Socialization, Personality, and Academic Achievement in Gifted Children
Socialization, Personality, and Academic Achievement in Gifted Children
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天才儿童的社会化、个性和学业成就
DOI：
10.1086/442409
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发表时间：
1957
期刊：
影响因子：
--
通讯作者：
E. A. Haggard
中科院分区：
文献类型：
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作者：
E. A. Haggard
不断地施加压力来塑造我们孩子的行为和态度。据推测，我们对人类行为了解得越多，我们就越能教给我们的孩子成为社会中有效的成年人所必需的多种技能。增进我们对人类行为的理解的尝试受到微妙限制的阻碍，而我们永远无法完全摆脱这些限制。这些限制包括我们无法理解人类行为的全部复杂性。也许更重要的是，随着我们变得社会化，我们对自己和世界形成了相当稳定的印象。我们已经习惯了我们所看到的世界，并且拒绝以不同的方式看待它；我们的文化和知识遗产不仅使我们能够有意义地看待我们的世界，而且往往会限制我们对世界的看法。例如，在教育界，人们认为人类学习可以
constantly exert pressures which mold the behavior and attitudes of our children. Presumably, the more we understand human behavior, the better able we shall be to teach our children the many diverse skills necessary to become effective adults in our society. The attempt to increase our understanding of human behavior is hindered by subtle restrictions which we can never entirely escape. These restrictions include our inability to comprehend the full complexity of human behavior. Of more importance, perhaps, is the fact that, as we become socialized, we develop rather stable pictures of ourselves and of our world. We are used to our world as we have come to see it, and we resist seeing it differently; our cultural and intellectual heritage not only enables us to view our world with meaning but also tends to restrict our view of it. For example, in educational circles the view has been held that human learning can