3-6岁幼儿健全人格发展的教育促进研究
|
摘要
人格的完善是教育永恒的追求，塑造健全人格是当前教育倡导的方向。目前，国外关于人格培养主要集中在对人格缺陷患者的干预和对青少年群体道德品质的培养两个方面。而国内对于人格的培养研究多以理论探讨为主，实验研究相对较少。对人格特质的培养研究多，对整体人格的塑造少。在研究对象上，对大学生群体关注多，对幼儿群体关注少。幼儿期是个体人格开始形成时期，也是多种人格特质发展的关键期，早期形成的个性品质影响人一生的学习、生活和工作。我们应立足于幼儿的身心特点，以社会发展的需要为参考，以幼儿人格理论研究为基础，构建有效的人格教育体系，以促进幼儿健全人格的发展。
研究1：幼儿健全人格发展目标的构建。本研究首先明确了幼儿健全人格教育的意义及原则，然后编制了幼儿健全人格培养目标确立的教师评定问卷，让幼儿教师对问卷中列出的15个幼儿人格特质项进行重要性排序，通过重复测量方差分析，研究确定了幼儿健全人格发展的总目标。以总目标为依据，通过文献分析法和问卷调查法，又提出了幼儿健全人格发展的年龄阶段目标。
研究2：幼儿健全人格教育游戏活动库设计。本研究以发展幼儿的积极人格特质为目标，以幼儿人格发展的关键期和年龄阶段目标为依据，以游戏为教育载体，为3~6岁幼儿设计人格教育游戏库。通过一系列的修订方法最终确定了54个人格教育游戏，并通过预实验进一步完善和检验了人格教育游戏。
研究3：幼儿健全人格促进的教育现场实验。本研究以人格教育游戏库为自变量，以幼儿人格发展为因变量，使用问卷评定和情境实验两种测评方式，在一所幼儿园的小、中、大班分别选择实验班和控制班开展半年的教育现场实验，以此验证人格教育游戏的有效性。
研究4：幼儿健全人格培养的事件相关电位研究——基于自我控制的分析。本研究以幼儿人格结构中的核心特质——自我控制为测量的因变量，选择实验组和对照组幼儿进行现场实验，采用Go/Nogo实验任务范式，考察自我控制游戏训练对幼儿神经生理变化的影响情况，进一步从生理角度揭示了人格教育游戏的有效性。
研究主要得出以下结论：
1.幼儿健全人格的发展关系到幼儿未来的终身发展，健全人格教育应从幼儿期开始，并贯彻以幼儿为本、以社会为本和以知识为本三个本位于一体的原则。
2.幼儿人格结构是幼儿健全人格教育的重要理论依据。幼儿健全人格发展的目标是幼儿人格结构中的典型积极人格特质的发展，即为认真尽责，自我控制，诚实礼貌，合作交往，自主进取，自尊自信，情绪适应，同情助人，探索创造的和谐发展。
3.幼儿健全人格发展具有年龄阶段性和发展的关键期，应依据各人格特质的年龄特点、当前国家关于幼儿发展的相关条例和幼儿园教育实际提出幼儿健全人格发展的年龄阶段目标。
4.幼儿健全人格教育应选择最佳的教育载体，游戏自身所具有的体验性和教育性使其能够成为幼儿健全人格教育的最佳载体。
5.幼儿健全人格教育实践的关键在于设计有效的教育实验因子。综合维果茨基的最近发展区理论、积极心理学的人格培养理论和发展的关键期理论，以发展幼儿积极人格特质为目标，依据幼儿积极人格特质发展的年龄特点和关键期设计的54个人格教育游戏是有效的，能够作为幼儿健全人格教育实验的自变量。
6.采用准实验设计，运用问卷评定和情境实验评定两种方式开展的小、中、大班三个年级的教育现场实验说明了人格教育游戏能够促进幼儿健全人格的发展，两种评定方式的结果基本一致。
7.自我控制作为幼儿健全人格发展的重要目标，其既受生理成熟的影响，也受到教育等外在因素的作用，实验组对照组幼儿实验前后的Nogo-N2和Nogo-P3成分的平均波幅变化情况说明了自我控制游戏对幼儿的神经生理改变的影响，也进一步证实了人格教育游戏的有效性。
The perfection of personality is an eternal pursuit of education. To shape soundpersonality is the direction of current education. At present, researchers abroad mainlyconcentrate on the following two aspects: intervention of the patients with personalitydisorders and the cultivation of teenagers’ moral quality. In our country, studies on thecultivation of personality were mainly concentrated on theoretical discussion, whileexperiment studies were relatively few. The intervention studies on personality traits weremore, but fewer studies on the cultivation of the integral personality. As for the study object,college students were more taken into account compared with children. Individual personalitybegins with the early childhood, which is a critical period because it is in the early childhoodthat a variety of personality traits began to develop. The early formation of the personalitytraits affects a person’s learning, life and work along with his entire life. To promote thedevelopment of children’s sound personality, we should construct effective system ofpersonality education on the basis of children’s personality theoretical research, according topreschool children's physical and mental characteristics and the needs of social development
Study1: Establishment of preschool children's sound personality development goals. Wefirstly made clear the significance and principles of preschool children’s sound personalityeducation. Based on these principles, we draw up preschool children’s sound personalityeducation goals teacher’s rating questionnaire. In the questionnaire, teachers sorted outchildren’s15personality traits according to their importance. Using repeated measuresanalysis of variance for data obtained from questionnaire we determined the preschoolchildren’s sound personality education general goals. Based on general goals, we put forwardthe preschool children’s sound personality education age targets using the literature analysisand questionnaire.
Study2: The design of children's sound personality education games. We designedgames for3~6years old children to develop their positive personality on the basis of thecritical development period and age stage goals of children’s personality. We determined the54personality education games through a series of revision. Furthermore we perfected andexamined the personality education games through the pilot experiment.
Study3: Natural Experiments on the development of children's sound personality. Thegames are independent variables and children's sound personality is dependent variable. Experimental classes and controlled classes were selected, and the experiment lasted half ayear. Natural experiments were carried out among3different ages in a kindergarten, andquestionnaire survey and situational experiment assessment to examine the effectiveness ofthe games.
Study4: The event-related potentials (ERPs) experiment of children's sound personalitycultivation——based on analysis of self-control. Taking self control as dependent variableand using the Go/Nogo experiment task paradigm, we examined the preschool children’sneural physiological changes in the experimental group and control group after a semester’snatural experiments, further presenting the effectiveness of the education activities from theperspective of physiology.
Main conclusions were drawn as follows:
1. The development of the preschool children's sound personality is related to children'slifelong development. We should implement personality education in early childhood.Carrying out personality education should be based on the characteristics of preschoolchildren, social development needs and the personality theory researches.
2. The theory of children's personality structure is an important basis of preschooler'ssound personality education. The goals of preschooler’s sound personality development wereto develop typical and positive personality traits in the personality structure, which wereearnest/responsibility, self control, honest/politeness, cooperation/contact,independent/enterprising, self-esteem/self-confidence, emotional adjustment,sympathetic/helpfulness, exploration/creativity.
3. There are different phases and the critical periods in the development of preschooler’ssound personality. Age targets of sound personality education were proposed on the basis ofthe characteristics of preschooler’s personality, on the national regulations of children'sdevelopment and kindergarten education practices.
4. The operational and educational games could be seen as the best carrier ofpreschooler’s sound personality education.
5. The key of preschooler's sound personality education was to design the effectiveeducation activities. Under the guidance of the theory of the zone of proximal development,positive psychology’s personality cultivation and critical development period,54personalityeducation games we devised according to the characteristics of children's positive personality development could be used as effective independent variable in children's sound personalityeducation experiment to develop positive personality traits.
6. We adopted quasi-experimental design, and used questionnaire and situationalexperiment assessment in field experiments. We found the overall personality educationgames would promote the development of children's sound personality. The results from thetwo evaluation methods were similar.
7. Self control, as an important target in the development of children's sound personality,is influenced by physiological maturity and the external factors. The average amplitude ofNogo-N2and Nogo-P3from experimental group and the control group children before andafter the experiment showed that self control games have influenced young children's neuralphysiological changes, and the validity of the personality education games further havingbeen confirmed.
