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1.
俄罗斯的个性发展理论因培养和谐发展的个性社会任务的需要而成为俄罗斯个性心理学领域的研究重点.俄罗斯个性发展心理学以马克思个性理论为方法论基础,列昂捷夫、包若维奇、达维托夫、多多诺夫、彼得罗夫斯基、穆欣娜等心理学家对个性发展的研究确定了俄罗斯个性发展理论研究的基本方向,奠定了俄罗斯个性理论发展的基础.他们理论的基本观点是:个性是后天发展的结果,个性是在社会活动中形成的,个性是在人际关系、人与社会的关系中形成的,个性特征是社会的.心理成熟个性是能力和意识高度发展的个性;典型性个性是内部高度和谐发展的个性;个性的核心是个性的积极性;个性是永存的. 相似文献
2.
James H. McMillan 《教育心理学家》2013,48(3):345-354
The social psychology of education is examined to determine its status as a unique field of study. Recent research in five areas of specialization, attribution theory, school organization, group dynamics, teacher‐pupil relationships, and affective learning is summarized to indicate substantive advances in the field. The contribution of educational social psychology in interpreting school learning is cited with a corresponding theory of learning. Two themes which are pervasive in the social psychology of education, the importance of attitudinal outcomes and the influence of interactions between each person and school social structures on individual behavior, are summarized with implications for educational psychologists. 相似文献
3.
通过文献资料对近二十年国内有意遗忘进行了综述.有意遗忘的编码理论、提取抑制理论、区分抑制理论对有意遗忘产生的机制进行解释.在有意遗忘的发展性研究中发现有意遗忘的认知抑制能力是后天发展而来的,并且随着年龄的增大而逐渐发展起来.在影响因素方面发现测验方式、测验难度以及测验的材料等都是影响被试测验成绩的因素.另外,随着有意遗忘研究的深入,有意遗忘研究范式可以作为一种新的研究方法运用到错误记忆、自我参照效应以及情绪等的研究中,研究范式和方法的创新,促进有意遗忘研究领域的不断拓展. 相似文献
4.
当前我国心理学中国化进程中存在的问题 总被引：4，自引：0，他引：4
当前我国心理学研究中国化进程中主要存在六方面的问题，即：选题跟着外国跑；挖掘、整理古代心理学思想缺乏深度；基础理论研究薄弱；研究中理性思考深度不够；研究力量分散；批判研究与实际操作相背离。这些问题的存在，严重阻碍着心理学在我国的健康发展。要想进一步深化心理学研究中国化进程，必须采取相应的有效措施。 相似文献
5.
Relevance,Application, and the Development of an Unlikely Theory 总被引：1，自引：1，他引：0
Shirl J. Hoffman 《Quest (Human Kinetics)》2013,65(2):143-160
This paper advances the argument that motor learning research is not relevant to the needs and interests of motor skill teachers. The principal reason is that motor learning researchers in university departments of physical education have responded to calls for paradigmatic shifts that were intended for experimental psychologists, not necessarily for researchers from departments of physical education. As a result, motor learning researchers have concentrated their efforts on studying the mechanisms underlying motor performance rather than on devising and testing ways to improve motor performance. The body of knowledge produced by this approach has been based on experiments employing laboratory tasks and treatment conditions that lack fidelity to those appropriate or even possible in real-world teaching environments. Consequently, little knowledge has been produced that can be directly applied to the technical aspects of teaching. It also is argued that progress toward an applied thrust has been hindered because energies of the most capable researchers have been spent on attempts to develop a grand theory of motor skills, a theory that can never emerge until researchers attend to the essential preliminary task of defining motor skills. 相似文献
6.
Ruth Slater 《Educational Psychology in Practice》2007,23(3):205-219
Zeanah argues that ethological attachment theory, as outlined by John Bowlby, has provided one of the most important frameworks for understanding crucial risk and protective factors in social and emotional development. However, although attachment theory and the notion of attachment disorders have influenced such initiatives, many psychologists, particularly educational psychologists, remain sceptical about the relevance of attachment theories. Research and major contributions towards the theoretical development of attachment theory are outlined, and the potential contribution of attachment theory to educational psychology is explored. 相似文献
7.
