ASSESSMENT OF CHILDREN'S MENTAL AND SOCIAL ABILITIES

这项研究的主要目的是继续进行纵向研究， 对一组儿童的智力和社会发展的研究 从2个月到4年。本研究的前提是， 童年主要发生在人际环境中;因此， 目的是描述与婴儿和母亲行为有关的各种行为， 儿童的社会和心理能力的核心方面。儿童 参与评估的人群构成了一个纵向队列， 在2、5、13和20个月大时，最后在4年随访时。 这项纵向研究的主要目标是研究稳定性， 连续性，以及在心理，社会和情感发展中的相互作用， 生命的最初几年。后续行动的一个值得注意的方面是测试 材料的基础上，面向项目频谱，组织 在哈佛大学教育学院和艾略特-皮尔森 塔夫茨大学儿童研究系和CFRS。项目 Spectrum在美国是独一无二的，因为它开发了一种课程， 它超越了智商的范畴， 兴趣和能力。“多元智能”项目 光谱的程序评估包括自然科学能力， 身体动觉技能，音乐天赋，独特的工作风格， 以及语言和逻辑数学能力。因为传统 这个年龄段智力的心理测量通常从一个 心理能力范围狭窄，这些措施在 它们提供的关于先行词可能相关性的信息 变量，并且它们在结果变量方面也受到限制 他们成功地预测。相比之下， 评估电池样本来自广泛的学龄前儿童的能力 和利益，从而提供更丰富的机会，以回应许多 围绕中心问题的理论和实用问题 心理发展稳定。

The main purpose of this research is to continue an ongoing longitudinal study of mental and social development of a cohort of children observed from 2 months to 4 years. The premise of this research is that learning in childhood occurs primarily within an interpersonal context; thus, a central goal is to describe bow diverse infant and maternal behaviors relate to central dimensions of children's social and mental competencies. Children participating in the assessment constitute a longitudinal cohort seen first at 2, 5, 13, and 20 months of age, and finally in a follow-up at 4 years. Major objectives of this longitudinal research are to study stability, continuity, and interaction in mental, social, and emotional development in the first years of life. One notable aspect of the follow-up is a test of materials based on the curriculum-oriented Project Spectrum, organized between the Harvard University School of Education, the Eliot-Pearson Department of Child Study at Tufts University, and the CFRS. Project Spectrum is unique in the United States for its development of a curriculum that goes beyond IQ to assess a wide range of preschool children's interests and capabilities. The 'multiple intelligences' that Project Spectrum's procedures assess include natural science ability, bodily-kinesthetic skills, musical talents, distinctive styles of work, as well as linguistic and logical-mathematical abilities. Because traditional psychometric measures of intelligence at this age typically sample from a narrow range of mental abilities, such measures are limited in terms of the information they provide about the possible relevance of antecedent variables, and they are also restricted in terms of the outcome variables they successfully predict. In contrast, the Project Spectrum Field Assessment Battery samples from a wide range of preschoolers' capabilities and interests and thus affords richer opportunities to respond to many theoretical and pragmatic questions that surround the central issue of stability in mental development.