什么是“镜像自我”与自我概念发展？
What are the 'looking-glass self' and the development of self-concept?
库利提出“镜像自我”，认为我们通过想象别人如何看待自己来形成自我概念。儿童的自我概念从具体外在（年龄、喜好）逐渐发展到抽象内在（品格、价值观）。同伴反馈在青春期对自我概念影响尤其大。
Cooley proposed the 'looking-glass self', that we form self-concept by imagining how others see us. Children's self-concept moves from concrete external traits (age, likes) to abstract internal ones (character, values). Peer feedback strongly shapes self-concept during adolescence.
难度 专业 · 适合 高中(15-18)
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出处备注：此条未指向带版次的可引用著作（通识性内容、机构文件或未展开的英文书名），本库不提供独立书目出处；如需精确引用，需由编辑补全具体篇目与版次。
Cooley / 自我发展研究
Cooley / self-development research
#镜像自我 #自我概念 #库利
科尔伯格的道德发展理论包含哪几个水平？
What levels are in Kohlberg's theory of moral development?
科尔伯格提出三个水平六个阶段：前习俗（避罚与利己）、习俗（取悦他人与遵守法规）、后习俗（社会契约与普遍伦理原则）。他认为道德推理随认知成熟而逐步提升。
Kohlberg described three levels and six stages: preconventional (avoid punishment, self-interest), conventional (please others, obey rules), and postconventional (social contract, universal ethical principles). He argued moral reasoning advances with cognitive maturity.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#道德发展 #科尔伯格 #阶段
什么是依恋理论？
What is attachment theory?
鲍尔比提出，婴儿与主要照料者形成的情感联结叫依恋，安斯沃思通过“陌生情境”实验区分出安全型、焦虑-矛盾型和回避型等。安全的依恋有助于儿童探索世界并建立健康的人际关系。依恋模式在成年亲密关系中也会体现。
Bowlby proposed that the emotional bond an infant forms with a primary caregiver is called attachment; Ainsworth's 'Strange Situation' identified secure, anxious-ambivalent, and avoidant types. Secure attachment helps children explore the world and build healthy relationships. Attachment patterns also appear in adult intimacy.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：此条未指向带版次的可引用著作（通识性内容、机构文件或未展开的英文书名），本库不提供独立书目出处；如需精确引用，需由编辑补全具体篇目与版次。
Bowlby & Ainsworth 依恋理论
Bowlby & Ainsworth attachment theory
#依恋 #鲍尔比 #陌生情境
科尔伯格的“道德发展阶段”理论如何划分道德推理的层级？
How does Kohlberg's stages of moral development classify moral reasoning?
科尔伯格基于道德两难故事提出三水平六阶段：前习俗（避罚与利己）、习俗（取悦他人与维护规则）和后习俗（社会契约与普遍伦理原则）。该理论描绘道德推理从外在奖惩向内在原则的发展，但因其以男性样本为主而受到 Gilligan 的批评。
Kohlberg proposed three levels and six stages of moral reasoning—preconventional (avoid punishment, self-interest), conventional (please others, uphold rules), and postconventional (social contract, universal principles). It traces moral reasoning from external sanctions to internal principles, though Gilligan criticized its male-biased samples.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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Kohlberg《道德发展阶段的心理学》（1969）；Berk《毕生发展心理学》
Kohlberg, Stages of Moral Development (1969); Berk, Development Through the Lifespan
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL14471W：Development through the l
#科尔伯格 #道德发展 #道德两难
Marcia 如何用探索与承诺两个维度刻画青少年同一性发展的不同路径?纵向证据支持哪种转变轨迹?
How does Marcia chart divergent paths of adolescent identity development along exploration and commitment, and which transition trajectory does longitudinal evidence favor?
以是否经历主动探索、是否建立稳定承诺交叉分类,可得到四种状态:兼具两者者为同一性获得,有危机而无定论者为延缓,未加探索就接受外界安排者为早闭,两者皆无者为弥散。Meeus 等人的多年追踪显示,多数转变经由延缓走向获得,说明探索性危机更像建设性阶段而非单纯动荡。
Crossing active exploration with firm commitment yields four statuses: identity achievement pairs both, moratorium carries crisis without resolution, foreclosure accepts external arrangements without searching, and diffusion shows neither. Multi-year tracking by Meeus and colleagues finds most transitions running from diffusion or foreclosure through moratorium into achievement, casting exploratory crisis as a constructive phase rather than mere turbulence.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录含书名，但缺版次 / 出版社 / 年份中的一部分，需编辑补全后才能做独立比对。
Marcia 1966 年发表于《人格与社会心理学杂志》的状态分类研究,Meeus 等 2010 年发表于《儿童发展》的五波纵向追踪研究(81卷5期,1565-1581页)
Marcia (1966) in Journal of Personality and Social Psychology; Meeus, van de Schoot, Keijsers, Schwartz, & Branje (2010). On the progression and stability of adolescent identity formation. Child Development, 81(5), 1565-1581.
