摘要
围绕环境和神经生物学特征对儿童发展的影响,分别介绍了素质压力模型/双重风险模型、环境的生物敏感性理论/环境的差别易感性模型,以及近年提出的优势敏感性假说,并从表型特征、内表型机制和遗传多态性(基因)三个角度介绍了相关领域的实证研究。最后分析和展望了该领域研究在教育中的应用。
Amounts of studies have demonstrated that environmental and biological variables could influence children's development interactively during recent years.This article introduces the influential theories in this field,which include the Diathesis-Stress Model,the Transactional/Dual Risk Model,Biological Sensitivity To Context Theory,Differential Susceptibility Theory and Vantage Sensitivity Hypothesis.Similarities and differences among these models are explained.Empirical evidences in the related fields,which are classified into three fields:endophenotypic attributes,phenotypic temperamental characteristics and specific genes,are provided.Educational implications of the theoretical progress are discussed in the final part.
作者
王燕
孙芯芸
陈矜之
计邹慧
WANG Yan;SUN Xinyun;CHEN Jinzhi;JI Zouhui(Department of Psychology,Fudan University,Shanghai 200433,China;Center for Mental Health Education and Counseling,Taizhou University,Taizhou 317000)
出处
《心理技术与应用》
2022年第7期437-448,共12页
Psychology(Techniques and Applications)
基金
复旦大学亚洲研究中心资助项目。
关键词
素质压力模型
双重风险模型
环境的生物敏感性模型
差别易感性模型
优势敏感性假说
Diathesis-Stress Model
the Transactional/Dual Risk Model
Biological Sensitivity To Context Theory
Differential Susceptibility Theory
Vantage Sensitivity Hypothesis
