A developmental and practical studies of individual differences in problemsloving and development of curriculum in early childhood.

以下为两年多来对幼儿园幼儿认知风格与自由游戏活动行为的纵向研究结果。1. 从幼稚园小班到大班，冲动性反思维度的认知风格保持稳定，反应潜伏期和错误数也保持稳定。这一结果与过去的其他报告相矛盾，这些报告声称这些年龄阶段的稳定性很低。2. 场依赖型和场独立型的认知风格在这些时代中也表现出稳定性，反思型与场独立型相关联，冲动型与场依赖型相关联。3. 在领域依赖型和领域独立型风格的测量任务上，幼儿园儿童的回答呈现出独特的特点；由外界因素引起的干扰和加速。这些结果表明，幼儿园儿童与成人在信息处理速度以及对待解决任务的选择性和有意注意能力方面存在差异。4. 在幼儿园幼儿的自我主张方面，幼儿园教师在对待自我主张较强的幼儿园幼儿时，倾向于推理，在言语和行为上对幼儿表现出同等的接纳和排斥。对于那些不那么自信的人，他们在所有情况下都表现出口头上的接受。此外，幼儿园教师对幼儿的反应随其认知风格和幼儿园年的时间而变化。在这些研究成果的基础上，为了充分利用幼儿园幼儿的个体差异，目前正在讨论和制定全年课程和日常项目。

Followed are the results gained through the longitudinal researches over two years on the kindergarten children's cognitive styles and their behavior in free-play activities. 1. Over the years from younger classes to older classes in the kindergarten, the cognitive styles of impulsivereflective dimension remained stable, along with the stabiltiy in response latency and the number of errors. This result contradicts the other reports in the past which claimed the low staiblity at these stages of age. 2. The cognitive styles of field-dependence and field-independence also showed their stability through these ages, and the reflective style was related to the field-independent style, as was the impulsive style to the field-dependent style. 3. On the tasks to measure the fielddependent and field-endependent styles, kindergarten children showed peculiar characteristics in their responses ; interference and accelerarion caused by outer factors. These results indicated that there were differences between kindergarten children and adults in the speed of information processing and also in the ability to pay selective and intentional attention to tasks to be solved. 4. As for the kindergarten children's self-assertion, in dealing with the kindergarten children who showed strong self-assertion, kindergarten teachers tended to reason out the matters and they showed verbal and behavioral acceptance and rejection equally to the children. To those who made less self-assertion, they showed verbal acceptance in all situations. In addition, the responses of kindergarten teachers to kindergarten children change with their cognitive styles and also with the time of the kindergarten year. With these results in othes study, year-round curriculums and daily programs are now being discussed and developed so as to fully utilize kindergarten children's individual differences.