphor in encouraging skills in decoding and creative thinking. Talking to children about visual metaphor or metaphorical expression introduces them to a feature of language and thought that provides a conceptual frame for richer understanding and expression of ideas. Examining how the metaphorical operates in picture books thus takes us a step closer to understanding how the process of reading affects children and enriches their lives. 相似文献