梨花女子大学 EWHA WOMANS UNIVERSITY
大家早上好 Good morning, everyone
欢迎来到青少年心理学的第三讲 Welcome to the third session of Psychology of Adolescence
回顾上周内容 Just review for the last session
我们讨论了青少年的 We talked about the biological,
生理和心理基础 physiological foundations of adolescence
也学习了青少年身体方面的变化 And we learned that the physical changes,
包括荷尔蒙的变化和快速发育 including hormonal changes and growth spurt
这是决定青少年 and that is a kind of basis of adolescence
时期开端的基础 that determine the onset of adolescence
今天我们的话题将会是另外一个 And today we change the topic
同样也是构成青少年时期的基础 and this also kind of foundation of adolescence
它决定了青少年时期的其他变化 It determines the other changes during the adolescence
我们将主要探讨 Mainly we are gonna to talk about
青少年心理学的认知基础 the cognitive development psychology of adolescence
这是这周和下周的主要内容 for this week and next week
本周 And this week, we
的焦点是大脑 are gonna focused on the brain
大脑听上去也是一种很复杂的东西 The brain is a kind sounds a very complicated,
它的确非常复杂 yeah, it's very complicated
但我们要讨论的是 But we are gonna to think of
大脑运作的最基本流程 very basic processes of brain
谈到青少年时期认知的变化 and in terms of the cognitive changes during adolescence
我们需要对什么样的 What kind of brain structure
大脑结构多加注意呢 we need to pay attention to?
这是大脑部分的主要话题 That's the main topic under the brain
本周的第二个话题 And second topic for this week
是认知发展理论 is cognitive developmental theory
可能你们已经知道了皮亚杰 And probably you've already known the Piaget
另外一位认知心理学家 and another cognitive psychologist,
主要研究领域是语言学 especially focused on linguistic
他就是发展心理学家维果斯基 the developmental psychologist Vygotsky
所以这就是本周的两个话题 So, two topics,
大脑以及认知 the brain and the cognitive developmental
发展理论的视角 theoretical perspectives
大家需要展开思考 you are gonna think of for this week
我们从大脑谈起 众所周知 大脑 Start the brain, as you know, the brain,
位于我们人体的高位 That's the upper part of our body
是向身体发出的所有指令的中枢 That is the center of all the command released to our body
所以大脑对人的一生极其重要 So brain is very important throughout our life,
对青少年来说尤其如此 but especially adolescence
科学家注意到 Scientists noted that the brain,
青少年时期的大脑与童年时期有所不同 the structure is a little bit different from a child brain
我们也知道 And we also know that adolescence is a time
青少年时期的大脑仍在生长 when brain is still growing
所以我们来看下大脑是如何工作的 So see how the brain works
这是我们理解大脑结构的基础 This is the basic to understand the brain structure
神经元 是一种神经细胞 Neuron, is the nerve cell,
一种特殊的被我们称为神经元的神经细胞 a particular nerve cell we call the neuron,
构成了我们神经系统的基础 that is the basic unit of the nervous system
神经元有三部分组成 There are three parts of neuron
第一部分是细胞本体 The first one is the cell body
然后是树突和轴突 And then dendrites and axon
下一张幻灯片展示了大脑的这一特殊部分 And next slide shows the particular part of the brain
这里只有一个神经元 This is a just one neuron
事实上 大脑中的神经元非常小 Actually, the neuron in our brain is very small,
肉眼无法看到它 we cannot see it
但如果将之放大 But if we can maximize the neuron
这就是它的基本结构 and this is the basic structure
你们还记得 细胞本体 You remember that the cell body
是神经系统的一部分 is one part of neuron system
细胞本体是其中心 The cell body, it's the center
接下来是树突 And then dendrites
这是神经元的第二个部分 That's the second part of the neuron
轴突是其第三个部分 And then axon, that's the third part of the brain
信息的传递过程 And in terms of the information,
即从此开始 the process coming to this
从另一个神经元接收信息 from another neuron
可能是从这里开始 probably over here
这些信息传递到另一个神经元处 And those information carry down to another neuron
所以能看到 树突 So as you see that, the dendrites
是信息接收者 That is the receiver of the information
接收来自另一个神经元的信息 from the another neuron
这一过程在持续 And goes on,
通过轴突 这些信息 from the axon of those information