Norah Frederickson 《Educational Psychology in Practice》2003,19(4):303-315
This paper reports an investigation of the factors that educational psychologists in training (EPiTs) look for when applying for jobs in educational psychology services. Relevant literature on ‘job attraction’ is reviewed and a three-stage research process employed. This involved a focus group approach to questionnaire generation followed by questionnaire studies involving 87 EPiTs and 22 recently qualified educational psychologists. Results identify key aspects of service and staff development as crucial in recruitment. These are discussed within the broader context of psychological theory on job satisfaction in considering implications for both recruitment and retention. 相似文献
8.
Schuyler W. Huck 《Psychology in the schools》2007,44(5):527-533
Two questions are considered in this article: (a) What should professionals in school psychology do in an effort to stay current with developments in applied statistics? (b) What should they do with their existing knowledge to move from surface understanding of statistics to deep understanding? Written for school psychologists who have completed their formal education, this article examines the way in which four kinds of relatively new technological tools—Java applets, electronic discussion groups, blogs, and online books, tutors, and courses—can help professionals increase their knowledge and understanding of statistical concepts and procedures. Because new statistical procedures, over time, enter the arsenal of applied researchers, and given that the National Association of School Psychologists explicitly states that continuing professional development in research is an expectation, the information presented here shows school psychologists that there are useful and efficient ways for them to “keep current” with advances in applied statistics. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 527–533, 2007. 相似文献
9.
关于智力研究的新进展 总被引：7，自引：1，他引：6
关于智力的含义,不同心理学家有不同看法,没有形成统一认识。原因主要涉及智力属性、研究角度、智力发展、人源差异。智力研究的新进展主要表现在以下几个方面:智力属性研究在不断变化,智力本质的研究经历了三个取向,智力发展的水平提出两种“三层水平”观点,智力研究理论在不断创新。 相似文献
10.
11.
《教育实用测度》2013,26(1):9-26
We present statistical and theoretical issues that arise from assessing person-fit on measures of typical performance. After presenting the status of past and current research issues, we describe three topics of ongoing concern. First, because typical performance measures tend to be short, and because they have low bandwidth, the detection of person-misfit is often attenuated. Second, there is a need for creative methods of identifying the specific sources of response aberrancy, rather than simply identifying person-misfit. Third, the promise of person-fit measures as moderators of trait-criterion relations remains un- demonstrated. We offer commentary or potential resolutions to these three current topics. In terms of future research directions, we outline two lines of advancement that are relevant for both educational and personality psychologists. These are (a) the use of person-fit statistics in the assessment of how item response theory measurement models differ across manifest groups (e.g., ethnicity, gender), and (b) the application of person-fit statistics under "external" item response theory model conditions. We summarize the role these advances could play in helping educational testers go beyond the standard task of identifying "invalid" protocols by discussing how person-fit assessment may contribute to our understanding of individual and group differences in trait structure. 相似文献
12.
The field of cognitive science is contributing significantly to the research and theory on learning, and to the development
of intelligent tutoring systems. The instructional design literature indicates an interest in cognitive theory as well as
attempts to integrate it into our theory and research base. However, cognitive psychologists do not necessarily find this
synthesis satisfactory. The purpose of this article is to point out the conflicts, so that instructional designers can be
aware of the nature of our coexistence.
This paper was written while the author was with Human Resources Research Organization, Alexandria, VA. 相似文献
13.
Research indicates that school discipline policies and practices have a significant influence on both student and school functioning. The purpose of this article is to uncover how the ethical standards guiding the field of school psychology inform school decisions about discipline in a three‐tiered approach. Various discipline approaches, empirical research evaluating the effectiveness of these approaches, and the role of school psychologists in school discipline decision making are reviewed. Ultimately, this integration of theory, empirical research, and ethical standards points to the importance of creating comprehensive and individualized school discipline policies that apply ethically sound practices at all three tiers of intervention. Implications for practicing school psychologists are discussed. 相似文献
14.
