発達心理学
GRE Subject Test · GRE Psychology トピック 4 2:57 英語ナレーション・英語＋中文字幕 burning-in
章
Transcript
Development can change knowledge, strategy and social support at different rates.
发展在知识、策略和社会支持方面的变化速率各不相同。
Piaget's account emphasizes changes in reasoning; Vygotsky's account emphasizes learning supported by social interaction.
皮亚杰的理论强调推理能力的变化，维果茨基的理论则强调由社会互动所支持的学习。
Attachment concerns a relationship and patterns of security, not a permanent label inferred from one separation.
依恋关乎关系和安全模式，而非仅凭一次分离就推断出的永久性标签。
Age averages do not establish a deadline for each child.
年龄平均值并不为每个孩子设定截止日期。
Compare repeated observations, task demands and cultural context before deciding what changed.
在判定发生了什么变化之前，请比较重复观察、任务要求和文化背景。
See DV.1 for theories and methods.
详见DV1了解相关理论与方法。
Development covers the lifespan and multiple domains, not just childhood milestones.
发展涵盖整个生命周期和多个领域，而不仅仅是儿童里程碑。
Cross-sectional studies compare ages at one time; longitudinal studies follow people over time.
横断研究在同一时间点比较不同年龄；纵向研究则随时间追踪人群。
Cohort effects can confound age comparisons.
队列效应可能会混淆年龄比较。
Longitudinal studies face attrition and repeated-testing effects.
纵向研究面临流失和重复测试效应。
Theories offer different accounts of change.
不同理论对发展的解释各不相同。
Apply their specific mechanisms rather than treating a stage label as an explanation.
应运用其具体机制，而非将阶段标签本身当作解释。
Children solve a sorting task with an adult's hints but not alone.
儿童在成人的提示下能完成分类任务，但独自无法完成。
How could a sociocultural explanation account for the difference?
社会文化解释如何说明这种差异？
The hints provide scaffolding within a range where supported performance exceeds independent performance.
提示提供了支架作用，其范围是辅助表现优于独立表现的区域。
They may direct attention or model a useful strategy.
它们可能引导注意力或示范有效策略。
Record the actual hint and later test without it; success with help does not yet establish independent mastery or identify a universal stage.
记录实际使用的提示，之后在无提示情况下进行测试。 借助帮助取得的成功尚不能确立独立掌握能力，也不能识别出普遍阶段。
Piaget defined each stage by how the child reasons, with approximate ages.
皮亚杰按儿童的推理方式划分阶段，年龄只是大致范围。
Read the labels before drawing a conclusion.
先读清标签，再下结论。
A study compares adolescents and adults once, then calls the difference a developmental change.
一项研究对青少年和成年人进行一次比较，然后将差异归因于发展性变化。
Give the design, a competing explanation and a complementary design with its limitation.
请给出该研究的设计、一个竞争性解释以及一个补充设计及其局限性。
Pause before the model.
请先暂停，完成这道原创练习再继续。
This is cross-sectional.
这是横断研究。
Cohort, schooling or selection differences can accompany age.
队列、教育或选择差异可能伴随年龄出现。
A longitudinal study follows the same participants and estimates within-person change, but selective attrition and practice effects remain.
纵向研究追踪同一批参与者，估计个体内部的变化，但选择性流失和练习效应依然存在。
A sequential design can combine cohorts and repeated measurement; no label alone removes bias.
序列设计可以结合队列与重复测量；仅凭标签本身无法消除偏差。
Average developmental patterns do not imply identical timing or outcomes for every person.
平均发展规律并不意味着每个人的时间或结果都完全相同。
State the source and the limits.
请说明来源及局限性。
Two age groups differ on one reasoning task.
两个年龄组在同一个推理任务上存在差异。
Why is this insufficient to demonstrate individual developmental change?
为什么这不足以证明个体发展变化？
Pause and write a justified answer.
请先暂停，写出一段有依据的答案。