#同一性状态 #纵向发展
紊乱型依恋(D 型)依据哪些行为特征来识别?它为何与令人恐惧或受惊的养育方式紧密相连?
Which behavioral markers identify disorganized (Type D) attachment, and why is it closely tied to frightened-or-frightening caregiving?
梅因与所罗门借助逐帧分析发现,紊乱型婴儿呈现策略崩解的迹象:接近照料者时突然转身、僵住,或同时出现趋近与回避的矛盾动作序列。元分析证实其最强的预测因素是父母对孩子构成恐吓,或父母自身显露出受惊状态——当本应充当安全港湾的人同时也是威胁来源时,婴儿无法组织出一致的应对策略。这类儿童日后出现解离症状与外化行为问题的风险显著升高。
Through freeze-frame analysis, Main and Solomon found that disorganized infants show signs of strategic breakdown: approaching the caregiver while suddenly turning away, freezing, or emitting contradictory sequences of simultaneous approach and avoidance. Meta-analyses confirm the strongest predictor is caregiving that frightens the child or reveals the parent herself alarmed—when the presumed safe haven is also the source of threat, no coherent strategy can be organized. These children face markedly elevated later risks of dissociation and externalizing problems.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-10-04
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Lyons-Ruth, K., & Jacobvitz, D. (2008). Attachment disorganization: Unresolved loss, relational violence, and lapses in behavioral and attentional strategies. In J. Cassidy & P. R. Shaver (Eds.), Handbook of Attachment (2nd ed.). Guilford Press.
Lyons-Ruth, K., & Jacobvitz, D. (2008). Attachment disorganization: Unresolved loss, relational violence, and lapses in behavioral and attentional strategies. In J. Cassidy & P. R. Shaver (Eds.), Handbook of Attachment (2nd ed.). Guilford Press.
独立核验依据 · Independent verification: 核验依据 1 DOI 10.1007/springerreference_179718
#紊乱型依恋 #恐惧化养育
什么是发展心理学中的“关键期”？
What is a critical period in development?
关键期是某种能力或行为最容易习得、且错过便难以补偿的特定发育窗口，例如视觉和语言发展的早期阶段。但许多能力也存在可塑性较强的“敏感期”。
A critical period is a specific developmental window when a capacity or behavior is most easily acquired and missed opportunities are hard to compensate, such as early vision and language development. Many abilities instead have a more plastic 'sensitive period.'
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#关键期 #发展 #敏感期
Harlow 的恒河猴实验对理解“依恋”有什么关键发现？
What key finding did Harlow's rhesus monkey experiments contribute to attachment?
Harlow 于 1958 年让幼猴在“铁丝母亲”（带奶瓶）与“绒布母亲”（无奶瓶）间选择，发现幼猴更依恋柔软的绒布母亲，说明依恋的基础是“接触安慰”而非单纯的食物满足。这一结果反驳了当时以喂养解释依恋的行为主义观点。
In 1958 Harlow offered infant monkeys a wire “mother” with a bottle versus a soft cloth “mother” without one, and found they clung to the cloth mother, showing that attachment rests on “contact comfort” rather than mere feeding. This refuted the behaviorist view that attachment derives from food provision.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-11-03
来源 · Source
Harlow 1958 年论文（载 American Psychologist）；Berk《毕生发展心理学》
Harlow (1958) in American Psychologist; Berk, Development Through the Lifespan
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#哈洛实验 #接触安慰 #依恋
埃里克森的心理社会发展有哪八个阶段？
What are Erikson's eight stages of psychosocial development?
埃里克森认为人一生要经历八个危机阶段，从婴儿期的“信任对不信任”到老年的“自我整合对绝望”。每个阶段都要平衡一对矛盾，顺利解决才能形成健康人格。
Erikson held that people pass through eight crisis stages, from 'trust vs. mistrust' in infancy to 'integrity vs. despair' in old age. Each stage balances a pair of opposites, and resolving it well fosters a healthy personality.