又到了另一个神经元 going to the other neuron
这就是神经元的基本结构 So this is the basic unit of the neuron
下面总结一下神经元的每一部分 So just to sum up each part of the neuron
我之前提到 As I told you that,
树突是神经元负责接收信息的部分 The dendrite is the receiving part of the of the neuron
从别处来的信息 So that's coming information like there
是一个具有危险性的数据 is very threatening figure
这展示了树突接收处 showing that dendrite receiving those information
来自视觉器官的信息 from our visual organ
而神经元的另一个部分 轴突 And axon, the other part of the neuron,
负责信息输出 that carrying information away
将信息从一个细胞本体传递到另一个细胞本体中去 from the body cell to other cells
髓鞘加速了这一过程 And myelin sheath, that increasing the speed
所以轴突向下传递 So the axon goes to down
决定了传递的速率 and that area that determine the speed
也就是说 信息以多快的速度进行传递 How fast the information going down and down forth
去掉是由这一部分决定的 And that is determined by this area
接下来是突触 And then synapses,
这是神经元的一个重要部分 that is a very important part of the neuron
位于神经元之间 It's between the neuron
所以突触就像 So synapses is like,
这是一个神经元 This is one neuron,
这是另一个神经元 and there is one neuron
他们彼此并不相连 They are not connected to each other,
中间有间隙 there are some gap,
这里的空缺就被称为突触 there is space here and we call this area as synapses
所以突触这里 So actually in this synapses
发生的情况就是 what happens in this space
神经传递素 is that neurotransmitter,
也就是一种携带信息的化学物质 that is a chemical carrying information
穿过突触 across the synaptic gap
即穿过两个神经元之间的空隙 between this neuron and this neuron
我们将这一间隙称为突触 So we call this space as synapses
然后 神经传递素 and there is neuron transmitters
在神经元之间来回运动 going to and forth between the neuron
这些化学物质 and those chemicals
传递着一切 having information about anything
内外的信息 our body and the outward
所以这些神经元以精准的方式连接在一起 So those neuron connected in a precise way
构成了我们大脑特殊的结构 and then form the very structures of our brain
我们大脑拥有这些不同的结构 and our brains have those structures and those structures,
它们是由很多不同种类的神经元构成的 composed of many different kinds of neurons
它们共享着信息 They are sharing information,
来回滚动 going back and forth
从我们的身体将信息传递到各个器官 and carry the information from our body to the organ
有时又从器官传递至大脑 sometimes from our organ to our brain
所有的神经元携带着信息 All the neurons carrying the information
又构成了大脑的结构 and then those neurons carrying the brain structure
也就是我们身体的主要结构 This is the main structure of our body
下一张幻灯片我将展示 And next slide I want to show
大脑结构的各个确切位置 the actual location of each the structure
这张展示了大脑的实际位置 This slide shows the actual location structure of the brain
事实上还有其他结构 Actually other structures also existed,
但是我只想聚焦于 but I just want to focus
大脑的三个主要结构 three major structures of the brain
从杏仁核开始 start with amygdala
杏仁核更多地掌管我们的情绪 Amygdala is the more governs our emotions
杏仁核早期的 So this amygdala develops
发育状况是这样的 the early then this part,
额叶皮质 prefrontol cortex
更多地影响人们的判断 this more govern the judgment
这更倾向于认知的过程 So this is more cognitive processes,
这是情绪化的过程 and this is more emotional processes
由杏仁核掌控着 governed by this particular structure
正如你们知道的 As you know that,
情感先于认知 our emotion comes first than our cognitive processes
比如 For example,
如果你看见一只很大的熊 if you see that the big bear,
它很可怕 你觉得很恐惧 it's very threatening and you scared by the bear
我们决定如何应对这只熊的想法 And how we make the decision to deal with the bear
浮现在你脑海中 你感到收到了威胁 have comes to you and you are very threatened
可能你会逃走来保护自己 Probably you run away to protect yourself,
但是做出决定时 but to make of those decision,
可能你的反应会先于你对 probably your reaction comes first
当下情况的判断 before you make the judgment of the situation
你所处的情况很危险 对不对 It is very dangerous, alright?
