) 1首都师范大学心理学院, 儿童发展研究中心, 北京市“学习与认知”重点实验室, 北京 100048
2Utrecht University, the Netherlands
收稿日期:2018-01-09出版日期:2019-02-15发布日期:2018-12-25通讯作者:王争艳E-mail:wangzhengyan@cnu.edu.cn基金资助:* 国家自然科学基金资助项目(31470994)The developmental mechanisms of self-regulation in young children
ZHANG Qing1, DONG Shuyang1,2, WANG Zhengyan1() 1 Department of Psychology, Center for Child Development, Learning and Cognitive Key Laboratory, Capital Normal University, Beijing 100048, China
2 Utrecht University, the Netherlands
Received:2018-01-09Online:2019-02-15Published:2018-12-25Contact:WANG Zhengyan E-mail:wangzhengyan@cnu.edu.cn摘要/Abstract
摘要： 婴幼儿自我调节的概念结构与发展机制至今无统一定论。本文作者在回顾关于婴幼儿自我调节的文献时发现该领域出现过两次不同研究取向的整合：第一次整合是包含气质-行为领域的整合以及纳入生理调节与情绪调节的整合, 第二次整合是行为-气质研究与认知领域研究的整合。本文总结两次研究取向的整合后提出了以生理-情绪-注意调节为基础、认知-气质-行为调节为核心的新的婴幼儿自我调节发展模型, 为该领域的研究方向提供了理论基础。
图/表 7
图1Kopp (1982)自我调节的发展模型
图1Kopp (1982)自我调节的发展模型
图2Rothbart的自我调节发展机制
图2Rothbart的自我调节发展机制
图3Kochanska的自我调节发展模型
图3Kochanska的自我调节发展模型
图4Calkins (2007)的生理-注意-情绪整合模型
图4Calkins (2007)的生理-注意-情绪整合模型
图5Feldman (2009)的自我调节发展模型
图5Feldman (2009)的自我调节发展模型
图6认知领域的自我调节发展模型
图6认知领域的自我调节发展模型
图7婴幼儿自我调节发展模型
图7婴幼儿自我调节发展模型参考文献 56
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