难度 进阶 · 适合 高中(15-18)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#埃里克森 #心理社会 #发展阶段
什么是“最近发展区”？
What is the 'zone of proximal development'?
维果茨基提出，最近发展区是孩子“在帮助下能做到、单独还做不到”的任务区间。成人和同伴的恰当引导（脚手架）能帮孩子跨越这个区。这提示教学应略高于孩子当前水平。
Vygotsky described the zone of proximal development as tasks a child can do with help but not yet alone. Proper guidance (scaffolding) from adults or peers helps the child cross this zone. It suggests teaching should be slightly above the child's current level.
难度 进阶 · 适合 大众
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：此条未指向带版次的可引用著作（通识性内容、机构文件或未展开的英文书名），本库不提供独立书目出处；如需精确引用，需由编辑补全具体篇目与版次。
Vygotsky 社会文化理论
Vygotsky sociocultural theory
#最近发展区 #脚手架 #维果茨基
皮亚杰的认知发展理论包含哪几个阶段？
What stages does Piaget's cognitive development theory include?
皮亚杰提出儿童认知发展经历四个阶段：感知运动期（0–2 岁，获客体恒常性）、前运算期（2–7 岁，自我中心）、具体运算期（7–11 岁，掌握守恒）和形式运算期（11 岁以上，抽象推理）。该理论奠定了发展心理学的建构主义基础。
Piaget proposed four stages of cognitive development: sensorimotor (0–2, object permanence), preoperational (2–7, egocentrism), concrete operational (7–11, conservation), and formal operational (11+, abstract reasoning). The theory founded the constructivist basis of developmental psychology.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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Piaget《儿童智力的起源》（The Origins of Intelligence, 1952）；Berk《毕生发展心理学》
Piaget, The Origins of Intelligence (1952); Berk, Development Through the Lifespan
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL14471W：Development through the l
#皮亚杰 #认知发展 #守恒 #形式运算
青少年期的“自我同一性”是什么？
What is 'identity' in adolescence?
埃里克森认为青少年处于“同一性对角色混乱”阶段，需要回答“我是谁、我要成为什么样的人”。成功建立同一性有助于形成稳定的自我与人生方向。
Erikson placed adolescents in the 'identity vs. role confusion' stage, where they must answer 'who am I and what do I want to become.' Successfully forming an identity helps build a stable self and life direction.
难度 进阶 · 适合 高中(15-18)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#自我同一性 #青少年 #埃里克森
青春期的脑发生了什么变化？
What changes happen in the brain during adolescence?
青春期时，负责情绪和奖励的边缘系统先成熟，而负责自控的前额叶皮层要到二十多岁才完全发育。这种“不平衡”解释了青少年为何更容易冲动、爱冒险。充足的睡眼和稳定支持能帮助平稳度过。
In adolescence, the emotion- and reward-related limbic system matures first, while the self-control prefrontal cortex is not fully developed until the twenties. This 'imbalance' explains why teens are more impulsive and risk-taking. Enough sleep and steady support help them through it.
难度 进阶 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#青春期 #前额叶 #边缘系统
发展心理学中的“心理理论（theory of mind）”指什么？
What is "theory of mind" in developmental psychology?
心理理论是个体理解他人拥有与自己不同的信念、愿望和意图的能力。Wimmer 与 Perner 于 1983 年用“错误信念任务”发现，儿童约在 4 岁左右才具备此能力，这被认为是社会认知发展的关键里程碑。
Theory of mind is the ability to attribute to others beliefs, desires, and intentions different from one's own. Wimmer and Perner's 1983 false-belief task showed children typically acquire this around age 4, a key milestone in social-cognitive development.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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Wimmer 与 Perner 1983 年论文（载 Cognition）；Berk《毕生发展心理学》
Wimmer & Perner (1983) in Cognition; Berk, Development Through the Lifespan
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#心理理论 #错误信念任务 #社会认知
语言习得是否存在关键期？
Is there a critical period for language acquisition?
伦内伯格提出语言习得关键期大约在青春期前，此阶段大脑侧化尚未完成，学习语言最自然。错过关键期的个体往往难以获得母语般的发音与语法直觉。
Lenneberg proposed a critical period for language acquisition ending around puberty, when the brain is not yet fully lateralized and language learning is most natural. Those who miss it often struggle to attain native-like pronunciation and grammar.