研究1：幼儿健全人格发展目标的构建。本研究首先明确了幼儿健全人格教育的意义及原则，然后编制了幼儿健全人格培养目标确立的教师评定问卷，让幼儿教师对问卷中列出的15个幼儿人格特质项进行重要性排序，通过重复测量方差分析，研究确定了幼儿健全人格发展的总目标。以总目标为依据，通过文献分析法和问卷调查法，又提出了幼儿健全人格发展的年龄阶段目标。
研究2：幼儿健全人格教育游戏活动库设计。本研究以发展幼儿的积极人格特质为目标，以幼儿人格发展的关键期和年龄阶段目标为依据，以游戏为教育载体，为3~6岁幼儿设计人格教育游戏库。通过一系列的修订方法最终确定了54个人格教育游戏，并通过预实验进一步完善和检验了人格教育游戏。
研究3：幼儿健全人格促进的教育现场实验。本研究以人格教育游戏库为自变量，以幼儿人格发展为因变量，使用问卷评定和情境实验两种测评方式，在一所幼儿园的小、中、大班分别选择实验班和控制班开展半年的教育现场实验，以此验证人格教育游戏的有效性。
研究4：幼儿健全人格培养的事件相关电位研究——基于自我控制的分析。本研究以幼儿人格结构中的核心特质——自我控制为测量的因变量，选择实验组和对照组幼儿进行现场实验，采用Go/Nogo实验任务范式，考察自我控制游戏训练对幼儿神经生理变化的影响情况，进一步从生理角度揭示了人格教育游戏的有效性。
研究主要得出以下结论：
1.幼儿健全人格的发展关系到幼儿未来的终身发展，健全人格教育应从幼儿期开始，并贯彻以幼儿为本、以社会为本和以知识为本三个本位于一体的原则。
2.幼儿人格结构是幼儿健全人格教育的重要理论依据。幼儿健全人格发展的目标是幼儿人格结构中的典型积极人格特质的发展，即为认真尽责，自我控制，诚实礼貌，合作交往，自主进取，自尊自信，情绪适应，同情助人，探索创造的和谐发展。
3.幼儿健全人格发展具有年龄阶段性和发展的关键期，应依据各人格特质的年龄特点、当前国家关于幼儿发展的相关条例和幼儿园教育实际提出幼儿健全人格发展的年龄阶段目标。
4.幼儿健全人格教育应选择最佳的教育载体，游戏自身所具有的体验性和教育性使其能够成为幼儿健全人格教育的最佳载体。
5.幼儿健全人格教育实践的关键在于设计有效的教育实验因子。综合维果茨基的最近发展区理论、积极心理学的人格培养理论和发展的关键期理论，以发展幼儿积极人格特质为目标，依据幼儿积极人格特质发展的年龄特点和关键期设计的54个人格教育游戏是有效的，能够作为幼儿健全人格教育实验的自变量。
6.采用准实验设计，运用问卷评定和情境实验评定两种方式开展的小、中、大班三个年级的教育现场实验说明了人格教育游戏能够促进幼儿健全人格的发展，两种评定方式的结果基本一致。
7.自我控制作为幼儿健全人格发展的重要目标，其既受生理成熟的影响，也受到教育等外在因素的作用，实验组对照组幼儿实验前后的Nogo-N2和Nogo-P3成分的平均波幅变化情况说明了自我控制游戏对幼儿的神经生理改变的影响，也进一步证实了人格教育游戏的有效性。
The perfection of personality is an eternal pursuit of education. To shape soundpersonality is the direction of current education. At present, researchers abroad mainlyconcentrate on the following two aspects: intervention of the patients with personalitydisorders and the cultivation of teenagers’ moral quality. In our country, studies on thecultivation of personality were mainly concentrated on theoretical discussion, whileexperiment studies were relatively few. The intervention studies on personality traits weremore, but fewer studies on the cultivation of the integral personality. As for the study object,college students were more taken into account compared with children. Individual personalitybegins with the early childhood, which is a critical period because it is in the early childhoodthat a variety of personality traits began to develop. The early formation of the personalitytraits affects a person’s learning, life and work along with his entire life. To promote thedevelopment of children’s sound personality, we should construct effective system ofpersonality education on the basis of children’s personality theoretical research, according topreschool children's physical and mental characteristics and the needs of social development
Study1: Establishment of preschool children's sound personality development goals. Wefirstly made clear the significance and principles of preschool children’s sound personalityeducation. Based on these principles, we draw up preschool children’s sound personalityeducation goals teacher’s rating questionnaire. In the questionnaire, teachers sorted outchildren’s15personality traits according to their importance. Using repeated measuresanalysis of variance for data obtained from questionnaire we determined the preschoolchildren’s sound personality education general goals. Based on general goals, we put forwardthe preschool children’s sound personality education age targets using the literature analysisand questionnaire.
Study2: The design of children's sound personality education games. We designedgames for3~6years old children to develop their positive personality on the basis of thecritical development period and age stage goals of children’s personality. We determined the54personality education games through a series of revision. Furthermore we perfected andexamined the personality education games through the pilot experiment.
Study3: Natural Experiments on the development of children's sound personality. Thegames are independent variables and children's sound personality is dependent variable. Experimental classes and controlled classes were selected, and the experiment lasted half ayear. Natural experiments were carried out among3different ages in a kindergarten, andquestionnaire survey and situational experiment assessment to examine the effectiveness ofthe games.
Study4: The event-related potentials (ERPs) experiment of children's sound personalitycultivation——based on analysis of self-control. Taking self control as dependent variableand using the Go/Nogo experiment task paradigm, we examined the preschool children’sneural physiological changes in the experimental group and control group after a semester’snatural experiments, further presenting the effectiveness of the education activities from theperspective of physiology.
Main conclusions were drawn as follows:
1. The development of the preschool children's sound personality is related to children'slifelong development. We should implement personality education in early childhood.Carrying out personality education should be based on the characteristics of preschoolchildren, social development needs and the personality theory researches.
2. The theory of children's personality structure is an important basis of preschooler'ssound personality education. The goals of preschooler’s sound personality development wereto develop typical and positive personality traits in the personality structure, which wereearnest/responsibility, self control, honest/politeness, cooperation/contact,independent/enterprising, self-esteem/self-confidence, emotional adjustment,sympathetic/helpfulness, exploration/creativity.
3. There are different phases and the critical periods in the development of preschooler’ssound personality. Age targets of sound personality education were proposed on the basis ofthe characteristics of preschooler’s personality, on the national regulations of children'sdevelopment and kindergarten education practices.
4. The operational and educational games could be seen as the best carrier ofpreschooler’s sound personality education.
5. The key of preschooler's sound personality education was to design the effectiveeducation activities. Under the guidance of the theory of the zone of proximal development,positive psychology’s personality cultivation and critical development period,54personalityeducation games we devised according to the characteristics of children's positive personality development could be used as effective independent variable in children's sound personalityeducation experiment to develop positive personality traits.
6. We adopted quasi-experimental design, and used questionnaire and situationalexperiment assessment in field experiments. We found the overall personality educationgames would promote the development of children's sound personality. The results from thetwo evaluation methods were similar.
7. Self control, as an important target in the development of children's sound personality,is influenced by physiological maturity and the external factors. The average amplitude ofNogo-N2and Nogo-P3from experimental group and the control group children before andafter the experiment showed that self control games have influenced young children's neuralphysiological changes, and the validity of the personality education games further havingbeen confirmed.
引文
[1]黄希庭.人格心理学[M].浙江教育出版社.2002:5.
[2]杨丽珠.幼儿个性发展与教育[M].世界图书出版公司.1993:11.
[3]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):469.
[4]黄希庭.人格心理学[M].浙江教育出版社.2002:199-200.
[5]黄希庭,郑涌,李宏翰.学生健全人格养成教育的心理学观点[J].广西师范大学学报(哲学社会科学版).2006,42(3):90-91.
[6]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):470-471.
[7]高玉祥.健全人格及其塑造[M].北京师范大学出版社.1997:16.
[8]刘宝存.全人教育思潮的兴起与教育目标的转变[J].比较教育研究.2004,9:17-21.
[9]何梦燚.英美早期语言学习标准化运动及其对我国的启示[J].学前教育研究.2007,9:50.
[10]Gragiano, W. G..&Ward, D. Probing the Big Five in adolescence: Personality and adjustment duringadoptment transition [J]. Journal of personality.1992:60.
[11]Digman, J. M.&Shmelyov, A. G. The structure of temperament and personality in Russian children [J].Journal of personality and social psychology.1996:71.
[12]Van Lieshout, G. F. M.&Haselager, G. J. T. The Big Five Personality factors in Q-sort descriptions ofchildren and adolescents’. In Halnerson, C.F. lr, Kohnstamm,G. A.&Martin, R. P.(Eds), The DevelopingStructure of Temperament and Personality from Infancy to Adulthood[M]. Erlbaum, Hiilsdale, NJ.1994:293-380.
[13]Mervielde&De Fruyt, F. Construction of the Hierarchical Personality Inventory for Children (HIPIC).In Mernielde, l., Deary,l., De Fruyt, F.&Ostendorf, F.(Eds), Personality Psychology in Europe[M]. TilburgUniversity Press, Tilburg.1999:107-126.
[14]Halverson, C. F., Havill, V. L., Deal. J., Baker, S.R., Victor, J.B., et al. Personality structure as derivedfrom parental rating of free descriptions of children: The Inventory of Child Individual Differences [J].Journal of personality.2003,71(6):995-1026.
[15]Geoffrey L. Brown, Sarah C. Mangelsdorf et al. Young children’s psychological selves: convergencewith maternal report of child personality [J]. Social development.2008,17(1).
[16]张雨青.基于父母知觉的儿童人格结构及其发展的研究[J].心理学报.1999,31(2):177-187.
[17]张庭辉,张进辅.幼儿人格问卷的初步编制[J].内蒙古师范大学学报(教育科学版).2010,23(10):63-64.
[18]刘雯,杨丽珠.3~6岁幼儿个性结构研究[J].心理科学.1999,22(5):459-460.
[19]杨丽珠,张野,刘文.基于教师描述的幼儿个性结构的验证性因素分析[J].心理科学.2004,27(3):575-579.
[20]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:71-72.
[21]Kalffac, Kroesm, Vlesjs, et al. Factors affecting the relation between parental education as well asoccupation and problem behaviour in dutch5to6–year–old children [J]. Soc Psychiatry Epidemiol,2001,36(7):324-331.
[22]Kalffac, Kroesm, Vlesjs, et al. Neighbourhood level and individual level SES effects on child problembehaviour: amultilevel analysis [J]. Epidemiol Community Health,2001,55(4):246-250.