皮亚杰和维果茨基心理发展观比较及其对教学的意义 总被引：1，自引：0，他引：1
芮雪 《伊犁师范学院学报》2010,(1):106-109
皮亚杰与维果茨基是20世纪两位最有影响的发展心理学家,他们开辟了研究儿童个体性发展和社会性发展的两条线路。在分析理论基础上,试图在差异中探讨两者的互补性。并通过两种取向互动互补,揭示其对教学的意义。 相似文献
15.
Keith C. Herman Kenneth W. Merrell Wendy M. Reinke Carolyn M. Tucker 《Psychology in the schools》2004,41(7):763-775
To advance the role of school psychologists in mental health prevention and wellness activities, in this article we describe (a) a social ecological theory for guiding school‐based prevention research, (b) the role of schools in the development and prevention of depression, (c) a continuum of school‐based support for meeting the needs of children who are currently depressed for preventing future internalizing distress for all children, and (d) social and political factors that must be considered if lasting change is to occur. We conclude with specific considerations for school psychologists. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 763–775, 2004. 相似文献
16.
学习环境设计是信息时代教学设计研究的重心,是以学生为中心的教学设计未来发展的方向。如何设计出符合学习者需要并且能够有效促进学习者各项能力发展的学习环境是教育技术学领域值得探讨的问题。对我国2000-2009年优秀硕士学位论文中关于学习环境设计研究的文章,通过元分析发现：研究类型集中在实地研究和开发研究,理论研究与评价研究较少;研究受理论与技术进步的影响较大;关注点逐渐从以教师为中心向以学生为中心转变,研究视角与设计要素也随之逐渐变化。 相似文献
17.
高觉敷，我国现代心理学史研究的领军人物;维果茨基，苏联文化历史学派的创始人。两人成长的时代背景和学术背景各不相同，但在方法论思想上却颇具共性，高度体现了唯物史观和辩证法精神。这种共性结合他们各自的研究领域孕育出各具特色的理论成果：高觉敷以唯物史观考察心理学的发展过程，制定了心理学史的编纂原则，要求辩证地看待西方心理学家的世界观和研究成果。维果茨基提出总体性解释原则，用辩证思维统帅心理学的理论体系。在马克思主义精神的感召下两人均为值得我们景仰和纪念的马克思主义心理学家。 相似文献
18.
认知结构理论的扩展化时期,众多认知心理学家不断扩充认知结构理论,对认知结构的过程和机制进行了具体而细微的研究,为真正的课堂教学提供了广泛而具体的指导。自我调节学习近20年来得到了广泛关注,成为教育心理学的研究热点,自我调节学习是有效地进行学习和解决问题的主要方面,能够促进学习在新情景中的迁移。学生的自我调节学习过程中存在三个影响因素即个人、环境和行为。自我调节学习的建构主义理论是认知结构理论在扩展化时期发展的重要代表之一,是指在学习活动中建构自我调节学习的理论。这些理论包括四方面的内容：即自我能力理论、努力程度理论、学习任务理论和学习策略理论。 相似文献
19.
自20世纪后半期开始，文化与心理学的关系越来越受到心理学家的关注，从而使其成为一个重要的研究领域。跨文化心理学、文化心理学和本土心理学是有关文化与心理学关系的三种主要的研究模式。跨文化心理学的研究对象是不同文化群体的心理与行为比较；文化心理学研究文化对人的心理与行为的影响；本土心理学研究本土背景中与文化相关的和从文化派生出来的心理与行为活动。它们都从不同的角度阐明了文化与心理学的关系。最终，通过一种深层结构理论，即一种普适性理论将会把它们的研究结果整合起来。 相似文献
20.
王菲菲 《外语教学理论与实践》2018,162(2):84
释意派学者在构思、发展、确立其翻译理论时,一直关注其他学科,尤其是心理学的研究成果。本文试图追溯释意派译论产生和形成的心理学源头,分析释意理论和实验心理学家、发展心理学家、神经心理学家研究的交汇,论述释意派译论的心理学渊源,说明以奥雷昂和南澎、皮亚杰、巴尔比泽为代表的心理学家的研究对释意理论的影响。 相似文献