难度 进阶 · 适合 小学高段(9-12)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#语言 #关键期 #伦内伯格
什么是“关键期”？
What is a 'critical period'?
关键期是指个体在某段时间里特别容易习得某种能力（如语言），一旦错过就难以达到最佳水平。例如幼年缺乏语言刺激可能影响终身语言发展。但许多能力也有“敏感期”，只是没那么绝对。
A critical period is a window when an individual is especially ready to acquire a skill, such as language, and missing it makes reaching the best level difficult. For example, lack of language exposure in early childhood can affect lifelong language development. Many skills have 'sensitive periods' that are less absolute.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 来源待核验 · Source pending review
来源 · Source
出处备注：此条未指向带版次的可引用著作（通识性内容、机构文件或未展开的英文书名），本库不提供独立书目出处；如需精确引用，需由编辑补全具体篇目与版次。
发展神经科学与语言研究
Developmental neuroscience and language research
#关键期 #语言习得 #敏感期
Bowlby 与 Ainsworth 的“依恋理论”如何描述婴儿与照料者的关系？
How do Bowlby and Ainsworth's “attachment theory” describe infant–caregiver bonds?
依恋理论由 Bowlby 提出、Ainsworth 用“陌生情境”实验发展，认为婴儿与主要照料者形成的安全或不安全的情感联结影响其后社会关系。Ainsworth 区分了安全型、回避型与矛盾/抗拒型，后来 Main 又补充了紊乱型。
Attachment theory, proposed by Bowlby and extended by Ainsworth's “Strange Situation” experiments, holds that the emotional bond infants form with a primary caregiver shapes later social relationships. Ainsworth identified secure, avoidant, and ambivalent/resistant patterns, later supplemented by Main's disorganized type.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-11-03
来源 · Source
Ainsworth 等《依恋模式》（Patterns of Attachment, 1978）；Bowlby《依恋》（1969）
Ainsworth et al., Patterns of Attachment (1978); Bowlby, Attachment (1969)
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL19294753W：Patterns of attachment
#依恋理论 #陌生情境 #安全型依恋
什么是皮亚杰所说的“守恒”概念？
What is conservation in Piaget's theory?
守恒指儿童认识到物体某些属性（如数量、体积）在外观改变后仍然不变。前运算期儿童常因注意力被表面变化吸引而判断错误，到具体运算期才掌握。
Conservation is the understanding that certain properties of objects, such as amount or volume, stay the same despite changes in appearance. Preoperational children often err by focusing on surface changes, and master it only in the concrete operational stage.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 来源待核验 · Source pending review
来源 · Source
出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#守恒 #皮亚杰 #具体运算
维果茨基的“最近发展区（ZPD）”是什么意思？
What does Vygotsky's “zone of proximal development (ZPD)” mean?
最近发展区是儿童“独立解决问题的实际发展水平”与“在成人或能力更强同伴指导下能达到的潜在水平”之间的差距。维果茨基强调教学应落在这一区域，并通过“支架”式引导促进发展。
The zone of proximal development is the gap between what a child can do alone and what they can achieve with guidance from a more capable person. Vygotsky argued that instruction should target this zone and use “scaffolding” to foster development.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-11-03
来源 · Source
Vygotsky《思维与语言》（Thought and Language, 1962）；Berk《毕生发展心理学》
Vygotsky, Thought and Language (1962); Berk, Development Through the Lifespan
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL14471W：Development through the l
#最近发展区 #支架 #维果茨基
什么是“心理理论”的发展？
What is the development of 'theory of mind'?
儿童大约在4岁能理解“别人可能有和我不同的想法”，这标志心理理论的出现。经典的“错误信念任务”会测孩子是否知道别人可能持有错误看法。心理理论是社交和沟通发展的关键一步。
Around age 4, children understand that 'others can have thoughts different from mine', marking the emergence of theory of mind. The classic 'false-belief task' tests whether a child knows someone can hold a mistaken view. Theory of mind is a key step in social and communicative development.
难度 进阶 · 适合 初中(12-15)
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出处备注：此条未指向带版次的可引用著作（通识性内容、机构文件或未展开的英文书名），本库不提供独立书目出处；如需精确引用，需由编辑补全具体篇目与版次。
Wimmer & Perner 错误信念实验
Wimmer & Perner false-belief experiment
#心理理论 #错误信念 #儿童
什么是维果茨基的“最近发展区”？
What is Vygotsky's zone of proximal development?