[23]公桂兰,赵金霞,王美芳.母亲教养方式与幼儿焦虑的关系[J].学前教育研究.2006,9:57-60.
[24]刘闯,杨丽珠.父母教养方式对3~6岁幼儿责任心发展的影响[J].学前教育研究.2007,1:56-59.
[25]王卓,杨宁.混龄教育对幼儿社会行为发展的影响研究[J].幼儿教育(教育科学).2011,12:37-41.
[26]李岩.隐性课程对幼儿人格的影响[J].安徽文学.2010,12:203.
[27]肖凌燕.论教师不良语言模式对学生积极人格发展的影响及对策[J].教学与管理.2014,1:60-62.
[28]游戏对幼儿人格建构的影响——关于幼儿园游戏的一次讨论[J].幼儿教育.2000,9:6-9.
[29]刘琪,洪燕燕.体育游戏对幼儿健康人格发展的探讨[J].山东体育学院学报.2006,22(6):67.
[30]胡继明,黄希庭.君子——孔子的理想人格[J].西南大学学报(社会科学版).2009,35(4):7.
[31]花文凤.论孔子对和谐人格的培养——兼议对当今人格培养的启示[J].内蒙古师范大学学报(教育科学版).2007,20(10):5.
[32]胡继明,黄希庭.君子——孔子的理想人格[J].西南大学学报(社会科学版),2009,35(4):7.
[33]张晓兰.孔子君子人格理念与现代道德人格塑造[D].兰州大学硕士学位论文.2012:19.
[34]张晔,秦华伟.人格理论与人格构造[M].国防工业出版社.2006:34.
[35]胡继明,黄希庭.君子——孔子的理想人格[J].西南大学学报(社会科学版).2009,35(4):8.
[36]张晓兰.孔子君子人格理念与现代道德人格塑造[D].兰州大学硕士学位论文.2012:24-26.
[37]王颖.试析荀子的理想人格理论[J].北京青年政治学院学报.2006,15(1):39.
[38]徐良.荀子的理想人格观研究[D].河北大学硕士学位论文.2009:16-19.
[39]郝玉梅,徐全忠.荀子的人格教育思想及其现代价值[J].社会科学论坛.2010,7:183-184.
[40]蔡元培.蔡元培教育名篇[M].教育科学出版社.2007:47.
[41]杨晓惠.浅析蔡元培的完全人格教育思想[J].当代教育论坛.2010,8:27.
[42]蔡元培.蔡元培教育名篇[M].教育科学出版社.2007:128.
[43]李清聚.近代中国人格之重建——蔡元培健全人格教育思想探析[J].长江师范学院学报.2010,26(6):24.
[44]徐永赞,潘立勇.蔡元培完全人格教育思想[J].河北学刊.2006,26(3):229.
[45]蔡元培.蔡元培教育名篇[M].教育科学出版社.2007:73.
[46]徐淑猛.小原国芳“全人教育”思想的研究[D].南京师范大学博士学位论文.2008:5-6.
[47]李谊,周婷.小原国芳全人教育思想的理论构架及其渊源[J].湖南行政学院学报(双月刊).2006,3:83.
[48]苏扬.小原国芳与洪堡的“完人”教育思想比较研究[J].比较教育研究.2002,3:13.
[49]徐淑猛.小原国芳“全人教育”思想的研究[D].南京师范大学博士学位论文.2008:9-10.
[50]张晓姣.小原国芳“全人教育”思想的时代价值研究[D].东北师范大学硕士学位论文.2011:23-24.
[51]刘同辉.柏拉图之人格心理思想研究及启示[J].心理科学.2007,30(5):1257-1258.
[52]张彬,彭彩菊.西方人格教育学说及对当前教育改革的启示[J].教育理论与实践.2005,25(11):2.
[53]黄希庭.人格心理学[M].浙江教育出版社.2002:199.
[54]李桂兰.西方人格理论与当代青年健康人格的塑造[J].宁夏大学学报(人文社会科学版).2007,29(5):160-161.
[55]郭本禹.精神分析运动的发展逻辑[J].南京师大学报(社会科学版).2006,5:91-93.
[56]马晓晴,陈明高.西方心理学关于自我的研究发展探析[J].山东教育学院学报.2004,5:6.
[57]张华东.健康人格的基石——平衡——对精神分析人格理论的一点思考[J].广西教育学院学报.2004,2:28.
[58]李伟强.学生健全人格及其培养的研究[D].安徽师范大学硕士学位论文.2002:11-12.
[59]李春杰.西方人格理论及其对大学生人格培养的借鉴意义[J].教育探索.2012,10:135.
[60]Sheldon M, King L. Why Positive Psychology Is Necessary[J]. American Psychologist,2001,56(3):216~217.
[61]曹新美,刘翔平.学校心理健康教育模式的反思与积极心理学取向[J].教师教育研究.2006,18(3):67.
[62]张倩,郑涌,美国积极心理学介评[J].心理学探新.2003,23(3):8.
[63]李春杰.西方人格理论及其对大学生人格培养的借鉴意义[J].教育探索.2012,10:135.
[64]余娟.积极心理学及其人格观[J].河西学院学报，2009,25(1):77.
[65]车丽萍,李潇,时珊珊.健康人格研究述评[J].心理科学.2008,31(6):1436.
[66]H.Marieke Schuppert et al..Effectiveness of an Emotion Regulation Group Training forAdolescents——a Randomized Controlled Pilot Study[J].Clinical Psychology and Psychotherapy,2009,16:467-478.
[67]George Hadjipavlou; John S Ogrodniczuk. Promising Psychotherapies for Personality Disorders[J].The Canadian Journal of Psychiatry,2010,55(4):202.
[68]Giuseppe Visani&Piero Venturi. Self-awareness training associated with personality traits and sex:apilot study[J].Psychological report,2010,107(1):318-320.
[69]Penelope A.Hasking et al.. Brief report:Emotion regulation and coping as moderators in therelationship between personality and self-injury[J]. Journal of Adolescence,2010,33:767–773.
[70]Michael I.Posner. Short-term meditation training improves attention and self-regulation[J]. TheNational Academy of Sciences of the USA,2007,104(43):17152.
[71]M.Rosario Rueda et al..Training,maturation, and genetic influences on the development of executiveattention[J]. The National Academy of Sciences of the USA,2005,102(41):14931-14936.
[72]高德胜.人格教育在美国的回潮[J].比较教育研究.2002,6:25-28.
[73]Thomas W.Miller,Robert F.Kraus,and Lane J.Veltkamp. Character Education as a Prevention Strategyin School-Related Violence[J]. The Journal of Primary Prevention,2005,12:455.
[74]Florence Chang&Marco A. Munoz.School Personnel Educating the Whole Child: Impact ofCharacter Education on Teachers’ Self-Assessment and Student Development[J]. Journal of PersonnelEvaluation in Education,2006,19:35.
[75]Mark J Britzman.Improving Our Moral Landscape via Character Education: An Opportunity forSchool Counselor Leadership[J]. Professional School Counseling, Feb2005:293-294.
[76]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):472-473.
[77]叶小青.要重视幼儿个性品质的培养[J].丽水师专学报(社会科学版).1995,3:100.
[78]尖措吉.艾里克森人格发展阶段理论与学前儿童健全人格的培养[J].青海师范大学民族师范学院学报.2007,18(1):43.
[79]刘红.从埃里克森的人格发展理论探学前儿童健康人格的培养[J].贵州教育学院学报(社会科学版).1997,4:33.
[80]叶厚隽.幼儿教育的首要任务是培养孩子的健全人格[J].天中学刊.1997,12(4):83-84.
[81]刘丽.幼儿健全人格塑造的思考[J].文教资料.2007,7:186.
[82]梁玉华.浅谈现代人的人格特质与幼儿人格的早期塑造[J].四川师范学院学报(哲学社会科学版).2000,2:85-86.
[83]原野.为幼儿的人格建构打下根基——记上海市实验幼儿园的“幼儿人格建构”研究[J].幼儿教育(教育科学).1996,9:16-17.
[84]叶岚,王芳.幼儿个性培养目标、途径与方法探讨.学前教育研究[J].2000,3:32-33.
[85]鲍秀兰等.0~3岁早期综合干预培养婴幼儿健全人格的研究[J].中国儿童保健杂志.2011,19(7):606-609.
[86]陈学诗,郑毅等.幼儿人格评定量表的编制及其信效度研究[J].中国临床心理学杂志.2001,9(1):13-16.
[87]杨丽珠.儿童人格发展与教育的研究[M].大连海事大学出版社.2008(修订版):41-68.
[88]张庭辉,张进辅.幼儿人格问卷的初步编制[J].内蒙古师范大学学报(教育科学版).2010,23(10):63-64.
[89]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:73.
[90]左恩玲,刘平.情境实验在儿童心理发展研究中的应用[J].长春师范学院学报(自然科学版).2010,29(3):141.
[91]左雪,杨伊生.个体与群体情境下3～5岁幼儿延迟满足的实验研究[J].心理科学.2007,30(5):1233-1236.
[92]张金荣,杜春霞,杨丽珠.3~5岁幼儿对情绪表达规则的理解与运用[J].幼儿教育(教育科学).2010,9:22-27.
[93]李鹤,张艳,张金荣.小学生坚持性发展特点的实验研究[J].中小学心理健康教育.2012,15:18-20.
[94]贺金波,彭小虎,郭永玉.人格的事件相关电位研究[J].南京师大学报(社会科学版).2006,2:103-109.
