章节大纲

  • 常规

    全部折叠 展开全部

  • 个人发展


    Objectives
    ::目标目标目标和目标目标目标目标目标

    Analyze the main factors that affect the development of personality.
    ::分析影响个性发展的主要因素。

    Explain the effects isolation in childhood affects development.
    ::解释孤立儿童影响发展的影响。

    Discuss the debate over what most determines human behavior:
    ::讨论关于什么决定人类行为的争论:

    “nature” or “nurture” and give evidence that best supports each position.
    ::" 自然 " 或 " 神经 " ,并提供最能支持每种立场的证据。


    Universal Generalizations
    ::普遍化

    A person’s personality is influenced by nature and by nurture.
    ::一个人的个性受自然和培育的影响。

    A person’s personality traits determine how a person adjusts to their environment and how one reacts in specific situations.
    ::一个人的个性特征决定一个人如何适应其环境,以及在特定情况下如何作出反应。

    People’s personalities continue to develop throughout their lifetime.
    ::人民的个性在其一生中继续发展。

    Some personality traits remain constant throughout their lifetime, while other traits experience dramatic change.
    ::一些个性特征在其整个一生中保持不变,而其他特征则发生巨大变化。

    Guiding Questions
    ::问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问 问

    What are the main factors that affect the development of personality?
    ::影响个性发展的主要因素是什么?

    How does isolation in childhood affect childhood?
    ::童年与世隔绝如何影响童年?

    How does nature influence personality development?
    ::自然如何影响人格发展?

    How does nurture influence personality development?
    ::培养如何影响个性发展?

    Nature versus Nurture
    ::自然与培育

    For some social scientists, personality is a patterned body of habits, traits, attitudes and ideas of an individual as these are organized externally into roles and statuses and as they relate internally to motivation, goals and various aspects of selfhood.   It is our personality that dictates how we alter our surroundings and how we react to certain situations.  No two people posses the same personality.  A person's personality continues to evolve throughout their life.
    ::对一些社会科学家来说,人格是个人习惯、特征、态度和思想的典型体积,因为这些习惯、特征、态度和思想在外部形成角色和地位,在内部与动机、目标和自立的各个方面有关,正是我们的个性决定着我们如何改变周围环境,如何应对某些情况,没有两个人拥有相同的个性,一个人的个性在整个生命中不断演变。

    Nature versus Nurture is the debate over the influence of biological versus social influences in socialization. Social scientists have long debated the question what determines personality: nature or nurture.  Some scientists believe that it is heredity- the genetic transmission of genetics from parent to child. Others argue that who we are is based entirely in genetics.  According to this belief, our temperaments, interests, and talents are set before birth. From this perspective, then, who we are depends on nature . On the other hand there are others who argue personality is determined by social environment.  Some experts assert that who we are is a result of nurture —the relationships and caring that surround us.
    ::自然与自然是有关生物与社会影响在社会化中的影响的辩论。社会科学家长期以来一直在辩论决定个性的问题:自然或培养。有些科学家认为是遗传——遗传基因从父母传给子女。另一些科学家则认为我们完全基于基因。根据这种信念,我们的性格、兴趣和才智在出生前就已经确定。从这个角度讲,我们取决于自然。另一方面,还有其他人认为个性是由社会环境决定的。有些专家认为,我们是谁是培养我们周围的关系和关怀的结果。

    Still there are social scientists who believe personality and social behavior is the combination of genetics and the environment.  Most assert that it is the environmental factors that have the greatest influence on personality development.  The most influential of factors are heredity, birth order, parents and the cultural environment.  
    ::还有社会科学家相信个性和社会行为是遗传学与环境的结合。 大多数人认为环境因素对个性发展影响最大。 最有影响力的因素是遗传、出生顺序、父母和文化环境。

    Heredity
    ::更 异 度

    Heredity refers to the genetic inheritance received by every individual at the time of conception.
    ::遗传性是指每个人在受孕时获得的遗传遗产。

    These genes are the real determiners of hereditary characteristics—which pass on from one generation to the other. At the time of conception, the genes from chromosomes of both the father and the mother fuse together and determine the traits of the offspring to be born.
    ::这些基因是遗传特征的真正决定因素,遗传特征从一代传到另一代。 在受孕时,父亲和母亲染色体的基因结合在一起,决定后代的特性。

