Factor Of Personal Development Research Articles

Коммуникативная компетентность педагога как фактор личностного развития ребенка с нарушением речи

Communicative competence of the teacher is considered as the significant factor of personal development of the child with speech infringements. It is shown that modelling of the positive communicative environment renders фасилицирующее influence on development emotional and когнитивной spheres. The results of empirical research characterising features of influence of communicative competence of the teacher on development of the child with infringements of speech are resulted.

Length of Y chromosome and activity in boys.

In a cytogenetic-psychological study of 47 school boys in special classes and 48 controls in normal classes in a Danish city no significant difference was found between the mean Y length. There were, however, four boys with enlarged Y among the 47 in special classes, compared with one of the 48 in the normal classes. We found a significant correlation between length of Y and level of activity with increase of level of activity correlated with increase of length of Y when both groups were taken together (P is less than 0.005). The mean activity score was 6.5 for the boys with Y/F is less than or equal to 0.83, compared with 8.1 for those with Y/F greater than or equal to 0.95 (P is less than 0.005). If the milieu is restrictive with poor understanding and support for the needs of a boy, a comparatively large Y with associated high level of activity might intensify the problems of such a boy. If the milieu is positive, understanding, permissive and with possibilities of channeling activity, the large Y associated with a high level of activity might be a positive factor in personality and social adjustment. The present study shows certain tendencies confirming this.

人格形成の経験的基礎

There has been much discussion as to whether heredity or environment is the more influential factor in personality development of the individual: Clinicians as a general, insist on regarding the heredity as rather an influential factor. On the other hand, psychologists insist on regarding environment as rather an influential one. J. F. Brown (1936) once tried to unify these contradictory viewpoints by applying “Field Theory”. However, his attempt has seemed not to be accepted. And it was likely to be impossible, at that stage of experiment, to define the roles of these two factors for personality development.Consequently, a more comprehensive study of the relationship between heredity and environment seems to be needed, as is suggested by R. B. Cattell (1965).Under this circumstance, we, the members of Japan Women's University study group, have tried to investigate this problem by reviewing some of the experiments on animal psychology, in order to find how an experience of the infant affects his character formation. At the same time, we have proceeded to study a relation of child-rearing to character formation and the child-rearing as it is seen as determinant variable for the achievement drive of the individual child.