中国科学院心理研究所机构知识库

本研究采用文献计量学的方法，对14种心理学刊物和97种相关刊物近十年来发表的有关儿童发展教育心理学的2274篇文章进行了调查，给出了我国1979－1988年儿童发展教育心理学动向数量与质量的分析。得到如下结果。一、1979－1988年是我国儿童发展教育心理学迅速发展，繁荣兴旺的时期，论文的数量之外，研究的范围之广，都是前三十年远远不及的。83年和84年是发表文献最多的时期，从85年开始，文献数量呈下降趋势。但是文献中研究报告数量并没有下跌，下跌最多的是科普文献，似乎反映了社会上于83年突然膨胀起来的心理学热，在85年又突然冷缩了。研究报告数量保持了一个稳步发展略有上升的趋势，到88年，研究报告数量有较明显的下降，下跌最严重的是两个最主要的领域－认知和社会性发展。这一现象的产生可能是偶然的，也可能是由于Piaget热已经开始降温，Piaget影响的衰落预示着发展心理学领域可能会出现一段时期低潮。另外，随着研究难度的增加，研究者更加慎重，这也会影响研究的数量；再有，88年科研经费和人员编制紧缩，这对研究数量可能也有影响。89年由于众所周知的原因，科研和教学都受到一定的冲击。以上影响到88年文献量下降的几个因素在今后一段时期内将继续起作用，因此预计89年和90年文献量不会上升。思维和记忆研究与人工智能联系非常密切，这两个领域的滑坡现象应该引起高度重视。教学心理学十年来发展较快。二、从问题提出的形式看，代表较高水平的研究－深入型研究所占呈波浪式下降的趋势，88年下降较为明显，而重复性研究却呈上升趋势。创新型的研究虽然量不大，但有发展，值得进一步探讨。研究方法十年中有进步，目前研究采用的主要方法是实验法，测量法和理论分析法。测量法发展较快，已修订并标准化了韦氏量表，比纳量表和贝莱量表。有结构但尚未经标准化的测量进步最为明显，这些都是我国儿童发展教育心理学工作者自己编制的量表，对其中有价值的，应进行标准化。从文献著录的引文量看，明显低于世界平均值，亦明显低于全国平均值。引文文种以中文和英文为主。引证近5年的文献比例较低，文献更新速度较慢，且十年中没有进步。被试数量10年内共362665人，工作量巨大。从被试的年龄看，4－16岁是研究的重点。与前30年相比，范围扩大，幼儿期，少年期，青年期都有不少研究。但是0－3岁仍是薄弱点，似应引起重视。统计方法10年来取得长足进展，在我国儿童发展教育心理学领域进步最显著的就是统计方法。应注意防止为了使用某种先进的统计方法而去找适合于方法的课题的本末倒置的现象。三、利用引文分析法评选出了50名在我国儿童发展教育心理学领域受到高度重视的杰出学者，其中中国学者31名，西方心理学家12名。评选出了我国儿童发展教育心理学领域权威期刊，《心理学报》。

In this study, bibliometric method was usded in the investigation of 2274 papers concerning child developmental and educational psychology, which were published during the ten years of 1979-1988, in 14 psychological journals and 97 other scientific journals. According to the quantitative and qualitative analyses, the results are as follows: 1979-1988 saw the rapid development and prosperous period in China's child developmental and educational psychology, During which more papers were published and more fields couched than in the psvious thirty years. The number of literature publications increased and went to the peak in 1983 and 1984, and came down since 1985. The trend was found to result from the decrease in popular science introductions of psychology, which reflected that a heat of psychology had appeared in 1983 and started to cool in 1985. At the mean time, the number of research reports had been holding a steady increase by 1987 and decreased obviously in 1988, especially in the fields of cognitive and social development. There could be several possible explanations of this phenonemon: Piagetian studies are becoming fewer and the eakening of Piaget's influence might predict a period of standstill in the field of developmental psychology in China; As researches become more and more difficult, researchers have turned to be more cautious in lay out their reports; the cutdown of fees and staff could also be one of reasons for less publication in 1988. As the factors mentioned above still exist and their influences last, the number of papers are not expected to increase in the near future. The field of thinking and menory is closely connected with that of artificial intelligence. The downhill situations in these two fileds should be taken seriously. 2. The types of research work are divided on the bases of their problem raising. The trends show that the deepening studies, which represent a comaratively higher level of exploration, are waving fewer, while repeated studies and creative studies are becoming more as the years go along. This fact is worth being further analysed. Big progress could be seen from research methods. The methods currently used are mainly experiment, psychological measurement and assessment, and theoretical reasoning. There is a rapid increase of research by using scales. Wechsler Intelligence Scale for Children, Binet Scale and Baley Scale have been revised andstandardized. Chinese researchers have also developed several good scales of their own, some of which are valuable and need to be standardized. In the papers investigated, the amount of citation is significantly lower than the world average level as well as the average citation number of whole China's scientific literature. Among the papers cited, most are of Chinese and English languages, and only a small rate were published in resently five years. The renewal of literature cited seems to stay at a low level in the ten years. Tremendous work could be reflected by the number of subjects used the research work in those ten years: 362665. A lot of studies piled on the period of 4-16 year olds. Compared with the previous thirty years, the age range was much enlarged and there were quite a few studies about preschool, school and adolescent periods. The study of newborn of 0-3 has been a weak point so far and it is a field to which chinese developmental psychologists should pay more attention. The progress in using statistics is one of the most obvious part in the development in the research work of child developmental and educational psychology. The one tendency that should be awared and avoid is to put the cart before the horse: seeking for more sophisticated statistic method while neglecting the meanings of research problems. 3. Citation analysis was used in selecting scholars who had great influence in the field of child developmental and educational psychology. Among the often cited and famous scholars, 31 are Chinese researchers and 12 are Western psychologists. The authoritative journal for child developmental psychology and educational psychology is Acta Psychologica Sinica.