大师作文网英译中!十万火急!望大侠急救!
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英译中!十万火急!望大侠急救!
1.4.The present study
In conclusion,little empirical work has examined the relationship between solitary play and children’s cognitive skills,although there is some literature linking solitary play with creativity and problem-solving abilities (Johnson,Christie,& Yawkey,1999).Nevertheless,questions about what children are actually doing with the play materials when in solitary play have received little systematic attention.Therefore,in the present study,we identified three forms of solitary play in preschool children (solitary-active,solitary-passive,reticent) and examined associations with convergent and divergent thinking,which were assessed with several measures (e.g.,PPVT,Torrance Thinking Creatively in Action and Movement (TCAM)Test).Children’s social and cognitive playwas observed (Rubin,1982; Rubin&Mills,1988),in addition,to noting the type (open-,closed-ended) and use of materials (intended,nonintended use).Based on the literature reviewed above,the following hypotheses were advanced.First,given findings that actively-isolated solitary behavior was associated with poorer cognitive processing (e.g.,Harrist et al.,1997),we predicted that solitary-active playwould be negatively related to both convergent and divergent thinking skills.Second,based on Rubin (1982),who reported negative associations between the PPVT,cognitive complexity and reticence,we predicted that reticent behavior would be negatively related to both convergent and divergent thinking skills due the lack of engagement with the physical and social environment.Third,based on Jennings’ (1975) findings that solitary players preferred object to social play,we predicted that solitary-passive behavior would be positively related to both convergent and divergent thinking.Fourth,we examined associations between solitary behavior categories and types and uses of materials.Solitary-passive play with open-ended materials (i.e.,block,art) was predicted to be positively related to divergent thinking,whereas solitary-passive play with closed-ended materials (i.e.,puzzles) would be positively related to convergent thinking.Given the spare literature,we were uncertain how solitary-active players would be related to open- versus closed-ended materials.Finally,both solitary-active and solitary-passive players’ intended use of materials (i.e.,using a toy telephone as such) would be positively related to convergent thinking,whereas solitary-active and solitary-passive play with nonintended use of materials (i.e.,using a cup as an airplane) would be positively related to divergent thinking.
1.4.The present study
In conclusion,little empirical work has examined the relationship between solitary play and children’s cognitive skills,although there is some literature linking solitary play with creativity and problem-solving abilities (Johnson,Christie,& Yawkey,1999).Nevertheless,questions about what children are actually doing with the play materials when in solitary play have received little systematic attention.Therefore,in the present study,we identified three forms of solitary play in preschool children (solitary-active,solitary-passive,reticent) and examined associations with convergent and divergent thinking,which were assessed with several measures (e.g.,PPVT,Torrance Thinking Creatively in Action and Movement (TCAM)Test).Children’s social and cognitive playwas observed (Rubin,1982; Rubin&Mills,1988),in addition,to noting the type (open-,closed-ended) and use of materials (intended,nonintended use).Based on the literature reviewed above,the following hypotheses were advanced.First,given findings that actively-isolated solitary behavior was associated with poorer cognitive processing (e.g.,Harrist et al.,1997),we predicted that solitary-active playwould be negatively related to both convergent and divergent thinking skills.Second,based on Rubin (1982),who reported negative associations between the PPVT,cognitive complexity and reticence,we predicted that reticent behavior would be negatively related to both convergent and divergent thinking skills due the lack of engagement with the physical and social environment.Third,based on Jennings’ (1975) findings that solitary players preferred object to social play,we predicted that solitary-passive behavior would be positively related to both convergent and divergent thinking.Fourth,we examined associations between solitary behavior categories and types and uses of materials.Solitary-passive play with open-ended materials (i.e.,block,art) was predicted to be positively related to divergent thinking,whereas solitary-passive play with closed-ended materials (i.e.,puzzles) would be positively related to convergent thinking.Given the spare literature,we were uncertain how solitary-active players would be related to open- versus closed-ended materials.Finally,both solitary-active and solitary-passive players’ intended use of materials (i.e.,using a toy telephone as such) would be positively related to convergent thinking,whereas solitary-active and solitary-passive play with nonintended use of materials (i.e.,using a cup as an airplane) would be positively related to divergent thinking.
非翻译机……
总而言之,很少有实证已证明了孤立的玩耍和和儿童认知能力之间的关系.虽然有一些理论上的联系声称孤立玩耍与创造力和解决问题的能力有关（出自约翰逊,克里斯蒂,＆ yawkey ,1999年） .不过,关于当孩子们独自玩耍的时候,他们实际上究竟是在对玩具做些什么这个问题却很少得到系统性的关注.
