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Effects of chronological age on the differentiation process of self and other with mentally retarded children: a longitudinal study

实际年龄对弱智儿童自我与他人分化过程的影响：一项纵向研究

基本信息

批准号：
16530424
负责人：
TERAKAWA Shinako
金额：
$ 2.31万
依托单位：
Tottori University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2007
项目状态：
已结题

项目摘要

In the course of personality development, children come to differentiate "self" and "other". This study investigate that how mentally retarded children differentiate "self" and "other". Important life events such as moving up to the senior classes and a long term experience in daily school life may play a critical role of facilitating the differentiation process. This study longitudinally examined the effects of chronological age on the developmental process of self-other differentiation. Over 12 years, eight mentally retarded children have annually solved a series of problems which assess their overall developmental level and been observed the process of adjusting self behavior to the models on building blocks and tracing figures tasks. Once the subjects could express their thoughts, they have been asked some questions regarding self-other recognition.Results showed that chronological age considerably had effected on the developmental process of self and other differentiation. However the performance level by developmental scale didn't make the transition to the higher level, the recognition about "familiar" self and other, not general, had advanced to the higher level. The developmental change of self and other recognition were occurred in the third grade of junior high school and in the second grade of high school. Their experiences with peer in these two periods were important for the children to recognize each other and awake their expectation of new life.

在人格发展的过程中，儿童开始区分“自我”和“他者”。本研究探讨了弱智儿童如何区分“自我”和“他者”。重要的生活事件，如升入高年级和长期的日常学校生活经验，可能会发挥关键作用，促进分化过程。本研究纵向考察了实足年龄对自我-他人分化发展过程的影响。12年来，8名弱智儿童每年解决一系列问题，以评估他们的整体发展水平，并观察了自我行为调整的过程中的模型积木和跟踪数字任务。当被试能够表达自己的想法后，被试被要求回答一些关于自我-他人识别的问题，结果表明，实际年龄对自我和他人分化的发展过程有很大的影响。但发展量表的表现水平并没有向更高的水平过渡，对“熟悉的”自我和他者的认识，而不是一般的，已经向更高的水平发展。初中三年级和高中二年级学生的自我认知和他者认知都发生了发展性变化。这两个时期的同伴交往经历对孩子们认识彼此、唤醒他们对新生活的期待具有重要意义。