    The physical characteristics such as height, weight, color of eye and skin, social and intellectual behavior are determined by heredity. Differences in these characteristics are due to the change in the genes transmitted.
    ::身高、体重、眼睛和皮肤颜色、社会和智力行为等物理特征是由遗传决定的,这些特征的差异是由于所传播基因的变化造成的。

    Heredity also plays an important role in shaping one's personality by placing limits on individuals.  Inherited characteristics limit what is possible.  They will not determine what a person will do.
    ::遗传性通过对个人加以限制,在塑造一个人的个性方面也发挥着重要作用,继承的特征限制了可能发生的事情,不会决定一个人会做什么。

    Additional information can be found in the following article: MAJOR PERSONALITY STUDY FINDS THAT TRAITS ARE MOSTLY INHERITED
    ::更多信息可在以下条款中找到:

     

    Birth Order
    ::出生顺序

    Personality is also influenced by birth order.  Whether you’re the first-born or the only child, your birth order may have an influence on why you’re the way you are. Although siblings share the same genes, they have different traits and characteristics that sets them apart. In AsapTHOUGHT’s “Does Birth Order Affect Your Personality?” hosts Mitchell Moffit and Greg Brown delve into the birth order effect and how it may affect your behavior more than you think.
    ::个性也受出生顺序的影响。 无论你是第一胎还是唯一的孩子,你的出生顺序都可能影响到你为什么是自己。 虽然兄弟姐妹有着相同的基因,但他们有不同的特征和特点,它们彼此分离。 在Asapphouhhht的《生育顺序是否影响到你的个性? 》中,Mitchell Moffit和Greg Brown对出生顺序的效果以及它如何影响你的行为比你想的要大。

    Parents tend to be different with each of their children with no two children taking the same role. First-borns are usually a mix of instinct and trial-and-error for parents. They may have a tendency to become overly neurotic which leads to a first-born’s desire to be a perfectionist. The theory behind this, according to AsapTHOUGHT, is a self-fulfilling prophecy. For example, if higher expectations are placed on you, then you’re more likely to work harder and want to live up to those expectations.
    ::父母往往各有不同,每个孩子都没有两个孩子扮演同样的角色。 初生婴儿通常是父母本能和试探和折磨的混合体。 他们可能倾向于过于神经质,导致先生婴儿渴望成为完美主义者。 根据AsapTHOUGHT的统计,这背后的理论是一种自我实现的预言。 比如,如果对你寄予更高的期望,那么你就会更可能更努力地工作,想要达到这些期望。

    A 2014 from the Institute for Social and Economic Research at the University of Essex found there may be some truth in the birth order effect. Firstborns, especially girls, are more likely to be ambitious and successful in life due to parental investment or nurturing from parents. However, parents who have multiple children four years apart are more likely to have high achievers in the family.
    ::埃塞克斯大学社会和经济研究所2014年的一份材料发现,在生育顺序效果方面可能存在一些真理,由于父母的投资或父母的养育,第一胎,特别是女孩,在生活中更有可能雄心勃勃和成功,但是,有多个子女四岁间隔的父母在家庭中更有可能有高成就者。

    Now, when it comes to the middle child, we often think of them as the proverbial monkey in the middle. Since parental attention is usually devoted to the firstborn or the baby of the family, the middle child is more like to be a people-pleaser and have a large social circle of friends. AsapTHOUGHT says they tend to be less ambitious and competitive than their predecessors and are more relaxed towards life.
    ::现在,关于中子,我们常常把他们看作是中间的传奇猴子。 因为父母的注意力通常都放在孩子或孩子身上,所以中子更喜欢做一个取悦人的人,并且拥有一个庞大的社会朋友圈。 AsapTHOUGHT说,他们往往比前辈雄心更小,竞争力更小,对生活更放松。

    Unlike the first-born, the youngest is the one that often gets away with things and tends to be more creative than their older siblings. They have traits such as being charming and likable. Also, unlike the firstborn and middle child, they are generally less responsible.
    ::与第一胎不同的是,最年幼者往往会逃脱惩罚,而且往往比年长的兄弟姐妹更有创造力。 他们有魅力和讨人喜欢的特质。 此外,与第一胎和中产儿不同,他们通常责任更小。