所以如果你的判断过程首先出现的话 So if you have more judgmental processes comes first,
你的行为可能就会导致 then you have probably eaten by the bear
你被熊吃掉 because your behavior,
决定下的太迟会让你无法及时逃离 your decision are too late to run away from the situation
所以情感 So having emotional process earlier
先于判断 than our judgmental process,
这非常符合这个世界的生存法则 that's a very adaptable of survival in this world
在青少年时期 And during the adolescence,
这一点与皮质相比非常重要 amygdala that is very important compared to the cortex
可能这种大脑结构 And maybe this kind of brain structure,
这种在青少年时期经历的发展 the development during the adolescence
可以解释为何青少年的情感 can explain why the adolescence emotionally,
波动如此频繁 they are so fluctuated
情绪反复无常 and they have mode swings too often
可能正是因为大脑的作用 Maybe because their brain,
杏仁核的这一部分 this part of amygdala
在青少年时期非常活跃 they have very active process during adolescence
这也是原因之一 and that's why
在大脑的最后一个部分 In the last structure of the brain,
这张图片上展示的是胼胝体 this picture shows that corpus callosum
该区域位于 This area is just between from the
左右脑之间 left brain and the right brain
我们知道 And we know that
左右脑的功能不同 the left brain and right brain they have different function
在青少年时期 And because this corpus callosum
由于胼胝体 is during the adolescence
在左右脑之间 between the two spheres of the brain
信息传递的速度比儿童时期要快 information carrying more faster than the children
这就是为什么青少年可以比 So that's why the adolescence can process
儿童处理更多的信息 more information than children can do
总结一下 So in summary,
青少年的前额皮质 adolescents'prefrontal cortex
你们还记得这个部位吗 do you remember that the part
它们在此时尚未发展到 govern our hasn't adequately developed to the point
可以控制我们激情的阶段 at which they can control their passions
此时的前额皮质 The prefrontal cortex
还不足以 doesn't yet have the ability
减缓杏仁核的情感强度 to slow down the amygdala's emotional intensity
我在之前的幻灯片中对其进行了解释 And that's the explanation I made in the previous slide
最后一个在青少年时期与 And the final questions relate to
大脑活动有关的问题是 the brain activity during the adolescence
在环境的刺激下 is that whether
大脑是否能 our brain can be developed more
获得更好的发展 by the stimulation of the environment
到底哪一种发展更为灵活 It's a plastic which is more flexible development
我们是否能对发展过程有所期待 we can expect or not
这就是一个问题 That is the question
但是在解释 But before explain
我们的经历是否会 whether our experiences can
改变大脑结构的问题之前 make a change of our brain structure
我想提到一点 I want just to mention that
就是有一些常见的 there is some commonly
问题 problems
其中包括了将对大脑的研究应用到教育体系中 with the application of the brain research to our education,
其中一个理论是 which is we believe that
有时人们认为左脑发达的人 sometimes the links of "left-brained" people
逻辑性更强 they are more logical
右脑发达的人则更具有创造力 and "right-brained" people they are more creative
我们一般认为这是对的 We commonly just to believe that is true
但其实这有问题 but that is a problematic
事实远非如此 That is not necessarily that way
虽然存在这些趋势 There are some tendencies to it
但是这样一种联系暗示了 but this kind of links implies that
左脑发达的人固守成规 the "left-brained" people they are set up
他们非常刻板 or they are rigid in their capability
因为很理性 they are very logical people
所以他们的创造力无法得到发挥 But there is no room for them to develop their creative
所以这种引申是错误的 So those implications are wrong implication
