英文摘要 |
Objective:
This research focuses on Relational Frame Theory, which was derived from Skinner’s Verbal Behavior. This theory told about that any applicable relational responding or the fluency and flexibility of relational framing are foundation of the language and cognitive ability. There are two purposes that we look forward to finding the new evidences about development of preschooler’s language and cognitive ability from behavioral analytic view. The first one is evaluating the developmental tendency of preschooler’s relational responding, such as coordination, opposition, comparison, hierarchical, temporal, spatial and metaphor. The second is exploring the effect of relational training, which can improve Chinese preschooler’s derived relational responding.
Methods:
There are two studies.
Study 1: evaluation of preschooler’s relational responding. There are 230 valid
participants who were collected from 554 preschoolers by Wechat, from 2 to 7 years old. According to Wechsler intelligence scale and published researches of Relational Frame Theory, we collected plenty of pictures, which were known well from preschoolers, such as animals, foods, transportations, etc. Participants were individually finished the test in a quiet room. We were using variance analysis to compare the differences between age groups, and also using regression analysis to test the tendency of development of the relational responding by SPSS version 22.
Study 2: effectiveness of relational responding training. There are 21 preschoolers who participated in study. All participants were divided into two groups: training group and waiting-list group. We selected lots of preschoolers familiar pictures, which were training, pre-test, post-test and stage-test materials, such as animals, foods, transportations, etc. We were using bootstrap and variance analysis to compare the difference between training group and waiting-list group in pre-test, post-test and stage-test by SPSS version 22.0.
Result:
In study 1, participants were divided into different group by age, we found that, (1) for different age group, the relational responding scores of participants had significant difference in coordination, opposition, comparison, hierarchical, temporal, spatial and metaphor; (2) we chose independent variable, age, and dependent variable, the score of relational responding. The result of regression analysis found that age predicted the score of relational responding positively; (3) for different gender group, the relational responding score of participants had no significant difference; (4) the relational responding score of secure participants was significantly higher than insecure participants, no matter from experimenter’s observation or from questionnaire.
questionnaire.
In study 2, we compared the accuracy of pre-test, post-test and stage-test between training group and waiting-list group. We found that: (1) the post-test accuracy of both training group and waiting-list group was significantly higher than pre-test; (2) waiting-list group began the training one month after the training group, and the difference of the two stage-tests in this month between training group and waiting-list group was compared. The result suggested that the non-arbitrarily combinatorial entailment accuracy of training group was significantly higher than waiting-list group in the second stage-test.
Conclusion:
Firstly,as growth of the age,the ability of preschooler’s relational responding is
improving gradually, such as coordination, opposition, comparison, hierarchical,
temporal, spatial and metaphor.
Secondly, different relational responding has different developmental tendency,
coordination, opposition and comparison develop earliest, temporal and spatial take second place, hierarchical and metaphor are the last. It is important that 4-year-old is the turning point of development of the relational responding.
In addition, attachment has influence on relational responding, which secure
participants have better performance than insecure participants.
Lastly, relational responding training is effective to improve the ability of preschooler’s relational responding. |
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