最近发展区是指儿童独立解决问题的水平与在成人或更有能力同伴帮助下能达到的水平之间的差距。 scaffolding（支架式教学）正是搭建在这一概念之上。
The zone of proximal development is the gap between what a child can do alone and what they can do with help from an adult or more capable peer. Scaffolding in teaching is built directly on this concept.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#最近发展区 #维果茨基 #支架
不少青少年独自一人时能冷静权衡风险,同伴一到场就转而做出鲁莽决定——神经发展模型如何解释这种落差?
Many adolescents weigh risks calmly on their own yet turn reckless the moment peers show up—how does a neurodevelopmental model explain this gap?
斯坦伯格的双系统模型指出,青春期早中期负责奖赏加工的社会情绪系统会在同伴情境下被强烈激活,而前额叶的认知控制系统要等到二十岁出头才发育成熟,两个系统的不同步造成了“油门先于刹车”的失衡。驾驶模拟等实验显示,同伴在场会放大奖赏敏感性,而独处时这种失衡相当轻微,因此冒险高峰集中于同伴在场的高唤起情境。该模型把青少年冒险从“无知或纯粹冲动”重构为特定情境下的调节失灵。
Steinberg's dual systems model holds that the socioemotional system processing reward is strongly activated by peer contexts in early-to-mid adolescence, whereas the prefrontal cognitive control system matures only into the early twenties, producing an imbalance in which the accelerator arrives before the brakes. Driving-simulation experiments show that peer presence amplifies reward sensitivity while the imbalance stays slight when adolescents are alone, so risk-taking peaks in arousing peer-present settings. The model thereby reframes adolescent risk-taking as context-specific regulatory failure rather than sheer ignorance or impulsivity.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 来源待核验 · Source pending review
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出处备注：著录含书名，但缺版次 / 出版社 / 年份中的一部分，需编辑补全后才能做独立比对。
Steinberg(2008),《青少年冒险的社会神经科学视角》,《发展评论》第28卷第1期
Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmental Review, 28(1).
#双系统模型 #同伴在场效应
陌生情境实验是如何区分出婴儿的不同依恋类型的?
How does the Strange Situation procedure distinguish different infant attachment styles?
安斯沃斯让12至18个月大的婴儿经历与母亲的短暂分离和重聚,再依分离焦虑、自主探索及重聚反应进行分类。安全型婴儿在母亲在场时积极探索,重聚时寻求接触并能很快平复;回避型看似漠然,生理应激却升高;抗拒型既索求又抗拒安抚,难以平静。梅因等人其后识别出紊乱型——行为缺乏一致策略,常与照料者的创伤或未解决的丧失史相关联。
Mary Ainsworth had 12-to-18-month-old infants undergo brief separations from and reunions with their mother, then classified them by separation distress, autonomous exploration, and reunion behavior. Secure infants explore actively while the mother is present, seek contact at reunion, and settle quickly; avoidant infants look indifferent while showing elevated physiological stress; resistant infants both seek and rebuff comfort and are hard to soothe. Main and colleagues later identified disorganized attachment, marked by strategy-less behavior often tied to caregivers' trauma or unresolved loss.
难度 进阶 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-11-03
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Ainsworth 等《Patterns of Attachment》(1978); Main & Solomon 载 Greenberg 等编《Attachment in the Preschool Years》(1990)
Ainsworth et al., Patterns of Attachment (1978); Main & Solomon, in Greenberg et al. eds., Attachment in the Preschool Years (1990)
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL16286612W：Attachment in the pres
#依恋理论 #陌生情境
加工速度理论如何解释成年期认知能力出现的年龄差异？
How does the processing-speed theory explain age-related differences in cognition across adulthood?
该理论认为，随年龄增长的中枢神经系统传导减慢是认知老化的基础机制。加工速度下降会限制单位时间内可完成的认知操作数量，并削弱同时保持多份信息的能力，从而间接拉低推理、工作记忆等复杂任务的成绩。大量研究发现速度指标能中介大部分年龄差异，提示干预应注重效率训练与健康生活方式，而非仅针对单一任务反复练习。
Processing-speed theory holds that age-related slowing in the central nervous system is a foundational mechanism of cognitive aging. Slower processing limits how many mental operations can be completed in a given time and weakens the capacity to keep several pieces of information concurrently available, indirectly lowering performance on complex tasks such as reasoning and working memory. Because speed measures mediate much of the age variance in large studies, interventions should target processing efficiency and healthy lifestyles rather than rote repetition of single tasks.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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Salthouse, T. A. (1996). 成人认知年龄差异的加工速度理论. Psychological Review, 103(3), 403–428. DOI: 10.1037/0033-295X.103.3.403
Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103(3), 403–428. DOI: 10.1037/0033-295X.103.3.403
独立核验依据 · Independent verification: 核验依据 1 CROSSREF 标识 10.1037/0033-295X.103.3.403：The processing-s
#认知老化 #加工速度 #流体智力
什么是发展心理学？
What is developmental psychology?