即使存在一些趋势 Even though there are some tendency
左脑和右脑发达的人 of "left-brained" and "right-brained" people
分别有一些特定的态度和天分 have certain attitude and certain talent more easily
但这不是一成不变的 but it's not rigid obligation
这不符合事实 it's not actually true
我要说的另一个问题是 And another problematic I can say that
大脑很多的关键变化 there are most of the key changes in the brain
产生于青少年时期之前 occur before adolescence,
这就意味着在青少年时期过后 meaning that after adolescence
可能我们就无法从事 maybe we have not many room to
需要很高智商的活动 have a high intelligence activity,
因为我们的智商已经成型 because it's already governed and it's determined
但这是错误的 But actually that is also wrong
是对大脑研究的错误应用 application of the brain research
关于青少年大脑可塑性的研究 The research on the plasticity of the adolescents brain
与大脑更高级区域的持续研究 and the continuing development
背道而驰 they are on the contrary
所以现在有一种极大造福于青少年的教育 So there is an education considerably benefit adolescence
只要我们为青少年提供 meaning that if we provide good
良好的足够的教育 adequate education in that way,
再加上如果青少年体验到良好的经历 if adolescence have good experiences,
这些因素 they can have the
就能影响大脑的结构或者活动 influence on the brain structure or brain activity
所以即使我们的大脑结构具有某种趋势 So even though our brain structure has certain tendency,
但与之对应 but reverse the way of
我们的经历又会影响这些趋势 influences from our experiences
进而影响我们的大脑结构 can have influence on our brain structure
所以对青少年来说 It's still possible and
有更多发展空间 especially for adolescence the potential room
仍有发展大脑的机会 for the development of our brain
因此 即使已经有很多研究 So even though there are lots of researches
尝试解释大脑如何 have conducted to explain how the brain
决定我们的行为或是能力 to determine our behavior or our capability
但要理解大脑的结构 But to understand the brain structure
我们还需要理解教育仍然有潜力和空间 we still need to understand there is a room and
可以影响大脑结构的发展 potential for the education contribution to the brain structure,
影响大脑本身的发展 the brain development
好了 我们今天的第二个话题 OK, our second subject for today
是心理学的认知发展 is the cognitive development of psychology
这两个理论分别是由皮亚杰和维果斯基提出的 The two theories are Piaget and Vygotsky
我们从皮亚杰开始 Start with the Piaget
我之前提到 As I said before,
他是发展心理学的泰斗 he is a very big figure of the developmental psychology
他的研究主要集中在认知过程上 And he is main focused on cognitive processes
即我们如何认知性地理解我们的经历 How we cognitively understand our experiences
和这个世界 and our world
这是他研究的主要领域 That was his major focus
你们已经知道 And as you know that,
他的研究主要集中于他自己的孩子身上 his, the research mainly focused on，conducted with ] his children
他仅仅在孩子玩耍的时候坐在一旁 He just sit down when his kids playing
他观察他们如何与彼此玩耍 And he observed that how they played with each other
他发现了 And he just observed that
他自己的的孩子是怎么探索这个世界的 how his own children explore the world
基于对自己孩子的观察 and based on his observation of his own children
他发展了自己的主要理论 He developed the main theories
这就是我们将之称为天才的原因 So that why we call him as the genius people
从认知过程开始 Anyway, to start with the cognitive processes,
这张图示是首先需要理解的单元 the schema that is the first unit to understand
这张图示是一个框架 the schema is the framework
所以如果你加号模式 So if you have the plus schema
再有一些特定的数据 Then if you have certain number
你就可以用这个模式来组织信息了 then maybe you can use the schema to organize the information
是不是 Alright?