    Lastly, if you’re an only child, you’re more likely to be academically able, creative, and resourceful. They tend to hate disorder and like to be in control. Although being the only child means expectations are always high, you never need to fight for your parents’ attention. The only child will tend to emulate their parents with traits such as responsibility, maturity and having a very structured environment.
    ::最后,如果你是独生子,你更可能具有学术能力、创造性和机智能力。 他们往往憎恶混乱,喜欢控制。 虽然唯一的孩子意味着期望总是很高的,但你永远不需要为父母的注意力而奋斗。 唯一的孩子会喜欢父母,有责任感、成熟和结构完善的环境等特质。

    While many theories exist on birth order, variables like gender, socioeconomic status, and age gap can affect this.
    ::虽然有许多关于出生顺序的理论存在,但性别、社会经济地位和年龄差距等变量可能会影响这一点。

          

    Additional information can be found in the following article: The Achiever, the Peacemaker and the Life of the Party: How Birth Order Affects Personality 
    ::更多信息见以下条款:《实现者》、《和平缔造者与政党生活:生育秩序如何影响个性》。


    Parental Characteristics
    ::父母特点

    A child's personality is also greatly influenced by parental characteristics.  The age of the parents raising their children is significant.  If parents are in their early twenties versus those parents in their thirties their parenting will differ greatly and thus influence the personality development of their children.  Other significant parental characteristics that influence personality development is the level of education, religion, profession, economic status, and  cultural background.
    ::父母养育子女的年龄相当高,如果父母年龄在20岁,父母在30岁,那么父母的养育能力就会大相径庭,从而影响子女的个性发展,影响个性发展的其他重要的父母特征是教育、宗教、职业、经济地位和文化背景。

    A child's temperament and personality are largely biologically based and inherited. From the moment of birth, personality differences are evident. Some newborns are easygoing and a breeze to care for, while others are fussy and difficult to please. Despite the strong genetic connection to personality characteristics, environmental conditions, such as a mother's parenting style, can lead children with similar temperaments to act quite differently.
    ::婴儿的性格和个性基本上基于生理和遗传,从出生开始,人格差异就很明显,有些新生儿轻而易举、轻而易举、轻而易举地照料,而另一些则杂乱而难以满足,尽管与个性特征有着很强的遗传联系,但环境条件,如母亲的育儿风格,可以导致具有类似性格的儿童采取截然不同的行为。

    Children who grow up in "authoritative" homes -- environments that are loving, supporting, have high standards and expectations, consistently enforce household rules and allow kids to have a say in household decisions -- experience ideal conditions. Children raised in such settings are more likely to be well-adjusted, content, likeable, self-assured and energetic. Additionally, an elementary school student whose parents promoted language development when she was a toddler may have an easier time in school and be viewed as more competent or smarter than her peers, notes the American Academy of Pediatrics. At the same time, a child raised by abusive parents or had a mom or dad who mercilessly meddled in every aspect of his life is more inclined to be hostile toward his peers.
    ::在“权威”家庭成长的儿童 -- -- 爱、支持、有高标准和期望的环境、一贯执行家庭规则并允许儿童在家庭决定中拥有发言权的环境 -- -- 经历理想的条件。在这种环境中成长的儿童更有可能适应性强、内容丰富、可喜、自我保障和精力充沛。此外,一个小学生,如果其父母是一名幼儿,那么她的父母会促进语言发展,这时她在学校里可能比较容易,并且被视为比同龄人更有能力或更聪明,注意到美国儿科学院。与此同时,受虐待父母抚养的儿童或父母在他生活的每个方面冷酷无情地对待他的母亲或父亲,更倾向于敌视他的同龄人。

    Parents can influence their offspring in several ways, and each interaction influences the child in one way or another. For instance, a mom commends her 4 year old for putting away her toys, a dad warns his son that his video games will be taken away if he continues to leave his bicycle on the sidewalk or a parent names an unfamiliar object such as a stained glass window in a picture book. These day-to-day events represent the rewarding of a sought-after behavior, the punishment of an unwanted act and the passing on of knowledge that has a cumulative effect. Ignoring a child who misbehaves is linked to asocial behavior, while showing a genuine interest in a child's interests and activities is associated with greater responsiveness in a child
    ::父母可以通过几种方式影响他们的后代,而且每一次互动都会以某种方式影响孩子。例如,母亲赞扬她4岁大的孩子拿走玩具,父亲警告他的儿子,如果他继续离开自行车在人行道上,他的电子游戏就会被拿走,或者父母在照片书中点出一个不熟悉的东西,如彩色玻璃窗。这些日常活动代表着追求行为的奖赏、对不想要的行为的惩罚和具有累积效应的知识的传递。 忽视行为不端的儿童与非社会行为有关,同时表现出对儿童利益的真正兴趣,而且活动与对孩子的更大反应能力有关。