[95]Ronald J, Gurrera, Brian F, et al. The P3Auditory Event-Related Brain Potential Indexes. MajorPersonality Traits[J].Society of Biological Psychiatry,2001,49:922-929.
[96]沈悦.幼儿自我控制的发展特点及影响机制研究[D].辽宁师范大学博士学位论文.2011:71.
[97]魏景汉,罗跃嘉.事件相关电位原理与技术[M].科学出版社.2010:52-55.
[98]Ramm syer T H,Jutta S. Extraversion-related differences in response organization:evidence fromlateralized readiness potentials[J]. Biological Psychology,2004,66(1):15-35.
[99]Stelmack R M,Houlihan M, McGarry-Roberts PA. Personality, reaction time, and event-relatedpotentials[J]. Journal of Personality and Social Psychology,1993,65:399-409.
[100]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:71-72.
[101]马卡连柯全集(第四卷)[M].人民教育出版社.1957:492.
[102]Mischel W, Ayduk O, Berman MG, et al.‘Willpower’ over the life span: decomposingself-regulation[J]. Social Cognitive and Affective Neuroscience,2011,6(2):252-256.
[103]Moffitt TE, Arseneault L, Belsky D, Dickson N, Hancox RJ, Harrington H, Houts R, Poulton R,Roberts BW, Ross S, Sears MR, Thomson WM, Caspi A. From the Cover: A gradient of childhoodsef-control predicts health, wealth, and public safety [J]. Proc Natl Acad Sci USA,2011,108(7):2693-2698.
[104]鲍秀兰.0~3儿童最佳的人生开端[M].中国发展出版社.2006:201-216.
[105]李季湄.对《幼儿园教育指导纲要》中的几个基本观点的理解[J].学前教育研究.2001,6:6.
[106]屠美如.向瑞吉欧学什么——《儿童的一百种语言》解读[M].教育科学出版社.2002:71.
[107]刘成周,赵思勇.素质教育是当前教育改革和未来社会发展的需要[J].重庆邮电学院学报(社会科学版).2001,2:48.
[108]樊倞.当代中日学前教育内容比较[J].云南师范大学学报(教育科学版),2002,3(6).
[109]http://www.ade.az.gov/earlychildhood/downloads/EarlyLearningStandards.pdf.9/2005.
[110]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):469.
[111]欧贤才.从埃里克森的早期人格发展理论谈学前儿童人格教育[J].教育探索,2006,4:96-98.
[112]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[J].辽宁师范大学博士学位论文.2011:71-72.
[113]余晓灵,孙燕,王新波.中学生积极心理品质培养内的序列化研究——以北京市第十九中学学生问卷调查为例[J].中国特殊教育.2009,12:71-77.
[114]张冲.初中生积极心理品质培养研究[J].中国特殊教育.2010,11:29-34.
[115]余娟.积极心理学及其人格观[J].河西学院学报.2009,25(1):77.
[116]林崇德.教育与发展——创新人才的心理学整合研究[M].北京师范大学出版社,2002:509.
[117] David De Cremer, Paul A.M. Van Lange. Why Prosocials Exhibit Greater Cooperation than Proselfs:The Roles of Social Responsibility and Reciprocity[J]. European Journal of Personality,2001,15(5).
[118]杨丽珠,宋辉.幼儿自我控制能力发展的研究[J].心理与行为研究.2003,1(1):51.
[119]杨丽珠,王江洋.儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力预期的追踪[J].心理学报.2007,39(4):674-675.
[120]Sethi. Anita, Mischel. Walter, Aber Lawrence J, et al. The Role of Strategic Attention Deployment indevelopment of self-regulation: Prediction Preschoolers’ Delay of Gratification from Mother-toddlerInteraction[J]. Developmental Psychology,2000,36(6):767-777.
[121]程志宏.关于幼儿自信心现状及培养策略的研究[J].学前教育研究,2003,7~8:88-90.
[122]潘苗苗,苏彦捷.幼儿情绪理解、情绪调节与其同伴接纳的关系[J].心理发展与教育,2007,2:6.
[123]邹晓燕.3~5岁儿童独立性发展特点与影响因素研究[D].辽宁师范大学博士学位论文.2004:53-54.
[124]黑丽君.3~5岁儿童自主性结构及发展特点研究[D].辽宁师范大学硕士论文.2008:26-28.
[125]王娥蕊.3~9岁儿童自信心结构、发展特点及教育促进的研究[D].辽宁师范大学博士学位论文.2006:73-76.
[126]张丽华,杨丽珠.3~8岁儿童自尊发展特点的研究[J].心理与行为研究.2005,3(1):11-14.
[127]胡金生,杨丽珠,李博.儿童情绪认知的发展及其对助人意向的影响[J].学前教育研究.2007,7-8:37-39.
[128]廖凤林,廖桂春,李江雪,吉英兰.幼儿对不同被助对象的助人观念及其行为发展的研究[J].心理发展与教育.1999,1:21.
[129]胡金生,杨丽珠.教室中幼儿自发的助人行为[J].辽宁师范大学学报.2005,4:46-48.
[130]李幼穗,赵莹.4~6岁儿童分享行为的特点及培养策略[J].学前教育研究.2008,2:39-40.
[131]杨爱莲.4~7岁儿童在冲突情境下分享行为的研究[D].天津师范大学硕士学位论文.2004:1.
[132]杨恒.学前儿童分享行为的差异性研究及启示[D].华东师范大学硕士学位论文.2009:3.
[133]郭忠玲.关于3.5~5.5岁幼儿分享水平发展的研究[J].学前教育研究.1996,5:37.
[134]王海梅,陈会昌,张光珍.4~6岁儿童对“偶得物品”与“拥有物品”的分享行为[J].心理发展与教育.2005,3:42.
[135]李幼穗,韩映红.幼儿同情心发展特点的调查研究[J].天津师范大学学报(社会科学版).2008,6:77-80.
[136]徐芬,王卫星,张文静.幼儿说谎行为的特点及其与心理理论水平的关系[J].心理学报.2005,37(1):76.
[137]张文静,徐芬,张瑞平.幼儿说谎行为的发展及其与说谎认知的关系[J].应用心理学.2007,13(3):241.
[138]王平.学前儿童对说谎的理解与评价及与实际行为的相关研究[D].曲阜师范大学硕士学位论文.2005:1.
[139]刘秀丽.学前儿童欺骗发展的研究——从心理理论视角透析学前儿童欺骗的发展[D].吉林大学博士学位论文.2004:10.
[140]杨丽珠,宋辉.幼儿自我控制能力发展的研究[J].心理与行为研究.2003,1(1):51.
[141]董光恒,杨丽珠.3~5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:16-17.
[142]庞丽娟,姜勇.幼儿责任心发展的研究[J].心理发展与教育.1999,3:12-17.
[143]杨丽珠,金芳.促进幼儿责任心发展的教育现场实验研究[J].学前教育研究.2005,6:23-24.
[144]胡克祖.3~6岁幼儿好奇心结构、发展特点及影响因素的研究[D].辽宁师范大学博士学位论文.2005:31-34
[145]王小英.幼儿创造力发展的特点及其教育教学对策[J].东北师大学报(哲学社会科学版).2005,2:149-151.
[146]齐璐.3~5岁幼儿创造性人格的结构、发展特点与类型[D].辽宁师范大学硕士研究生学位论文.2007:40-41.
[147]王小英,石丽娜.3~6岁幼儿合作学习的水平与特点[J].学前教育研究.2008,12:36.
[148]赵海燕.4~6岁幼儿小组合作学习的研究[D].西北师范大学硕士学位论文.2007:20-26.
[149]喻小琴.幼儿同伴合作行为特点的研究[J].常熟理工学院学报(哲学社会科学).2008,12:58.
[150]曹中平.中班幼儿角色游戏中合作能力发展的初步观察研究[J].学前教育研究.1994,2:44-45.
[151]魏中杰.幼儿合作素养的培养研究[D].东北师范大学硕士学位论文.2009:25-27.
[152]展宁宁.幼儿情绪认知能力发展特点的研究[J].学前教育研究.2005,7-8:46-48.
[153]王小溪.幼儿情绪理解能力发展现状的测查研究[J].教育探究.2010,5(1):20-23.
[154]王玲凤.幼儿情绪调节与“冷”“热”抑制控制的发展特点[J].学前教育研究.2013,3:56-61.
[155]赵金霞,王美芳.学前儿童焦虑的发展特点[J].中国临床心理学杂志.2009,17(6):723-725.
[156]王美芳,王玉廷.学前儿童焦虑状况的追踪研究[J].学前教育研究.2008,5:34.
[157]黄志敏.小班幼儿新入园分离焦虑研究[D].广西师范大学硕士论文.2004:1.
[158]刘爱芳.家庭表露与幼儿焦虑关系的研究[D].山东师范大学硕士论文.2008:1.
[159]王静,宋荧荧.幼儿入园分离性焦虑反应的表现与干预[J].河南职工医学院学报.2003,15(1):90.
[160]幼儿园教育指导纲要(试行)(2001年9月实施).(幼教网)http://www.youjiao.com/e/20071225/4b8bc8c743c5c.shtml,2007-12-25.
[161]教基二[2012]4号.教育部关于印发《3-6岁儿童学习与发展指南》的通知.http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3327/201210/143254.html,2012-10-9;http://blog.sina.com.cn/s/blog_79469f4b01017o7u.html.
[162]邵小佩,康永春.美国亚利桑那州3岁~5岁儿童学习标准解读[J].早期教育(教师版).2009,7-8:20-25.