所以该图示 So there are different kinds of different level of
有不同的种类和层级 So the schema
人们需要理解认知的事物 is the people have to understand the cognitive things
关于同化和适应 And the assimilation and accommodation
这是组织和发展该图示的 That's the two mechanisms
两个主要机制 to organize and to develop the schema
我们对这个世界作出的第一个反应就是同化 Our first reaction to our world is assimilation
意味着我们试图改变信息 Meaning that we try to change the information
来填充我们现有的模式 to fill into our existing schema
举例来说 So for example,
如果那里有很多苹果 If there are many apples there
你可以数苹果的数量 So you can just count the numbers,
一 二 三 四 one, two, three, four
但是如果苹果实在太多了 But if there are too many apples
你可以将它们分组 You can group the apples
并用加号来增加这种模式 and use the plus adding the schema to understand that
但是适应在这种情况是必须的 But accommodation is necessary in the situation
如果信息再也无法改变 If the information it's no more
来适应我们现有的模式 can be changed to adapt to our existing the schema
你就必须改变自己的模式 You have to change your schema
比如 For example,
苹果太多 there are too many apples
你没有办法使用加权模式 There is no way you can use your addition
也就是加号 The plus
加号的模式 The schema of the plus
此时你可能就要用到乘法 Then probably you need to develop the multiplication
用乘法的模式来理解这种情况 The schema to understand the situation
适应它 To adapt the situation
这就是适应 That is accommodation
所以同化和适应 So assimilation and accommodation
是我们使用的来适应这个世界的 that is the major mechanism
主要机制 To adapt the world
所以我们把同化和适应 So we call that the two mechanisms
这两种机制称为 assimilation and accommodation
迎合变化的两种机制 That is two mechanisms of the adaption
迎合变化的最终目标是平衡 And equilibration is the final goal of adaption
我们怎样决定 And how we decide
我们何时需要发展新的模式呢 when we need to develop new schema
或者何时我们需要改变 Or we can change the information
适合现存模式的信息呢 filled in our existing schema
这就是平衡的尺度问题 It's the level of equilibrium
皮亚杰是这么解释的 The Piaget explained that actually
他用到了生物的理论 The biological the theory
我们的身体和认知 Our body and our cognition
是一个更为有机的过程 That is more organic process
所以我们想要平衡 So we want to have a balance
我们不想要过分复杂或是过于简单 We don't want to be too complicated or too simple
这就像是 It's a kind of
我们想要一个平衡 We want to have a balance
不要太多也不要太少 It's not too much or too little
这就是平衡的状态 That is called the equilibrium situation
皮亚杰指出 And Piaget also,
大脑的发展一半来自于标准化的成长 he suggested that 50 from the level
一半来自于认知的发展 50 from the cognitive development,
首先是感官系统 First one is the sensory motor
其次是准备 and preparation
然后是具体的运作 and concrete operation and
最后是正式的运作环节 Formal operational stage
他将之分为四个阶段 并且以年龄为划分依据 He divided it and based on the ages
我会详细介绍每个阶段 And I am gonna go over each stages
但会将重点放在正式的运作阶段上 But more focused on Formal operational stage
因为根据设想 Cause the adolescent they are supposed to
青少年是属于这一阶段的 belong to the Formal operational stage
也因为皮亚杰说了 And because Piaget says that
十一周岁之后 After eleven years old
整个青少年时期 Through adolescent
人们开始展现某些特点 People shows certain characteristics
我们可以设想 We can expect that
他们处于正式运作阶段 people belong to the formal operational stage
接下来看一下 So let's see the characteristics
正式运作阶段的特点 of the Formal operational stage
正如这张幻灯片上展示的 This slide is as it
首先 First
青少年们 The adolescent
他们可以抽象思考 They can think abstractly
拥有抽象化的思维 Abstract thinking
他们也会理想化 And then idealistic thinking
同时他们的思考更具逻辑性 And also they show more logical thinking
在之前的儿童阶段 Before the children
他们无法处理抽象的信息 They cannot deal with the abstract idea
他们希望获得更具体的信息 They want to have more concrete idea
举例来说 So for example
他们能理解爱 They can understand the love
这样一种理想化的抽象概念 as the idealistic of the abstract concept
他们想要关于爱的更具体的证据 They want to have a more concrete evidence of the love
这样他们才能明白 Then they can understand
喔 我妈妈爱我 Oh, my mom loves me
或者爸爸爱我 Or my father loves me
如果他们给我钱或者别的什么 玩具之类的 if they give money, whatever, the toys or gifts