发展心理学研究人从出生到老年的心理如何随年龄变化，包括语言、思维、情绪和人际关系的发展。它关心先天和后天各自起多大作用。理解发展规律能帮家长和教育者更好地支持成长。
Developmental psychology studies how people's minds change from birth to old age, including language, thinking, emotion, and relationships. It examines how much nature and nurture each contribute. Understanding development helps parents and educators support growth.
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#发展心理学 #成长 #先天后天
为什么小宝宝喜欢玩“躲猫猫”？
Why do babies enjoy playing peek-a-boo?
很小的婴儿还没有“客体恒存”概念，以为看不见的东西就消失了，所以大人藏起来再出现会让他们又惊又喜。大约8个月左右婴儿才逐渐明白人或物即使看不见也依然存在。躲猫猫正好锻炼了这种认识。
Very young babies lack 'object permanence' and think things that disappear no longer exist, so a caregiver vanishing and reappearing surprises and delights them. Around 8 months they gradually learn that people and objects still exist even when unseen. Peek-a-boo practices exactly that understanding.
难度 入门 · 适合 小学高段(9-12)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#客体恒存 #婴儿 #游戏
什么是“先天”与“后天”？
What are 'nature' and 'nurture'?
“先天”指基因和生物学因素，“后天”指环境和经历，两者共同塑造人的心理和行为。比如身高更多受基因影响，而语言则极度依赖后天学习。现代心理学认为几乎没有只由一方决定的特质。
'Nature' refers to genes and biology, while 'nurture' refers to environment and experience; both shape our mind and behavior. Height is more genetic, while language heavily depends on learning. Modern psychology holds that almost no trait is determined by only one side.
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#先天后天 #基因 #环境
小孩子是怎样学会分辨对错的感觉的？
How do young children learn to tell right from wrong?
孩子先通过观察大人的反应和奖励惩罚来学习规则，慢慢内化成自己的判断。随着长大，他们会开始考虑别人的感受和公平。
Children first learn rules by watching adults' reactions and by rewards and punishments, then gradually internalize them as their own judgments. As they grow, they begin to consider others' feelings and fairness.
难度 入门 · 适合 小学低段(6-8)
CC BY 4.0 · 来源待核验 · Source pending review
来源 · Source
出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《发展心理学》（桑特洛克）
Life-Span Development (Santrock)
#道德 #学习 #规则
依恋理论中的“安全型依恋”指什么？
What is secure attachment in attachment theory?
安全型依恋的婴幼儿在照护者离开时会不安，但归来后能较快被安抚并重新探索环境。这源于照护者稳定、敏感的回应，使孩子形成“世界可预期、他人可靠”的内在工作模型。安全依恋与日后更好的人际与情绪调节相关。
A securely attached infant is distressed when the caregiver leaves but is quickly soothed on return and resumes exploring. It comes from consistent, sensitive care, building an inner model that the world is predictable and others reliable. Secure attachment relates to better later relationships and emotion regulation.
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#安全型依恋 #依恋理论 #婴幼儿
为什么小朋友总爱问“为什么”？
Why do young children keep asking 'why'?
小朋友正处在快速学习阶段，好奇心极强，通过不断提问来弄清世界运行的规则。这是他们建构知识和语言能力的重要方式。耐心回答能保护他们的求知欲。
Young children are in a rapid learning stage with strong curiosity, asking questions to figure out how the world works. It is an important way for them to build knowledge and language skills. Patient answers protect their desire to learn.
难度 入门 · 适合 小学低段(6-8)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
林崇德 主编,《发展心理学》人民教育出版社
Lin Chongde ed., Developmental Psychology, People's Education Press
独立核验依据 · Independent verification: 核验依据 2 DOUBAN ISBN 标识 9787107214394（按标识回读: 发展心理学）
#好奇心 #提问 #语言发展