共查询到19条相似文献，搜索用时 125 毫秒
1.
随着社会信息加工心理学的崛起,人们开始用社会信息加工过程中可能存在的障碍来理解学习困难儿童的社会性发展.以往对学习困难儿童的社会目标、社会行为和同伴接纳的研究主要考察两两之间的关系,本研究用社会信息加工模型来系统考察三者之间的关系.研究发现:(1)学习困难儿童的社会目标存在年级差异;(2)学习困难儿童自我报告的攻击行为存在年级差异;(3)学习困难儿童同伴评定的攻击行为存在性别差异;(4)在敌意和非敌意归因情境下,学习困难儿童的社会目标对社会行为和同伴接纳都有影响,从而为教育者通过干预学习困难儿童的社会目标来改善他们的社会行为和人际关系提供理论依据. 相似文献
2.
小学学习困难儿童同伴关系的调查研究 总被引：4，自引：1，他引：4
本研究在总结原有研究的基础上对从两所不同小学的三至六年级 646名儿童中鉴别出的 5 7名学习困难儿童的同伴关系进行了比较研究 ,结果发现 :学习困难儿童比非学习困难儿童更多的受到同伴的拒绝 ,而非学习困难儿童比学习困难儿童更多的受同伴接受 ;男性学习困难儿童比女性学习困难儿童更多的受同伴拒绝 ;学习困难儿童的同伴关系在年级维度上不存在明显差异。 相似文献
3.
同伴关系是儿童生活经验中重要的社会关系之一,在儿童社会化过程中起着独特而无法替代的作用。我国特殊儿童同伴关系影响因素的研究对象涉及听觉障碍、视觉障碍、智力障碍和学习困难四类特殊儿童。这四类特殊儿童同伴关系影响因素的研究程度不同,如视障儿童同伴关系的影响因素研究只涉及心理理论,而影响学习困难儿童同伴关系的因素较为全面,包括性别、个性、社会行为、社会认知和情绪等个体的内在因素,还涉及外部因素中的家庭因素。 相似文献
4.
为了更好地了解ADHD儿童的师生关系、情绪行为问题和同伴接纳的关系,探究同伴接纳在师生关系和情绪行为问题中的中介作用。研究采用师生关系问卷、同伴提名法和长处与困难问卷对130名3—5年级ADHD儿童进行问卷调查。研究发现:ADHD儿童的情绪行为问题、同伴接纳、师生关系两两之间存在显著相关;同伴接纳在师生关系和情绪行为问题之间起部分中介作用。 相似文献
5.
多动症全称为注意缺乏多动障碍(Attentiondeficit hyperactirity disorder,简称ADHD),是儿童注意力缺乏,唤起过度,活动过多,冲动性和延迟满足困难等核心症状,并伴有儿童学习障碍,同伴和亲友交往关系障碍,人格心理健康障碍,品行不良等派生症状的一系列心理与行为问题的总称。它是儿童期最普遍、最复杂的心理与行为 相似文献
6.
多动症全称为注意缺乏多动障碍(Attentiondeficit hyperactirity disorder,简称ADHD),是儿童注意力缺乏,唤起过度,活动过多,冲动性和延迟满足困难等核心症状。并伴有儿童学习障碍,同伴和亲友交往关系障碍,人格心理健康障碍,品行不良等派生症状的一系列心理与行为问题的总称。它是儿童期最普遍、最复杂的心理与行为 相似文献
7.
目前关于数学学习困难儿童的研究大多关注其行为表现和认知特征,较少涉及其生活环境中的负面因素。本研究以一名大班数学学习困难儿童为研究对象,通过对儿童本人及老师、父母和同伴的访谈以及对儿童日常活动的观察,对其生活环境中的负面因素进行分析,为认识早期数学学习困难儿童的发生、形成和持续的原因提供了一个生态视角。研究结果表明,数学学习困难儿童在师幼交互、同伴友谊、家庭环境、父母教育方法、亲子关系等诸多方面有负面经历,而这些经历直接或间接地影响了儿童的数学学习。 相似文献
8.