    Personality characteristics established in childhood tend to linger and may persist with a few modifications that occur during the maturation process. The intricacies of human development are far too complex to flatly state that parental influence is solely responsible for the outcome of a child's personality. Personalty is also shaped by a child's choices and actions and the experiences he encounters as he matures into an adult.
    ::童年确立的个性特征往往会延续下去,而且可能随着成熟过程中发生的一些修改而继续存在,人的发展的复杂程度太复杂,不能简单地说父母的影响是儿童个性结果的唯一原因,个人特性还取决于儿童的选择和行动以及他成年后的经历。

    Parental values and the behaviors parents model have a major impact on their children's emotional state, development of self and how they act socially and in significant relationships. Developmental psychologist Erik Erikson, in his psychosocial developmental theory, maintains that it's essential for an adolescent to have the freedom to explore his options and make autonomous commitments to achieve his unique identity. Forcing a child to enter into a relationship or follow a particular career path will prevent a child from obtaining identity achievement, adds Erickson.
    ::父母的价值观和行为模式对其子女的情感状态、自我发展及其在社会和重要关系中的行为方式有着重大影响。 发展心理学家埃里克·埃里克森在他的心理社会发展理论中坚持认为,青少年必须能够自由地探索自己的选择,并做出自主承诺以实现其独特身份。 强迫儿童建立关系或遵循特定的职业道路将阻止儿童获得身份成就,他补充说Erickson。

    Parents influence the personality development of their child, notes Creighton University.

    Parents influence the personality development of their child, notes Creighton University.
    ::父母影响其子女的个性发展,《克拉顿大学》注。


    The Cultural Environment
    ::文化环境

    It has been established that one's environment can affect personality . One common environmental factor that has been shown to impact personality is culture . Culture can define which traits and behaviors are considered important, desirable, or undesirable. Culture has also been connected to gender roles and how they in turn influence personality and identity.  www.boundless.com/psychology/textbooks/boundless-psychology-textbook/personality
    ::已经确定,一个人的环境可以影响个性,已经证明影响个性的一个共同环境因素是文化,文化可以确定哪些特征和行为被认为是重要、可取或不可取的,文化也与性别角色有关,它们反过来又如何影响个性和身份,www.bredless.com/psychlogy/textbook/blus-psychlogy-textbook/personality/personity。

    A child’s cultural environment also influences personality development more directly by encouraging (i.e., socializing) certain kinds of behaviors (Mendoza-Denton & Mischel, 2007; Mischel & Shoda, 1995). For example, many children in China are raised to be shy, whereas many in Zambia and the United States are raised to smile and be outgoing (X. Chen, Rubin, & Sun, 1992; Hale-Benson, 1986; D. Y. F. Ho, 1986, 1994; Huntsinger & Jose, 2006).

    Cultural norms can dictate what traits are considered important to personality. The researcher Gordon Allport considered culture to be an important influence on traits. and defined common traits as those recognized within a culture. These may vary from culture to culture based on differing values, needs, and beliefs. Positive and negative traits can be determined by cultural expectations: what is considered a positive trait in one culture may be considered negative in another, thus resulting in different expressions of personality.
    ::研究家Gordon Allport认为文化是对特征的重要影响,并界定了文化中公认的共同特征。这些特征可能因文化和文化的不同而不同,基于不同的价值观、需求和信仰。积极和消极的特征可以由文化期望来确定:一种文化中被视为积极特征的特征在另一种文化中可被视为消极特征,从而导致不同的个性表现。

    One well-documented example of how culture can affect personality is the difference between individualistic societies and collectivist societies. Individualist cultures emphasize personal achievement regardless of the group goals, resulting in a strong sense of competition. Collectivist cultures emphasize family and group goals above individual needs or desires. The stereotypes of a "good person" in a collectivist culture is trustworthy, honest, and generous. This culture emphasizes traits that are helpful to people working in groups. A "good person" in an individualist culture is more assertive and strong, both of which are characteristics that are helpful for competing.
    ::文化如何影响个性的一个有据可查的例子就是个人主义社会与集体主义社会之间的差异。个人主义文化强调个人成就,而不论群体目标如何,从而产生强烈的竞争意识。集体主义文化强调家庭和群体目标高于个人需要或愿望。集体主义文化中“好人”的定型观念是值得信赖、诚实和慷慨的。这种文化强调有助于集体工作者的特征。个人主义文化中的“好人”更坚定和有力,两者都是有助于竞争的特征。