所以他们需要具体的事物 So they need certain the concrete things
才能完成认知的过程 to process cognitively
但对于青少年来说 But adolescent
他们可以理解抽象的信息 They can deal with abstract idea
这就是为什么有时候 And that's why we call sometimes the adolescent
我们会把青少年称为小哲学家 The little philosopher
因为有时候他们非常严肃 And they are very serious sometimes
他们询问生命的意义 And they inquiry the meaning of life
我的视野是什么 what's my vision
因为他们在认知上已经准备好 And because they are cognitively ready
处理理想化和抽象的概念了 to deal with the idealistic and the abstract idea
而且理想的 And the idealistic idea
和抽象的概念有相似之处 is kind of the similar with the abstract
但是当我说到理想化的思想家时 But when I say the idealistic thinker
即使他们有时考虑的不切实际 Is they sometimes think beyond the limitation of the reality
他们也会有时扩大潜能 So sometimes they expand the potential
所以就能很轻易地想象事物 And they can imagine things more easily
有时他们觉得自己 And sometimes they feel that
是个世界上有名的人物 they are somebody in the world
他们觉得自己在世界上很特别 And they feel that they are very special in the world
因为他们考虑的多为更加理想化的东西 Because they think more idealistic kind of things
这就是为什么有时候 And that's why sometimes
青少年会跟家长有矛盾 adolescent have conflicts to their parents
因为家长作为成年人 Cause the parents as the adult
他们是更加现实的人 They are more realistic person
举例来说 So for example
当谈到职业的时候 When they talk about their career
青少年想要在毕业之后 The adolescent want to have more idealistic
从事更加理想化的工作 type of the career after graduation
但是家长会考虑到该工作的限制 But their parents think about the limitations of the job
所以冲突就产生了 And they have the certain kind of the conflict
因为他们的思维模式不同 because of the type of their think is different
家长总是更有逻辑性 And they're more logical thinker
所以青少年热衷辩论 So adolescent enjoying debating
无论我是同意还是反对 Whether I am pros and cons
他们真的喜欢 They really like those logical
与他人辩论 The debate each other
因为在认知上 Because cognitively
我们可以预见到这种特点 we can expect this kind of characteristics
我想指出的另外一件事是 And other thing I want to point out
青少年的认知特点 is the cognitive the characteristics of adolescent
在正式运作阶段的特点是 Is the formal operational stage is the characteristic
他们就像科学家一样 Is they kind of the scientist
这是说当我们谈到科学家的时候 Meaning that when we say the scientist
他们总是提出假设来解决问题 They develop hypothesis to solve the problems
所以我们将这种特定类型的辩理 So we call those particular type of reasoning
称为假设推理型的辩理 Hypothetical-deductive reasoning
因此解决问题而不是不断地试错 So to solve the problem rather than try and error
并且时不时地尝试某些事物 and randomly try something
他们坐下来思考 They sit down first and think
什么是有可能的解决办法 最好的解决办法? What can be the potential solution, best solution?
他们尝试一些事情以证明 And they try something to prove
这种办法是好是坏 whether this solution is good or not
所以我们将之称为假设推理辩理法 So that is what we call it Hypothetical-deductive reasoning
在孩童时期 So during the children,
他们一般在做一件事之前都没有思考 they kind of do something first before thinking
但是青少年会先进行推理 But they reasoning first and
因为他们需要时间 because they need time
他们可以提出某种假设来解决问题 They can develop certain hypotheses to solve the problem
这就是原因 So that's why
在这一时期他们也喜欢社会科学 So this is the time they like certain social science
因为这些学科会提供某些机会 And because those subjects have some of opportunity
让他们的假设可以更深入地思考 provide opportunity to think more hypothetically
所以青少年的另一个特点是 So start to think as the scientist
像科学家一样思考 It's another characteristic
皮亚杰理论的评估 Evaluation of Piaget's Theory
其中有很多闪光点 There are lots of good things about
我之前说过 As I told you that
就他的方法论而言 He is a giant and genius
他是一位巨匠也是一个天才 in terms of the methodology
他运用观察法 Using the observation
同时他对儿童的看法也很积极 And he also viewed the children very actively
他相信人们是具有强大构建能力的思想者 And he believed that people are very constructive thinker
而不仅仅是被动地接收信息 Rather than just receiving the information from the outside
这是他观点的可取之处 Thar's the positive side of it
接下来他指出 And then he pointed out children need to