因此,在本研究中,我们将学前儿童分成了三种形式,（积极独自的,被动独自的,沉默寡言的）并且通过多种手段来测试和评价了收敛和发散性思维与之的联系.（例如,ppvt ,托兰斯关于思想创造性地在行动和运动的（ TCAM）测试.
我们观察孩子们的社交和认知方式（鲁宾,1982年;鲁宾＆社,1988年） ,此外,还记录了形式（包括开放式,封闭式）和玩耍资源的使用（有意识使用,无意识使用）.
在以上所提及的文字材料的基础上,下列假设可以更近一步.首先,研究结果显示,孤立的的行为与较差的认知能力有关（举例,harrist等人,1997年） ,我们推测,孤立的玩耍对收敛和发散性思维技能都有负面影响.
其次,在鲁宾所提出的理论基础上,（ 1982年,鲁宾在PPTV认为认知复杂性和沉默成反比）,我们推测,沉默寡言的行为会同时收敛和发散性思维技能有负作用的原因是由于与物理环境和社会环境缺乏接触.
第三,基于詹宁斯（ 1975年）研究结果显示,比起社会交往来说,孤立玩耍者会更喜欢客观事物,我们推测,被动的孤立玩耍会对收敛和发散性思维同时产生积极的影响.
第四,我们研究了孤立玩耍的类别和和使用玩耍资源方式之间的联系.我们推测被动孤立玩耍并使用无限制的资源的人（例如,街道,艺术）促进了发散性思维,而被动孤立玩耍并使用有限资源的人（比如,猜谜）会促进收敛性思维.鉴于没有足够的理论,我们不确定主动孤立玩耍的人是如何使用有限或无限资源的.
最终,无论主动孤立玩耍还是被动孤立玩耍的人有意识的去使用资源（即,使用的玩具电话等）会促进收敛思维,并且主动孤立玩耍和被动孤立玩耍的人在无意识的使用资源时（例如,用杯子作一个飞机）会促进发散性思维.
希望可以帮到哦.：）
总而言之,很少有实证已证明了孤立的玩耍和和儿童认知能力之间的关系.虽然有一些理论上的联系声称孤立玩耍与创造力和解决问题的能力有关（出自约翰逊,克里斯蒂,＆ yawkey ,1999年） .不过,关于当孩子们独自玩耍的时候,他们实际上究竟是在对玩具做些什么这个问题却很少得到系统性的关注.
因此,在本研究中,我们将学前儿童分成了三种形式,（积极独自的,被动独自的,沉默寡言的）并且通过多种手段来测试和评价了收敛和发散性思维与之的联系.（例如,ppvt ,托兰斯关于思想创造性地在行动和运动的（ TCAM）测试.
我们观察孩子们的社交和认知方式（鲁宾,1982年;鲁宾＆社,1988年） ,此外,还记录了形式（包括开放式,封闭式）和玩耍资源的使用（有意识使用,无意识使用）.
在以上所提及的文字材料的基础上,下列假设可以更近一步.首先,研究结果显示,孤立的的行为与较差的认知能力有关（举例,harrist等人,1997年） ,我们推测,孤立的玩耍对收敛和发散性思维技能都有负面影响.
其次,在鲁宾所提出的理论基础上,（ 1982年,鲁宾在PPTV认为认知复杂性和沉默成反比）,我们推测,沉默寡言的行为会同时收敛和发散性思维技能有负作用的原因是由于与物理环境和社会环境缺乏接触.
第三,基于詹宁斯（ 1975年）研究结果显示,比起社会交往来说,孤立玩耍者会更喜欢客观事物,我们推测,被动的孤立玩耍会对收敛和发散性思维同时产生积极的影响.
第四,我们研究了孤立玩耍的类别和和使用玩耍资源方式之间的联系.我们推测被动孤立玩耍并使用无限制的资源的人（例如,街道,艺术）促进了发散性思维,而被动孤立玩耍并使用有限资源的人（比如,猜谜）会促进收敛性思维.鉴于没有足够的理论,我们不确定主动孤立玩耍的人是如何使用有限或无限资源的.
最终,无论主动孤立玩耍还是被动孤立玩耍的人有意识的去使用资源（即,使用的玩具电话等）会促进收敛思维,并且主动孤立玩耍和被动孤立玩耍的人在无意识的使用资源时（例如,用杯子作一个飞机）会促进发散性思维.
希望可以帮到哦.：）