[163]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:156.
[164]刘焱.儿童游戏通论[M].北京师范大学出版社.2004:124-125.
[165]任俊,叶浩生.西方积极心理学运动是一场心理学革命吗？[J].心理科学进展.2005.13(6):858.
[166]崔丽娟,张高产.积极心理学研究综述——心理学研究的一个新思潮[J].心理科学.2005,28(2):403.
[167]侯德华.幼儿发展关键期综述[J].华章.2011,22:228.
[168]秦丽.幼儿园游戏本质的再认识——从皮亚杰活动理论谈游戏活动的指导[J].太原教育学院学报.2005,23(2):93-96.
[169]马君艳.从皮亚杰的活动教学观看幼儿园的游戏活动[J].课程教育研究.2013,9:40.
[170]刘焱.儿童游戏通论[M].北京师范大学出版社.2004:165.
[171]杨丽珠.儿童人格发展与教育的研究[M].大连海事大学出版社.2008:434.
[172]董光恒,杨丽珠.3～5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:16.
[173]杨丽珠,董光恒.幼儿约束性顺从研究的兴起与进展[J].应用心理学.2004,10(2):46.
[174]沈悦.幼儿自我控制的发展特点及影响机制研究[D].辽宁师范大学博士学位论文.2011:97.
[175]杨丽珠,沈悦.儿童自我控制的发展与促进[M].安徽教育出版社.2013:47.
[176]董光恒,杨丽珠.3~5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:13-16.
[177]任雪松.3~5岁幼儿合作性结构及其发展特点的研究[D].辽宁师范大学硕士学位论文.2010:30.
[178]陶保平.学前教育科研方法(第二版)[M].华东师范大学出版社.2006:142-145.
[179]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:60-71.
[180]冯忠良,伍新春,姚梅林,王健敏.教育心理学(第二版)[M].人民教育出版社.2010:171.
[181]魏萍,宋宝萍.浅析维果斯基的人格建构思想[J].时代文学(下半月).2009,4:169-170.
[182]冯忠良,伍新春,姚梅林,王健敏.教育心理学(第二版)[M].人民教育出版社.2010:171.
[183]王海梅,陈会昌,张光珍.4~6岁儿童对“偶得物品”与“拥有物品”的分享行为[J].心理发展与教育.2005,3:42.
[184]Eisenberg N, Sadovsky A, Spinrad TL. Associations of emotion-related regulation with languageskills, emotion knowledge, and academic outcomes[J]. New Directions for Child and AdolescentDevelopment,2005:103-118.
[185]姚端维,陈英和,赵延芹.3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究[J].心理发展与教育.2004,2:14.
[186]沈悦.幼儿自我控制的发展特点及影响机制研究[D].辽宁师范大学博士学位论文.2011:54-56.
[187]Folstein, Jonathan R.,&Van Petten, Cyma. Influence of cognitive control and mismatch on the N2component of the ERP: A review[J]. Psychophysiology,2008,45(1):152-170.
[188]Nieuwenhuis, Sander, Yeung, Nick, Van Den Wildenberg, Wery,&Ridderinkhof, K Richard.Electrophysiological correlates of anterior cingulate function in a go/no-go task: effects of response conflictand trial type frequency[J]. Cognitive, Affective,&Behavioral Neuroscience,2003,3(1):17-26.
[189]Rueda, M Rosario, Checa, Puri,&Cómbita, Lina M. Enhanced efficiency of the executive attentionnetwork after training in preschool children: immediate changes and effects after two months[J].Developmental Cognitive Neuroscience,2012,2:S192-S204.
[190]Carlson, Stephanie M., Davis, Angela C.,&Leach, Jamie G.. Less Is More: Executive Function andSymbolic Representation in Preschool Children[J]. Psychological Science,2005,16(8):609-616.
[191]Jens B. Asendorpf&Marcel A. G. van Aken. Resilient, Overcontrolled, and UndercontrolledPersonality Prototypes in Childhood: Replicability, Predictive Power, and the Trait-Type Issue. Journal ofPersonality and Social Psychology[J].1999,77(4):815-832.
[192]Jack W. Berry, Timothy R. Elliott, Patricia Rivera. Resilient, Undercontrolled, and OvercontrolledPersonality Prototypes Among Persons With Spinal Cord Injury[J]. Journal of Personality Assessment,2006,89(3):292-302.
[193]杨丽珠,沈悦.儿童自我控制的发展与促进[M].安徽教育出版社.2013:1.
[194]Dowsett, Sharon M.,&Livesey, David J. The development of inhibitory control in preschool children:Effects of “executive skills” training. Developmental Psychobiology,2000,36(2):161-174.
[195]Diamond, Adele, Barnett, W Steven, Thomas, Jessica,&Munro, Sarah. Preschool program improvescognitive control[J]. Science (New York, NY),2007:1387.
[196]Nieuwenhuis, Sander, Yeung, Nick,&Cohen, Jonathan D. Stimulus modality, perceptual overlap, andthe go/no-go N2[J]. Psychophysiology,2004,41(1):157-160.
[197]Folstein, Jonathan R.,&Van Petten, Cyma.. Influence of cognitive control and mismatch on the N2component of the ERP: A review[J]. Psychophysiology,2008,45(1):152-170.
[198]Bokura, Hirokazu, Yamaguchi, Shuhei,&Kobayashi, Shotai. Electrophysiological correlates forresponse inhibition in a Go/NoGo task[J]. Clinical neurophysiology: official journal of the InternationalFederation of Clinical Neurophysiology,2001,112(12):2224-2232.
[199]Schupp, Harald T., Lutzenberger, Werner, Rau, Harald,&Birbaumer, Niels. Positive shifts ofevent-related potentials: a state of cortical disfacilitation as reflected by the startle reflex probe[J].Electroencephalography and Clinical Neurophysiology,1994,90(2):135-144.
[200]Kopp, Bruno, Mattler, Uwe, Goertz, Ralf,&Rist, Fred. N2, P3and the lateralized readiness potentialin a nogo task involving selective response priming[J]. Electroencephalography and ClinicalNeurophysiology,1996,99(1):19-27.
[201]Falkenstein, M., Hoormann, J.,&Hohnsbein, J. ERP components in Go/Nogo tasks and their relationto inhibition[J]. Acta Psychologica,1999,101(2–3):267-291.
[202]Donkers, Franc CL,&van Boxtel, Geert JM. The N2in go/no-go tasks reflects conflict monitoringnot response inhibition[J]. Brain and cognition,2004,56(2):165-176.
[203]Nieuwenhuis, Sander, Yeung, Nick, Van Den Wildenberg, Wery,&Ridderinkhof, K Richard.Electrophysiological correlates of anterior cingulate function in a go/no-go task: effects of response conflictand trial type frequency[J]. Cognitive, Affective,&Behavioral Neuroscience,2003,3(1):17-26.
[204]Botvinick, Matthew M, Braver, Todd S, Barch, Deanna M, Carter, Cameron S,&Cohen, Jonathan D.Conflict monitoring and cognitive control[J]. Psychological review,2001,108(3):624.
[205]万明钢,李艳红.“学会共存”的教育理想与实践——“德洛尔报告”的重新解读[J].教育研究.2006,12:17.
[206]李舜,罗明东.未来教育的四个支柱——《教育——财富蕴藏其中》之主题评述[J].云南高教研究.2000,18(3):18.
[207]李筱茵,刘嘉宜,罗雨苑,陈晖.大班美术活动：创意手工——百变娃娃[J].教育导刊(下半月).2013,2.
[208]董光恒,杨丽珠.3~5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:13-16.
[209]杨丽珠,沈悦.儿童自我控制的发展与促进[M].安徽教育出版社.2013:35.
[210]张金荣.3~12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:160.
[2]杨丽珠.幼儿个性发展与教育[M].世界图书出版公司.1993:11.
[3]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):469.
[4]黄希庭.人格心理学[M].浙江教育出版社.2002:199-200.
[5]黄希庭,郑涌,李宏翰.学生健全人格养成教育的心理学观点[J].广西师范大学学报(哲学社会科学版).2006,42(3):90-91.
[6]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):470-471.
[7]高玉祥.健全人格及其塑造[M].北京师范大学出版社.1997:16.
[8]刘宝存.全人教育思潮的兴起与教育目标的转变[J].比较教育研究.2004,9:17-21.
[9]何梦燚.英美早期语言学习标准化运动及其对我国的启示[J].学前教育研究.2007,9:50.
[10]Gragiano, W. G..&Ward, D. Probing the Big Five in adolescence: Personality and adjustment duringadoptment transition [J]. Journal of personality.1992:60.
[11]Digman, J. M.&Shmelyov, A. G. The structure of temperament and personality in Russian children [J].Journal of personality and social psychology.1996:71.
[12]Van Lieshout, G. F. M.&Haselager, G. J. T. The Big Five Personality factors in Q-sort descriptions ofchildren and adolescents’. In Halnerson, C.F. lr, Kohnstamm,G. A.&Martin, R. P.(Eds), The DevelopingStructure of Temperament and Personality from Infancy to Adulthood[M]. Erlbaum, Hiilsdale, NJ.1994:293-380.
[13]Mervielde&De Fruyt, F. Construction of the Hierarchical Personality Inventory for Children (HIPIC).In Mernielde, l., Deary,l., De Fruyt, F.&Ostendorf, F.(Eds), Personality Psychology in Europe[M]. TilburgUniversity Press, Tilburg.1999:107-126.
