解决人际问题的认知技能对4—5岁儿童同伴交往行为的影响的实验研究  

AN EXPERIMENTAL STUDY OF INTERPERSONAL COGNITIVE PROBLEMSOLVING SKILLS’ INFLUENCE UPON 4-5-YEAR-OLD CHILDREN’ S PEER INTERACTION

作　　者：陈益[1] 

机构地区：[1]南京师范大学教育系

出　　处：《心理科学》1996年第5期282-286,320,共6页Journal of Psychological Science

摘　　要：通过对解决人际问题的认知技能（ＩＣＰＳ）低和高的幼儿同伴交往行为的比较，以及对ＩＣＰＳ低的幼儿进行训练所引起的ＩＣＰＳ变化的比较，发现ＩＣＰＳ高的幼儿同伴交往行为优于ＩＣＰＳ低的幼儿；对ＩＣＰＳ低的幼儿进行训练能改善幼儿的同伴交往行为，增加幼儿的被接受程度，降低幼儿的被拒绝程度；认知在幼儿同伴交往中起着重要作用．Having compared the peer interaction of the 4-5-year-old children with high and low ICPS skills respectively, and changes of ICPS skills and peer interaction in ICPS-low children who under went some training,we obtained the following results: 1 )high ICPS skills children' s peer interaction was superior to low ICPS skills children' s. 2) ICPS skills training would enhance children' s ICPS skills, improve peer interaction, increase peer acceptance and reduce peer rejection. 3 )Cognition plays an important role in peer interaction.

关 键 词：ICPS 社会技能 同伴交往 

分 类 号：B844[哲学宗教—发展与教育心理学]