目前关于数学学习困难儿童的研究大多关注其行为表现和认知特征,较少涉及其生活环境中的负面因素.本研究以一名大班数学学习困难儿童为研究对象,通过对儿童本人及老师、父母和同伴的访谈以及对儿童日常活动的观察,对其生活环境中的负面因素进行分析,为认识早期数学学习困难儿童的发生、形成和持续的原因提供了一个生态视角.研究结果表明,数学学习困难儿童在师幼交互、同伴友谊、家庭环境、父母教育方法、亲子关系等诸多方面有负面经历,而这些经历直接或间接地影响了儿童的数学学习. 相似文献
9.
利用张文新修订的Olweus欺负问卷、陈欣银等人修订的儿童社会行为量表、社会提名法等对827名中小学生进行测查,考察中小学生受欺负的状况,及与其行为表现、同伴关系之间关系.结果发现:(1)总体而言,中小学生受欺负的发生率比较高,且相当稳定;(2)中小学生受欺负与同伴接纳显著负相关,与同伴拒绝显著正相关,即儿童受欺负频次越高,其同伴接纳越少,同伴拒绝越多;(3)在中小学中,儿童的社会行为在儿童受欺负对同伴关系的影响中起部分中介作用.受欺负频次通过社会行为中的攻击行为和羞怯-退缩行为间接地影响同伴关系. 相似文献
10.
儿童同伴群体是建立在感情基 础之上的，在相互交往过程中自发建立起来的非正式群体。不同类型群体对儿童自我概念的形成、社会化的发展有着相当重要的作用，重视和研究儿童同伴群体，意义重大。儿童同伴群体的发展经历了由“前同伴群体”到“同伴群体”的过程。入学之初，儿童严重缺乏社交技能，交往本着就近的原则，冲突频繁，合作意识薄弱，同伴关系很不稳定，尚未形成群体，两个人还能交往，三个人在一起时，交往合作就会发生困难，属于“前同伴群体时期”。但在这种初步交往的过程中，儿童的合作意识、交往技能开始发展。在共同的学习… 相似文献
11.
Tova Most Michal Al-Yagon Hana Tur-Kaspa Malka Margalit 《International Journal of Disability, Development & Education》2000,47(1):89-105
This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age range from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. Their scores on the phonological awareness measures were lower, they viewed themselves as more lonely, felt less confident about their world, and they were less accepted by their peers. Subgrouping, using the sense of coherence and the combined phonological measure as criteria, revealed that the largest number of children at risk were in the group with lowest levels of coherence and phonological awareness skills. The smallest proportion of high risk children was found in the group characterised by its high sense of coherence and high level of phonological awareness. Thus, children at risk for developing learning disabilities revealed two groups of deficits: phonological awareness difficulties and social-emotional difficulties. The results emphasised the need to examine interrelations between peer acceptance and both cognitive-phonological awareness and emotional domains. 相似文献
12.
This study was undertaken to examine the social perceptual skill deficit theory in explaining the low peer acceptance of children with learning disabilities. The quality of tests measuring social perception was also examined. Thirty 9- to 12-year-old children with learning disabilities and a matched control group were given two measures of social perception: a laboratory task and a behavior rating scale. The behavior rating scale was completed by the children's teachers. In addition, the Peer Acceptance Scale (Bruininks, Rynders, & Gross, 1974) was administered to assess peer status. Results showed that the children with learning disabilities differed significantly from their nondisabled peers on each of the three measures-the children with learning disabilities obtained lower social perception and peer acceptance scores. However, the relationships between sociometric status and social perception varied as a function of task. A small but significant correlation wa found between the behavior rating scale and peer status. The laboratory task was not correlated with either the behavior rating scale or peer status. Results are discussed in terms of the psychometric properties of laboratory versus naturalistic measures of social perception and the importance of establishing the external validity of social skill measures by correlating them with outcome measures such as peer status. 相似文献
13.
融合教育中的同伴作用策略 总被引：2，自引：0，他引：2
同伴作用是融合教育中需要予以特别重视的问题,其决定着融合教育的质量,它可以分担教师的工作压力和拓展融合教育的发展。常用的同伴作用策略有同伴指导、合作学习和反向融合。同伴作用策略的实施应着眼于满足残障儿童的特殊需要,形成系统的计划和关注全体学生的发展。 相似文献
14.
LD status and achievement: confounding variables in the study of children's social status, self-esteem, and behavioral functioning 总被引：2，自引：0，他引：2
The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research. 相似文献
15.