[14]Halverson, C. F., Havill, V. L., Deal. J., Baker, S.R., Victor, J.B., et al. Personality structure as derivedfrom parental rating of free descriptions of children: The Inventory of Child Individual Differences [J].Journal of personality.2003,71(6):995-1026.
[15]Geoffrey L. Brown, Sarah C. Mangelsdorf et al. Young children’s psychological selves: convergencewith maternal report of child personality [J]. Social development.2008,17(1).
[16]张雨青.基于父母知觉的儿童人格结构及其发展的研究[J].心理学报.1999,31(2):177-187.
[17]张庭辉,张进辅.幼儿人格问卷的初步编制[J].内蒙古师范大学学报(教育科学版).2010,23(10):63-64.
[18]刘雯,杨丽珠.3~6岁幼儿个性结构研究[J].心理科学.1999,22(5):459-460.
[19]杨丽珠,张野,刘文.基于教师描述的幼儿个性结构的验证性因素分析[J].心理科学.2004,27(3):575-579.
[20]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:71-72.
[21]Kalffac, Kroesm, Vlesjs, et al. Factors affecting the relation between parental education as well asoccupation and problem behaviour in dutch5to6–year–old children [J]. Soc Psychiatry Epidemiol,2001,36(7):324-331.
[22]Kalffac, Kroesm, Vlesjs, et al. Neighbourhood level and individual level SES effects on child problembehaviour: amultilevel analysis [J]. Epidemiol Community Health,2001,55(4):246-250.
[23]公桂兰,赵金霞,王美芳.母亲教养方式与幼儿焦虑的关系[J].学前教育研究.2006,9:57-60.
[24]刘闯,杨丽珠.父母教养方式对3~6岁幼儿责任心发展的影响[J].学前教育研究.2007,1:56-59.
[25]王卓,杨宁.混龄教育对幼儿社会行为发展的影响研究[J].幼儿教育(教育科学).2011,12:37-41.
[26]李岩.隐性课程对幼儿人格的影响[J].安徽文学.2010,12:203.
[27]肖凌燕.论教师不良语言模式对学生积极人格发展的影响及对策[J].教学与管理.2014,1:60-62.
[28]游戏对幼儿人格建构的影响——关于幼儿园游戏的一次讨论[J].幼儿教育.2000,9:6-9.
[29]刘琪,洪燕燕.体育游戏对幼儿健康人格发展的探讨[J].山东体育学院学报.2006,22(6):67.
[30]胡继明,黄希庭.君子——孔子的理想人格[J].西南大学学报(社会科学版).2009,35(4):7.
[31]花文凤.论孔子对和谐人格的培养——兼议对当今人格培养的启示[J].内蒙古师范大学学报(教育科学版).2007,20(10):5.
[32]胡继明,黄希庭.君子——孔子的理想人格[J].西南大学学报(社会科学版),2009,35(4):7.
[33]张晓兰.孔子君子人格理念与现代道德人格塑造[D].兰州大学硕士学位论文.2012:19.
[34]张晔,秦华伟.人格理论与人格构造[M].国防工业出版社.2006:34.
[35]胡继明,黄希庭.君子——孔子的理想人格[J].西南大学学报(社会科学版).2009,35(4):8.
[36]张晓兰.孔子君子人格理念与现代道德人格塑造[D].兰州大学硕士学位论文.2012:24-26.
[37]王颖.试析荀子的理想人格理论[J].北京青年政治学院学报.2006,15(1):39.
[38]徐良.荀子的理想人格观研究[D].河北大学硕士学位论文.2009:16-19.
[39]郝玉梅,徐全忠.荀子的人格教育思想及其现代价值[J].社会科学论坛.2010,7:183-184.
[40]蔡元培.蔡元培教育名篇[M].教育科学出版社.2007:47.
[41]杨晓惠.浅析蔡元培的完全人格教育思想[J].当代教育论坛.2010,8:27.
[42]蔡元培.蔡元培教育名篇[M].教育科学出版社.2007:128.
[43]李清聚.近代中国人格之重建——蔡元培健全人格教育思想探析[J].长江师范学院学报.2010,26(6):24.
[44]徐永赞,潘立勇.蔡元培完全人格教育思想[J].河北学刊.2006,26(3):229.
[45]蔡元培.蔡元培教育名篇[M].教育科学出版社.2007:73.
[46]徐淑猛.小原国芳“全人教育”思想的研究[D].南京师范大学博士学位论文.2008:5-6.
[47]李谊,周婷.小原国芳全人教育思想的理论构架及其渊源[J].湖南行政学院学报(双月刊).2006,3:83.
[48]苏扬.小原国芳与洪堡的“完人”教育思想比较研究[J].比较教育研究.2002,3:13.
[49]徐淑猛.小原国芳“全人教育”思想的研究[D].南京师范大学博士学位论文.2008:9-10.
[50]张晓姣.小原国芳“全人教育”思想的时代价值研究[D].东北师范大学硕士学位论文.2011:23-24.
[51]刘同辉.柏拉图之人格心理思想研究及启示[J].心理科学.2007,30(5):1257-1258.
[52]张彬,彭彩菊.西方人格教育学说及对当前教育改革的启示[J].教育理论与实践.2005,25(11):2.
[53]黄希庭.人格心理学[M].浙江教育出版社.2002:199.
[54]李桂兰.西方人格理论与当代青年健康人格的塑造[J].宁夏大学学报(人文社会科学版).2007,29(5):160-161.
[55]郭本禹.精神分析运动的发展逻辑[J].南京师大学报(社会科学版).2006,5:91-93.
[56]马晓晴,陈明高.西方心理学关于自我的研究发展探析[J].山东教育学院学报.2004,5:6.
[57]张华东.健康人格的基石——平衡——对精神分析人格理论的一点思考[J].广西教育学院学报.2004,2:28.
[58]李伟强.学生健全人格及其培养的研究[D].安徽师范大学硕士学位论文.2002:11-12.
[59]李春杰.西方人格理论及其对大学生人格培养的借鉴意义[J].教育探索.2012,10:135.
[60]Sheldon M, King L. Why Positive Psychology Is Necessary[J]. American Psychologist,2001,56(3):216~217.
[61]曹新美,刘翔平.学校心理健康教育模式的反思与积极心理学取向[J].教师教育研究.2006,18(3):67.
[62]张倩,郑涌,美国积极心理学介评[J].心理学探新.2003,23(3):8.
[63]李春杰.西方人格理论及其对大学生人格培养的借鉴意义[J].教育探索.2012,10:135.
[64]余娟.积极心理学及其人格观[J].河西学院学报，2009,25(1):77.
[65]车丽萍,李潇,时珊珊.健康人格研究述评[J].心理科学.2008,31(6):1436.
[66]H.Marieke Schuppert et al..Effectiveness of an Emotion Regulation Group Training forAdolescents——a Randomized Controlled Pilot Study[J].Clinical Psychology and Psychotherapy,2009,16:467-478.
[67]George Hadjipavlou; John S Ogrodniczuk. Promising Psychotherapies for Personality Disorders[J].The Canadian Journal of Psychiatry,2010,55(4):202.
[68]Giuseppe Visani&Piero Venturi. Self-awareness training associated with personality traits and sex:apilot study[J].Psychological report,2010,107(1):318-320.
[69]Penelope A.Hasking et al.. Brief report:Emotion regulation and coping as moderators in therelationship between personality and self-injury[J]. Journal of Adolescence,2010,33:767–773.
[70]Michael I.Posner. Short-term meditation training improves attention and self-regulation[J]. TheNational Academy of Sciences of the USA,2007,104(43):17152.
[71]M.Rosario Rueda et al..Training,maturation, and genetic influences on the development of executiveattention[J]. The National Academy of Sciences of the USA,2005,102(41):14931-14936.
[72]高德胜.人格教育在美国的回潮[J].比较教育研究.2002,6:25-28.
[73]Thomas W.Miller,Robert F.Kraus,and Lane J.Veltkamp. Character Education as a Prevention Strategyin School-Related Violence[J]. The Journal of Primary Prevention,2005,12:455.
[74]Florence Chang&Marco A. Munoz.School Personnel Educating the Whole Child: Impact ofCharacter Education on Teachers’ Self-Assessment and Student Development[J]. Journal of PersonnelEvaluation in Education,2006,19:35.
[75]Mark J Britzman.Improving Our Moral Landscape via Character Education: An Opportunity forSchool Counselor Leadership[J]. Professional School Counseling, Feb2005:293-294.
[76]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):472-473.
[77]叶小青.要重视幼儿个性品质的培养[J].丽水师专学报(社会科学版).1995,3:100.
[78]尖措吉.艾里克森人格发展阶段理论与学前儿童健全人格的培养[J].青海师范大学民族师范学院学报.2007,18(1):43.
[79]刘红.从埃里克森的人格发展理论探学前儿童健康人格的培养[J].贵州教育学院学报(社会科学版).1997,4:33.
[80]叶厚隽.幼儿教育的首要任务是培养孩子的健全人格[J].天中学刊.1997,12(4):83-84.
[81]刘丽.幼儿健全人格塑造的思考[J].文教资料.2007,7:186.
[82]梁玉华.浅谈现代人的人格特质与幼儿人格的早期塑造[J].四川师范学院学报(哲学社会科学版).2000,2:85-86.
[83]原野.为幼儿的人格建构打下根基——记上海市实验幼儿园的“幼儿人格建构”研究[J].幼儿教育(教育科学).1996,9:16-17.