儿童应该使他们的经历与自身的模式相匹配 make their experiences fit their schemas
所以他集中于研究儿童的活动 So he focus on the activity
来理解他们的认知过程 to understand their cognitive process
这是另外一个观点 That's another thing
同时他还相信 And also he believed that
认知发展过程是一系列不完全的成就构成的 the develop is a series of partial accomplishment
而不是一蹴而就的 rather than just one-time things
因为人们从本能上 Cause in tuition people
相信学习过程 believe that learning awkward
无法在一瞬之间立刻完成 just one-time very suddenly
但是他相信 But he believed that
我们关于学习和概念的想法 the idea of our learning and concept
是在这些不完全的成就中发展起来的 developed through the partial accomplishment
所以这是一个渐进的过程 So it's gradual development
人们对他的观点也提出了批评 But also there are also the criticism
他们质疑这一发展的时间点和儿童的本质 Questions about the timing and nature
皮亚杰并未对此进行详细的阐述 There is no detail
即使他做了一些非常简单的解释 Even though there are very simple explanation
概念也很完美 and wonderful concept
但是太简单了 is too simple
也太概括 And also it's a certain the general things
泛泛的概念 too general
所以他忽略了个体的差异 So he ignored certain individual differences
这是另一个批评 That's another criticism
此外 他还忽略了文化的作用 And also he didn't pay attention to the role of the culture
之后维果斯基在其理论中进行了完善 That is the the Vygotsky's contribution later on
我想强调的另外一点是 And another part I just want to emphasis
在皮亚杰理论之后认知的发展 of the cognitive development beyond Piaget theory
也就是正式运作 Is that we see that
过程之后的发展 after formal operational stage
我们可以观察到 we see more developed
更为高级的认知过程 the cognitive the process we can observe
也就是现实和实用主义的思维 Which is realistic and pragmatic thinking
所以即使存在 So even though
理想化和更加抽象的思维 there is idealistic and the more abstract thinking
在此之后的 Logical thinking
逻辑思维 After that
我们能够提出一个与我们经验相悖的原因 We can think a reason against our experiences
这就是更加现实和实用主义的思维 which is more realistic and pragmatic thinking
关于更高阶段的思维 And also another the characteristic
还有另一个特点 more developed thinker
就是反射 is that reflection
他们反思自身 They can think of themselves
反复思索 所以这是他们的另一个特点 and think over so that is another uniqueness
他们也具有相对论者的思维 And also relativistic thinking process
所以我们选择 So we choose that
我们可以考虑事情发生的背景 We can consider the context to see
它是好事还是坏事 whether this is good or not
我们也可以只单纯考虑环境 We can see the pure environment
但由于事情发生都是有背景的 Cause usually the things happen in the context
所以如果我们考虑到背景的话 So if we consider the context
这就是更相对的思维 This is more relative thinking
所以人们猜想 So people just assume that
可能在认知发展过程中还有第五个阶段 maybe there is a fifth stage of cognitive development
可以把出现的这个阶段称为后正式运作阶段 Can call the postformal stage have attendance
我已经解释了反射相对论者 I explained reflective relativistic
以及事件发生的背景 and contextual and
规定性的和现实主义的观点 provisional and realistic
这一点更易受到情感和主观情绪的影响 And it's more open to emotions and subjective
所以现有的研究还没有 So the research not ready to
完善到能证明该认知发展的程度 prove the cognitive development
所以还需要 but it's our the work
我们后人的努力 have to be done
来探索更多 to explore more
在正式运作阶段之后的发展 what happen after formal operational stage
今天我想介绍的第二个理论是 And second theory I want to introduce today
维果斯基的理论 is Vygotsky
维果斯基 Vygotsky,
他认为知识是情景化并且相互协同的 he views knowledge as situated and collaborative
可能你们能够理解 And probably you understand
这句话表明维果斯基的理论 that this word indicates Vygotsky's theory
与皮亚杰的理论不同 is different from the Piaget
因为皮亚杰 Because Piaget
相信知识获取的 He believed that the knowledge process
过程和学习 and the knowledge learning
与我们的周遭环境无关 Our concept development is mistreated
学习知识是一个更加单纯的过程 It's more pure things
他也没有指出协同的作用 And also he didn't mention the collaboration
他认为探索环境个过程 It's kind of an individual
是个人的事情 they explore the environment
所以他们可以构建自己的知识系统 and they construct their own knowledge
这是维果斯基提出的新观点 So this is the new thing Vygotsky suggested at
这就是维果斯基提出的概念 近侧发展区间 ZPD as abbreviation
该理论的缩写为ZPD That is Vygotsky's concept
