動態(tài)測驗中不同類型兒童的認知改變力

1、寧夏大學碩士學位論文動態(tài)測驗中不同類型兒童的認知改變力姓名：張莉申請學位級別：碩士專業(yè)：應用心理學指導教師：張麗錦2011-04IIAbstract Two children with similar intellectual profiles may reach different ability level after a period of learning. This means they have different cogn

2、itive development potential. Obviously, conventional and static assessment can not offer some information about children’s potential cognitive development level. But dynamic assessment based on Vygotsky’s theory of Zone

3、of Proximal Development (ZPD) can compensate for this shortage. Based on “pretest – intervention – posttest” within dynamic assessment, children’s learning potential is measured by their benefit and elevated performance

4、during and after intervention. Cognitive potential was also called cognitive modifiability (Feuerstein, et al., 1979). Pervious studies have shown that children’s cognitive style or cognitive level can influence their co

5、gnitive modifiability (Tzuriel, 1997; Tzuriel Tzuriel Tzuriel (2) Cognitive Style Test: Screening out 20 items from 53 pictures, we acquired Cognitive Style Test each containing 10 items: MFFT-A and MFFT-B. Experimen

6、t 2: Exploring the diversity of cognitive change of children with different cognitive style and cognitive level within a dynamic assessment context bases on graduated prompt-techniques. According to cognitive style and c

7、ognitive level, 98 children of grade 2 were classified into four types, including children of high cognitive level and refection, children of high cognitive level and impulsion, children of low cognitive level and refect

8、ion, as well as children of low cognitive level and impulsion. Then these participants were divided into intervention group and matched group on the basis of their type and gender. Both of two groups were administered a

9、pre- and post-teaching phases on the Seria-Thinking Instrument (STI) before and after intervention. The former group accepted dynamic training using the same tool whereas the latter received the same time of free-play ma