[84]叶岚,王芳.幼儿个性培养目标、途径与方法探讨.学前教育研究[J].2000,3:32-33.
[85]鲍秀兰等.0~3岁早期综合干预培养婴幼儿健全人格的研究[J].中国儿童保健杂志.2011,19(7):606-609.
[86]陈学诗,郑毅等.幼儿人格评定量表的编制及其信效度研究[J].中国临床心理学杂志.2001,9(1):13-16.
[87]杨丽珠.儿童人格发展与教育的研究[M].大连海事大学出版社.2008(修订版):41-68.
[88]张庭辉,张进辅.幼儿人格问卷的初步编制[J].内蒙古师范大学学报(教育科学版).2010,23(10):63-64.
[89]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:73.
[90]左恩玲,刘平.情境实验在儿童心理发展研究中的应用[J].长春师范学院学报(自然科学版).2010,29(3):141.
[91]左雪,杨伊生.个体与群体情境下3～5岁幼儿延迟满足的实验研究[J].心理科学.2007,30(5):1233-1236.
[92]张金荣,杜春霞,杨丽珠.3~5岁幼儿对情绪表达规则的理解与运用[J].幼儿教育(教育科学).2010,9:22-27.
[93]李鹤,张艳,张金荣.小学生坚持性发展特点的实验研究[J].中小学心理健康教育.2012,15:18-20.
[94]贺金波,彭小虎,郭永玉.人格的事件相关电位研究[J].南京师大学报(社会科学版).2006,2:103-109.
[95]Ronald J, Gurrera, Brian F, et al. The P3Auditory Event-Related Brain Potential Indexes. MajorPersonality Traits[J].Society of Biological Psychiatry,2001,49:922-929.
[96]沈悦.幼儿自我控制的发展特点及影响机制研究[D].辽宁师范大学博士学位论文.2011:71.
[97]魏景汉,罗跃嘉.事件相关电位原理与技术[M].科学出版社.2010:52-55.
[98]Ramm syer T H,Jutta S. Extraversion-related differences in response organization:evidence fromlateralized readiness potentials[J]. Biological Psychology,2004,66(1):15-35.
[99]Stelmack R M,Houlihan M, McGarry-Roberts PA. Personality, reaction time, and event-relatedpotentials[J]. Journal of Personality and Social Psychology,1993,65:399-409.
[100]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:71-72.
[101]马卡连柯全集(第四卷)[M].人民教育出版社.1957:492.
[102]Mischel W, Ayduk O, Berman MG, et al.‘Willpower’ over the life span: decomposingself-regulation[J]. Social Cognitive and Affective Neuroscience,2011,6(2):252-256.
[103]Moffitt TE, Arseneault L, Belsky D, Dickson N, Hancox RJ, Harrington H, Houts R, Poulton R,Roberts BW, Ross S, Sears MR, Thomson WM, Caspi A. From the Cover: A gradient of childhoodsef-control predicts health, wealth, and public safety [J]. Proc Natl Acad Sci USA,2011,108(7):2693-2698.
[104]鲍秀兰.0~3儿童最佳的人生开端[M].中国发展出版社.2006:201-216.
[105]李季湄.对《幼儿园教育指导纲要》中的几个基本观点的理解[J].学前教育研究.2001,6:6.
[106]屠美如.向瑞吉欧学什么——《儿童的一百种语言》解读[M].教育科学出版社.2002:71.
[107]刘成周,赵思勇.素质教育是当前教育改革和未来社会发展的需要[J].重庆邮电学院学报(社会科学版).2001,2:48.
[108]樊倞.当代中日学前教育内容比较[J].云南师范大学学报(教育科学版),2002,3(6).
[109]http://www.ade.az.gov/earlychildhood/downloads/EarlyLearningStandards.pdf.9/2005.
[110]葛明贵.健全人格的内涵及其教育[J].安徽师范大学学报(人文社会科学版).2003,31(4):469.
[111]欧贤才.从埃里克森的早期人格发展理论谈学前儿童人格教育[J].教育探索,2006,4:96-98.
[112]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[J].辽宁师范大学博士学位论文.2011:71-72.
[113]余晓灵,孙燕,王新波.中学生积极心理品质培养内的序列化研究——以北京市第十九中学学生问卷调查为例[J].中国特殊教育.2009,12:71-77.
[114]张冲.初中生积极心理品质培养研究[J].中国特殊教育.2010,11:29-34.
[115]余娟.积极心理学及其人格观[J].河西学院学报.2009,25(1):77.
[116]林崇德.教育与发展——创新人才的心理学整合研究[M].北京师范大学出版社,2002:509.
[117] David De Cremer, Paul A.M. Van Lange. Why Prosocials Exhibit Greater Cooperation than Proselfs:The Roles of Social Responsibility and Reciprocity[J]. European Journal of Personality,2001,15(5).
[118]杨丽珠,宋辉.幼儿自我控制能力发展的研究[J].心理与行为研究.2003,1(1):51.
[119]杨丽珠,王江洋.儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力预期的追踪[J].心理学报.2007,39(4):674-675.
[120]Sethi. Anita, Mischel. Walter, Aber Lawrence J, et al. The Role of Strategic Attention Deployment indevelopment of self-regulation: Prediction Preschoolers’ Delay of Gratification from Mother-toddlerInteraction[J]. Developmental Psychology,2000,36(6):767-777.
[121]程志宏.关于幼儿自信心现状及培养策略的研究[J].学前教育研究,2003,7~8:88-90.
[122]潘苗苗,苏彦捷.幼儿情绪理解、情绪调节与其同伴接纳的关系[J].心理发展与教育,2007,2:6.
[123]邹晓燕.3~5岁儿童独立性发展特点与影响因素研究[D].辽宁师范大学博士学位论文.2004:53-54.
[124]黑丽君.3~5岁儿童自主性结构及发展特点研究[D].辽宁师范大学硕士论文.2008:26-28.
[125]王娥蕊.3~9岁儿童自信心结构、发展特点及教育促进的研究[D].辽宁师范大学博士学位论文.2006:73-76.
[126]张丽华,杨丽珠.3~8岁儿童自尊发展特点的研究[J].心理与行为研究.2005,3(1):11-14.
[127]胡金生,杨丽珠,李博.儿童情绪认知的发展及其对助人意向的影响[J].学前教育研究.2007,7-8:37-39.
[128]廖凤林,廖桂春,李江雪,吉英兰.幼儿对不同被助对象的助人观念及其行为发展的研究[J].心理发展与教育.1999,1:21.
[129]胡金生,杨丽珠.教室中幼儿自发的助人行为[J].辽宁师范大学学报.2005,4:46-48.
[130]李幼穗,赵莹.4~6岁儿童分享行为的特点及培养策略[J].学前教育研究.2008,2:39-40.
[131]杨爱莲.4~7岁儿童在冲突情境下分享行为的研究[D].天津师范大学硕士学位论文.2004:1.
[132]杨恒.学前儿童分享行为的差异性研究及启示[D].华东师范大学硕士学位论文.2009:3.
[133]郭忠玲.关于3.5~5.5岁幼儿分享水平发展的研究[J].学前教育研究.1996,5:37.
[134]王海梅,陈会昌,张光珍.4~6岁儿童对“偶得物品”与“拥有物品”的分享行为[J].心理发展与教育.2005,3:42.
[135]李幼穗,韩映红.幼儿同情心发展特点的调查研究[J].天津师范大学学报(社会科学版).2008,6:77-80.
[136]徐芬,王卫星,张文静.幼儿说谎行为的特点及其与心理理论水平的关系[J].心理学报.2005,37(1):76.
[137]张文静,徐芬,张瑞平.幼儿说谎行为的发展及其与说谎认知的关系[J].应用心理学.2007,13(3):241.
[138]王平.学前儿童对说谎的理解与评价及与实际行为的相关研究[D].曲阜师范大学硕士学位论文.2005:1.
[139]刘秀丽.学前儿童欺骗发展的研究——从心理理论视角透析学前儿童欺骗的发展[D].吉林大学博士学位论文.2004:10.
[140]杨丽珠,宋辉.幼儿自我控制能力发展的研究[J].心理与行为研究.2003,1(1):51.
[141]董光恒,杨丽珠.3~5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:16-17.
[142]庞丽娟,姜勇.幼儿责任心发展的研究[J].心理发展与教育.1999,3:12-17.
[143]杨丽珠,金芳.促进幼儿责任心发展的教育现场实验研究[J].学前教育研究.2005,6:23-24.
[144]胡克祖.3~6岁幼儿好奇心结构、发展特点及影响因素的研究[D].辽宁师范大学博士学位论文.2005:31-34
[145]王小英.幼儿创造力发展的特点及其教育教学对策[J].东北师大学报(哲学社会科学版).2005,2:149-151.
[146]齐璐.3~5岁幼儿创造性人格的结构、发展特点与类型[D].辽宁师范大学硕士研究生学位论文.2007:40-41.
[147]王小英,石丽娜.3~6岁幼儿合作学习的水平与特点[J].学前教育研究.2008,12:36.
[148]赵海燕.4~6岁幼儿小组合作学习的研究[D].西北师范大学硕士学位论文.2007:20-26.
[149]喻小琴.幼儿同伴合作行为特点的研究[J].常熟理工学院学报(哲学社会科学).2008,12:58.
[150]曹中平.中班幼儿角色游戏中合作能力发展的初步观察研究[J].学前教育研究.1994,2:44-45.
[151]魏中杰.幼儿合作素养的培养研究[D].东北师范大学硕士学位论文.2009:25-27.