这是维果斯基提出的概念 So he explained that
他解释道 there is a lower limit and upper limit
人们的知识能力和认知能力 of our knowledge capability cognitive capability
存在一个上限和下限 Lower limit meaning that without any help
下限意味着如果没有任何外界的 Any support from outside
帮助和支持 The learner just by themselves
他们仅仅是自学 to explore and to develop the knowledge this level
他们探索和学习知识的程度可以达到这个水平 But if we support
但如果我们支持 We provide the certain support from collaboration
通过协作来提供某种帮助 Then maybe we can extend the range of the knowledge
我们可能就能够扩展知识的领域 So upper limit
这就是知识的上限 So it is not no limit
所以并不是没有上限 There is a limit of course
当然有上限的存在 But we can expand the limits of our cognitive capability
但是我们可以扩展认知能力的上限 So Vygotsky he believe
所以维果斯基相信 that by the help of teachers or the mentors
在教授或是导师的帮助下 Maybe we can help the adolescence and children
我们可以帮助青少年和儿童 Their cognitive development capacity can be more expanded
扩展他们的认知发展能力 So we call the Vygotsky's approach
所以我们把维果斯基的方法称为 The social constructivist approach
社会建构主义的方法 It's not individual constructivist
这并不是个体的建构主义 He believed it socially
他相信这一过程是社会性的 We can construct each other
我们可以相互构建 So emphasized social contexts and social interaction
所以他强调社会的背景以及互动 That is the main things
这是其主要的基础 And when I say the interaction
当我说到互动的时候 The pupils adolescences or the children
小学生 青少年或是儿童 They interact with teachers or more-skilled peers
他们与老师或是更出色的同龄人互动 They can provide stimulation
他们可以提供激励 cognitive stimulation
认知方面的刺激 That is very important support from the environment
这就是来自环境的重要支持 And teacher's role
至于老师的角色 from the Vygotsky's idea is facilitator
维果斯基认为是引导者 So it can expand the ZDP that is his idea
所以这些观点集合起来就是近侧发展区间理论 But also there are criticisms of Vygotsky's theory
但是人们对维果斯基的观点也提出了批评 He doesn't specify the age-related category
他没有以年龄为依据进行区分 He just suggested
他仅仅指出 the social contact is very important
社会联系非常重要 And also he didn't mention about
他也没有提出 socioemotional capability
关于社会情感的能力 He focused on the social cultural
他集中于社会文化因素 The influence on cognitive development
对认知发展的影响上 But he didn't mention
但是他没有提出 the role of emotions of obtaining
情感在获得 In the process of obtaining knowledge
知识的过程中所起的作用 And he over-emphasized the role of the language
同时他过分强调了语言的作用 And another thing is that we know
我们已知的另外一件事是 there is very positive contribution of his theory
他的理论做出了非常积极的贡献 By emphasizing the role of
通过强调外界环境 environment outside people
对人的影响 But sometimes it can be the pitfalls
但是这有时候也会是陷阱 Meaning that
因为 if the adolescence have too much dependent on teachers
如果青少年太过依赖老师 Maybe they are too lazy
可能他们就会很懒 And they don't explore things by themselves
他们不会自主地去探索 So it can be a negative the point
所以这是他观点的一个不足之处 So I am gonna just wrap up today's lecture
我要总结一下今天的课程 We think about the brain structure
我们思考了大脑的结构 Especially what kind of changes we can observe
特别是我们能观察到的 during the adolescence
在青少年时期不同的变化 In terms of their brain structure
特别是大脑结构 and the cognitive process
以及认知过程 And also we thought about the Piaget and Vygotsky's
我们也讨论了皮亚杰和维果斯基的理论 The cognitive developmental the theory
他们的认知发展理论 And you have to understand that the formal operational stage
你们还应当理解正式的运作阶段 particularly Piaget suggested that
特别是皮亚杰指出 the adolescence they belong to that stage
青少年是属于这个阶段的 So the adolescence can have
所以青少年会有 certain unique characteristics
一些自己的特点 In terms of their thinking and in terms of
在思考和理解世界 the way they understand the world
方面都有表现 It based on those formal operational stage thinker
是基于他们是正式运作阶段的思考者这一理论 So Thank you very much
非常感谢各位的参与 We are gonna continue cognitive development next secession
下周的课程我们将继续学习认知发展过程的内容 Focusing on the information processing
重点包括信息处理理论 The theory and also IQ theory
和智商方面的内容 We are gonna continue to do that
这就是下周的内容 Thank you
谢谢大家