The present study addressed the question of the effects of developmental positive bias and repeated experiences of failure on the self-perception of mainstreamed first-and second-grade Israeli children with learning disabilities. The self-perceptions of 44 children with learning disabilities and their 36 nondisabled classmates were assessed. In addition, teachers' evaluations and objective measures of cognitive performance and social acceptance were gathered. The children with learning disabilities were found to have a greater positive bias and lower self-perception in the cognitive competence domain than their normally achieving peers. Self-perceptions of peer acceptance among children with learning disabilities are similar to their normally achieving peers' self-perceptions, in spite of their significantly lower sociometric ratings and teacher evaluations in the social domain. These findings are analyzed in the context of the globality-specificity dimension of self-perceptions at the age level studied. The obtained pattern of self-perceptions is discussed in the light of the interrelationships between cognitive deficit and experimental factors among mainstreamed first- and second-grade children. 相似文献
16.
Mainstream research in the education of students with significant disabilities, which seeks to improve the ways these students can participate successfully in general education settings, has established the importance of teachers and classroom contexts in mediating relations between students with significant disabilities and their peers in the classroom. However, there is still a gap in the literature regarding the ways in which teacher practice, particularly teacher discourse, shapes the identities of these students. Drawing on the data from a study that examined the participation of students with significant disabilities in inclusive settings, this paper presents a case study of the relations between Harry, a first‐grade student with significant disabilities, and a peer student, Andrea. The paper weaves several theoretical frameworks – disability studies, narrative theory, and sociocultural theory – to offer an interpretation that directs attention to the forms of teacher mediation available to peer students in engaging with their classmates with significant disabilities. 相似文献
17.
近年来国内学习障碍儿童认知特征研究综述 总被引：3，自引：0，他引：3
学习障碍已成为当今学龄儿童常见的问题,并引起国内外各界研究者的高度重视。本文从视觉-空间认知缺陷、言语理解表达不足、注意集中困难、汉字再认困难、抽象信息的感知、加工处理能力受损几个方面对近年言语型学习障碍儿童认知特征的研究进行了分析,并从视觉-运动和空间认知障碍、神经心理缺陷、精神运动能力及性格、行为缺陷、社会认知缺陷几个方面对非言语型学习障碍儿童认知特征的研究进行述评。 相似文献
18.
Thirty-three children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. In the second of four kindergarten terms the classroom survival skills, on-task behaviour across a range of activities and following teacher directions, were measured by observing the children with intellectual disabilities and a typical peer, nominated by each classroom teacher. While the teacher-nominated peers outperformed the students with intellectual disabilities in total time-on-task, the level achieved by the children with intellectual disabilities was still at the lower end of what is regarded as average. There was no statistical difference between the two groups in on-task behaviour during independent activities but the difference between the groups during whole class instruction was highly significant. This may have implications for the selection of strategies for preparing children for transition and the adaptation of teaching practices. On-task behaviour did not vary a great deal across level of intellectual disability but gender may have been a contributing factor. There appeared to be a greater difference between students with and without disabilities in responding to teacher directions. The results of the present study suggest that successful demonstration of these critical skills requires more appropriate teacher preparation and intervention at the kindergarten level. 相似文献
19.
J D McKinney 《Journal of learning disabilities》1989,22(3):141-50, 165
This paper summarizes a program of research on the behavioral characteristics of children with learning disabilities (LD) compared to average achievers. Longitudinal studies over a 3-year period beginning in the first and second grades showed that children with LD, as a heterogeneous group, displayed a persistent pattern of maladaptive classroom behavior that distinguished them from average achieving peers and that was associated with continued underachievement over time. Subsequently, children with LD in the longitudinal sample were clustered into seven different subtypes that represented attention problems, conduct and classroom management problems, withdrawn-dependent behavior, and normal behavior. Although no differences in achievement were found initially between behavioral subtypes, children in the attention and conduct problem subtypes had poorer academic outcomes 3 years later compared to those in the withdrawn subtype and those who had no significant behavior problems. The collective findings from this research are discussed in terms of the developmental relationship between learning disabilities, attention disorders, and social/emotional problems, and implications are drawn for a greater focus on behavioral interventions in special education and prevention efforts in the early grades. 相似文献