[152]展宁宁.幼儿情绪认知能力发展特点的研究[J].学前教育研究.2005,7-8:46-48.
[153]王小溪.幼儿情绪理解能力发展现状的测查研究[J].教育探究.2010,5(1):20-23.
[154]王玲凤.幼儿情绪调节与“冷”“热”抑制控制的发展特点[J].学前教育研究.2013,3:56-61.
[155]赵金霞,王美芳.学前儿童焦虑的发展特点[J].中国临床心理学杂志.2009,17(6):723-725.
[156]王美芳,王玉廷.学前儿童焦虑状况的追踪研究[J].学前教育研究.2008,5:34.
[157]黄志敏.小班幼儿新入园分离焦虑研究[D].广西师范大学硕士论文.2004:1.
[158]刘爱芳.家庭表露与幼儿焦虑关系的研究[D].山东师范大学硕士论文.2008:1.
[159]王静,宋荧荧.幼儿入园分离性焦虑反应的表现与干预[J].河南职工医学院学报.2003,15(1):90.
[160]幼儿园教育指导纲要(试行)(2001年9月实施).(幼教网)http://www.youjiao.com/e/20071225/4b8bc8c743c5c.shtml,2007-12-25.
[161]教基二[2012]4号.教育部关于印发《3-6岁儿童学习与发展指南》的通知.http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/s3327/201210/143254.html,2012-10-9;http://blog.sina.com.cn/s/blog_79469f4b01017o7u.html.
[162]邵小佩,康永春.美国亚利桑那州3岁~5岁儿童学习标准解读[J].早期教育(教师版).2009,7-8:20-25.
[163]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:156.
[164]刘焱.儿童游戏通论[M].北京师范大学出版社.2004:124-125.
[165]任俊,叶浩生.西方积极心理学运动是一场心理学革命吗？[J].心理科学进展.2005.13(6):858.
[166]崔丽娟,张高产.积极心理学研究综述——心理学研究的一个新思潮[J].心理科学.2005,28(2):403.
[167]侯德华.幼儿发展关键期综述[J].华章.2011,22:228.
[168]秦丽.幼儿园游戏本质的再认识——从皮亚杰活动理论谈游戏活动的指导[J].太原教育学院学报.2005,23(2):93-96.
[169]马君艳.从皮亚杰的活动教学观看幼儿园的游戏活动[J].课程教育研究.2013,9:40.
[170]刘焱.儿童游戏通论[M].北京师范大学出版社.2004:165.
[171]杨丽珠.儿童人格发展与教育的研究[M].大连海事大学出版社.2008:434.
[172]董光恒,杨丽珠.3～5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:16.
[173]杨丽珠,董光恒.幼儿约束性顺从研究的兴起与进展[J].应用心理学.2004,10(2):46.
[174]沈悦.幼儿自我控制的发展特点及影响机制研究[D].辽宁师范大学博士学位论文.2011:97.
[175]杨丽珠,沈悦.儿童自我控制的发展与促进[M].安徽教育出版社.2013:47.
[176]董光恒,杨丽珠.3~5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:13-16.
[177]任雪松.3~5岁幼儿合作性结构及其发展特点的研究[D].辽宁师范大学硕士学位论文.2010:30.
[178]陶保平.学前教育科研方法(第二版)[M].华东师范大学出版社.2006:142-145.
[179]张金荣.3-12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:60-71.
[180]冯忠良,伍新春,姚梅林,王健敏.教育心理学(第二版)[M].人民教育出版社.2010:171.
[181]魏萍,宋宝萍.浅析维果斯基的人格建构思想[J].时代文学(下半月).2009,4:169-170.
[182]冯忠良,伍新春,姚梅林,王健敏.教育心理学(第二版)[M].人民教育出版社.2010:171.
[183]王海梅,陈会昌,张光珍.4~6岁儿童对“偶得物品”与“拥有物品”的分享行为[J].心理发展与教育.2005,3:42.
[184]Eisenberg N, Sadovsky A, Spinrad TL. Associations of emotion-related regulation with languageskills, emotion knowledge, and academic outcomes[J]. New Directions for Child and AdolescentDevelopment,2005:103-118.
[185]姚端维,陈英和,赵延芹.3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究[J].心理发展与教育.2004,2:14.
[186]沈悦.幼儿自我控制的发展特点及影响机制研究[D].辽宁师范大学博士学位论文.2011:54-56.
[187]Folstein, Jonathan R.,&Van Petten, Cyma. Influence of cognitive control and mismatch on the N2component of the ERP: A review[J]. Psychophysiology,2008,45(1):152-170.
[188]Nieuwenhuis, Sander, Yeung, Nick, Van Den Wildenberg, Wery,&Ridderinkhof, K Richard.Electrophysiological correlates of anterior cingulate function in a go/no-go task: effects of response conflictand trial type frequency[J]. Cognitive, Affective,&Behavioral Neuroscience,2003,3(1):17-26.
[189]Rueda, M Rosario, Checa, Puri,&Cómbita, Lina M. Enhanced efficiency of the executive attentionnetwork after training in preschool children: immediate changes and effects after two months[J].Developmental Cognitive Neuroscience,2012,2:S192-S204.
[190]Carlson, Stephanie M., Davis, Angela C.,&Leach, Jamie G.. Less Is More: Executive Function andSymbolic Representation in Preschool Children[J]. Psychological Science,2005,16(8):609-616.
[191]Jens B. Asendorpf&Marcel A. G. van Aken. Resilient, Overcontrolled, and UndercontrolledPersonality Prototypes in Childhood: Replicability, Predictive Power, and the Trait-Type Issue. Journal ofPersonality and Social Psychology[J].1999,77(4):815-832.
[192]Jack W. Berry, Timothy R. Elliott, Patricia Rivera. Resilient, Undercontrolled, and OvercontrolledPersonality Prototypes Among Persons With Spinal Cord Injury[J]. Journal of Personality Assessment,2006,89(3):292-302.
[193]杨丽珠,沈悦.儿童自我控制的发展与促进[M].安徽教育出版社.2013:1.
[194]Dowsett, Sharon M.,&Livesey, David J. The development of inhibitory control in preschool children:Effects of “executive skills” training. Developmental Psychobiology,2000,36(2):161-174.
[195]Diamond, Adele, Barnett, W Steven, Thomas, Jessica,&Munro, Sarah. Preschool program improvescognitive control[J]. Science (New York, NY),2007:1387.
[196]Nieuwenhuis, Sander, Yeung, Nick,&Cohen, Jonathan D. Stimulus modality, perceptual overlap, andthe go/no-go N2[J]. Psychophysiology,2004,41(1):157-160.
[197]Folstein, Jonathan R.,&Van Petten, Cyma.. Influence of cognitive control and mismatch on the N2component of the ERP: A review[J]. Psychophysiology,2008,45(1):152-170.
[198]Bokura, Hirokazu, Yamaguchi, Shuhei,&Kobayashi, Shotai. Electrophysiological correlates forresponse inhibition in a Go/NoGo task[J]. Clinical neurophysiology: official journal of the InternationalFederation of Clinical Neurophysiology,2001,112(12):2224-2232.
[199]Schupp, Harald T., Lutzenberger, Werner, Rau, Harald,&Birbaumer, Niels. Positive shifts ofevent-related potentials: a state of cortical disfacilitation as reflected by the startle reflex probe[J].Electroencephalography and Clinical Neurophysiology,1994,90(2):135-144.
[200]Kopp, Bruno, Mattler, Uwe, Goertz, Ralf,&Rist, Fred. N2, P3and the lateralized readiness potentialin a nogo task involving selective response priming[J]. Electroencephalography and ClinicalNeurophysiology,1996,99(1):19-27.
[201]Falkenstein, M., Hoormann, J.,&Hohnsbein, J. ERP components in Go/Nogo tasks and their relationto inhibition[J]. Acta Psychologica,1999,101(2–3):267-291.
[202]Donkers, Franc CL,&van Boxtel, Geert JM. The N2in go/no-go tasks reflects conflict monitoringnot response inhibition[J]. Brain and cognition,2004,56(2):165-176.
[203]Nieuwenhuis, Sander, Yeung, Nick, Van Den Wildenberg, Wery,&Ridderinkhof, K Richard.Electrophysiological correlates of anterior cingulate function in a go/no-go task: effects of response conflictand trial type frequency[J]. Cognitive, Affective,&Behavioral Neuroscience,2003,3(1):17-26.
[204]Botvinick, Matthew M, Braver, Todd S, Barch, Deanna M, Carter, Cameron S,&Cohen, Jonathan D.Conflict monitoring and cognitive control[J]. Psychological review,2001,108(3):624.
[205]万明钢,李艳红.“学会共存”的教育理想与实践——“德洛尔报告”的重新解读[J].教育研究.2006,12:17.
[206]李舜,罗明东.未来教育的四个支柱——《教育——财富蕴藏其中》之主题评述[J].云南高教研究.2000,18(3):18.
[207]李筱茵,刘嘉宜,罗雨苑,陈晖.大班美术活动：创意手工——百变娃娃[J].教育导刊(下半月).2013,2.
[208]董光恒,杨丽珠.3~5岁幼儿自我控制类型研究[J].学前教育研究.2007,11:13-16.
[209]杨丽珠,沈悦.儿童自我控制的发展与促进[M].安徽教育出版社.2013:35.
[210]张金荣.3~12岁儿童人格的结构评定及其发展特点的追踪研究[D].辽宁师范大学博士学位论文.2011:160.