Loading...
ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

Archive

    25 June 1962, Volume 6 Issue 02 Previous Issue    Next Issue

    For Selected: Toggle Thumbnails
    AN ELECTROENCEPHALOGRAPHICAL STUDY OF CHILDREN'S CEREBRAL CORTEX
    LIU SHIH-YIH
    1962, 6 (02):  3-12. 
    Abstract ( 716 )  
    The investigation was carried out on more than 1800 normal and mentally retarded children and youths aged 4—20 years. The results show:1. The development of children's cerebral cortex is fundamentally gradual and consecutive, but not equable and linear. It seems to have two periods of acceleration (between 5—6 years and at about 13—14 years of age) from 4 to 20 years of age.2. Our complex electroencephalographic indications show that maturation of the occipital region is reached at 9 years of age, maturation of the temporal region is reached at 11 years of age and maturation of the whole cortex is reached at about 13—14 years of age.3. Weakness of the orientating reflex, weakness of plasticity, decrease of internal inhibition and pronounced inertness of the nervous processes are the traits of the nerve cells of the cerebral cortex of mentally retarded children and youths.4. The development and maturation of children's cerebral cortex has the following order: Circuit of "O→T→P→F".
    Related Articles | Metrics
    PSYCHOLOGICAL ANALYSIS OF THE FIRST YEAR CLASS PUPILS IN COMPREHENDING OF THE TWO-STEP APPLIED PROBLEMS IN MATHEMATICS
    CHU MEH-TZE, WANC MUH-CHING
    1962, 6 (02):  13-24. 
    Abstract ( 493 )  
    The subjects of the study were 174 pupils from four classes of the first year primary school, second semester. It took a whole semester time to observe systematically and test the features of their mental process of analysis and synthesis, and the periodic sense of its development as they were working out the two-step applied problems. The primary result of the study indicates that the whole process of its developments is of the following stages:1. When they proceed from one-step to two-step problems, they are short of the ability in analyzing the objects of the later. It is indicated as they are often confused by the two types of problems.2. When they have overcome the contusions encountered in the first step, they begin to be able to analyze and synthesize some of the explicit features of thé two-step problems. However, they are still not able to comprehend fully the subject matter of the problem.3. At this step of the simple type problem exercises, they are able to analyze and synthesize the subject matter of the one type problems. But they are not able to fulfil the requirement for the composite manipulation of the multiple problems.4. Having comparatively acquired the ability of differentiating and generalizing the subject matter of all types of problem exercises, pupils begin to be able to handle it in dealing with composite problems.Generally speaking, all pupils have gone through the different stages as described above, but the time required for each pupil to get over each stage and whether they have expressed themselves outwardly or not, all depends on the conditions of classroom instructions and the talents of the individual pupils respectively.
    Related Articles | Metrics
    A STUDY OF THE METHOD OF ANALYZING APPLIED PROBLEMS IN MATHEMATICS USED BY PRIMARY SCHOOL CHILDREN
    LAI CHANG-KUI
    1962, 6 (02):  25-38. 
    Abstract ( 451 )  
    The experimental results show the relationship between the methods of analyzing simple and complex applied problems and the structures of such problems; the characteristics and differences in the mastery of various methods by pupils of different academical levels; and the favorable conditions for grasping these methods. Finally, author points out some suggestions for improving the teaching of arithmetics in elementary schools.
    Related Articles | Metrics
    THE DEVELOPMENT OF THE UNDERSTANDING OF FABLE AND METAPHOR IN SCHOOL CHILDREN
    LEE TAN, MIAO HSIAO-CHUN, WU CHIN-CHIH
    1962, 6 (02):  39-49. 
    Abstract ( 524 )  
    It is a study of the development of understanding fables and metaphors in school children of 4 different ages. The results indicate:1) The level of understanding the figurative meaning of fable and metaphor by school children increases with the age: from understanding the specific details and giving the superficial explanation of the phrases to understanding the figurative meaning in their specific details, and finally, revealing the general implication and the abstract principles without regarding the details.2) The level of understanding the different natures and degress of fable and metaphor in school children of different ages shows some characteristics of thinking in children. It is conditioned by his life experience and the degree of difficulty of the fables and metaphors.
    Related Articles | Metrics
    AN EXPERIMENTAL STUDY OF THE DEVELOPMENT OF CAUSALITY THINKING IN PRE-SCHOOL CHILDREN
    HE CHI-KAI, CHOU LI-CHIU, HSU HSIOU-CHANG
    1962, 6 (02):  50-64. 
    Abstract ( 485 )  
    It is an experimental study along the line of Piaget and A. A. Verger. The results confirmed Verger's hypothesis, and moreover showed that: 1) Pre-school children are able to realize the causality in simple physical phenomena; 2) The process of the development of causality thinking is the process from the external practical action of reflecting the causal relations between objects to the formation of image of causality, and finally, to an internal causality thinking; 3) The catisality thinking of pre-school children does not grow spontaneously but develops gradually under the social and educational influences.
    Related Articles | Metrics
    PIAGET'S THEORY OF PSYCHOLOGICAL DEVELOPMENT AND THE RELATED METHODOLOGICAL PROBLEMS
    TSAO CHUAN-YUNG
    1962, 6 (02):  65-81. 
    Abstract ( 499 )  
    This paper reviewed the basic ideas of Piaget's theory of psychological development. such as, 1) the theory of equilibrium in psychological development 2) modern logic as a precise method for the analysis of the operational mechanisms of thought 3) the main stages of intellectual development. The author mentioned also the characteristics of the Geneva school's methodology, and some criticisms of their methods and findings.
    Related Articles | Metrics