    Source: Boundless. “Influences of Culture and Gender on Personality.” Boundless Psychology . Boundless, 10 Jun. 2015. 
    ::资料来源:Boundless,“文化和性别对个性的影响”,Boundless心理学,Boundless,2015年6月10日,2015年6月10日。


    Nature and nurture interact in numerous ways to shape children’s personalities (Bates & Pettit, 2007; N. A. Fox, Henderson, Rubin, Calkins, & Schmidt, 2001; Keogh, 2003). For instance, children who are temperamentally energetic and adventuresome will seek out a wider variety of experiences than those who are quiet and restrained. Children who are naturally vivacious and outgoing will have more opportunities than shy children to learn social skills and establish rewarding interpersonal relationships. When children have temperaments that clash with cultural norms or parental expectations, they are apt to evoke negative reactions in others and lead parents to use a more controlling, authoritarian parenting style (N. Eisenberg & Fabes, 1994; Maccoby, 2007; Scarr, 1993; Stice & Barrera, 1995).   /


    The Importance of Socialization
    ::社会化的重要性

    Learning Objective
    ::学习目标

    1. Describe why socialization is important for being fully human.
      ::说明为什么社会化对于完全人性很重要。

    We have just noted that socialization is how culture is learned, but socialization is also important for another important reason. To illustrate this importance, let’s pretend we find a 6-year-old child who has had almost no human contact since birth. After the child was born, her mother changed her diapers and fed her a minimal diet but otherwise did not interact with her. The child was left alone all day and night for years and never went outside. We now find her at age 6. How will her behavior and actions differ from those of the average 6-year-old? Take a moment and write down all the differences you would find.
    ::我们刚刚指出,社会化是文化的学习方式,但社会化对于另一个重要原因也很重要。 为了说明这一点的重要性,让我们假装我们找到了一个6岁的孩子,他从出生起就几乎没有人接触过。孩子出生后,她的母亲换了尿布,喂了她很少的饮食,但除此之外,她没有与她互动。孩子日夜独处多年,从未出门。我们现在在6岁发现她,她的行为和行动与平均6岁的孩子有什么不同?花点时间记下你将会发现的所有差异。

    In no particular order, here is the list you probably wrote. First, the child would not be able to speak; at most, she could utter a few grunts and other sounds. Second, the child would be afraid of us and probably cower in a corner. Third, the child would not know how to play games and interact with us. If we gave her some food and utensils, she would eat with her hands and not know how to use the utensils. Fourth, the child would be unable to express a full range of emotions. For example, she might be able to cry but would not know how to laugh. Fifth, the child would be unfamiliar with, and probably afraid of, our culture’s material objects, including cell phones and televisions. In these and many other respects, this child would differ dramatically from the average 6-year-old youngster in the United States. She would look human, but she would not act human. In fact, in many ways she would act more like a frightened animal than like a young human being, and she would be less able than a typical dog to follow orders and obey commands.
    ::没有特别的顺序, 这是您可能写的列表 。 首先, 孩子不会说话; 她最多可以说几声呼噜声和其他声音。 其次, 孩子会害怕我们, 可能在角落里吓唬我们。 第三, 孩子不会知道怎么玩游戏和与我们互动。 如果我们给她一些食物和餐具, 她会用她的手吃东西, 并且不知道如何使用餐具。 第四, 孩子将无法表达各种情绪。 比如, 她可能哭泣, 但不会笑。 第五, 孩子会不熟悉我们的文化物质, 包括手机和电视, 并且可能害怕我们的文化物质目标。 在这些和其他许多方面, 这个孩子会与美国的平均6岁年轻人大不同。 她会看上去像人, 但她不会做人。 事实上, 她会表现得更像一只惊慌的动物, 而不是一个年轻人, 她比一只典型的狗更没有能力服从命令和命令。

    As this example indicates, socialization makes it possible for us to fully function as human beings. Without socialization, we could not have our society and culture. And without social interaction, we could not have socialization. Our example of a socially isolated child was hypothetical, but real-life examples of such children, often called children, have unfortunately occurred and provide poignant proof of the importance of social interaction for socialization and of socialization for our ability to function as humans.
    ::正如这个例子所示,社会化使我们有可能充分发挥人的作用。没有社会化,我们就无法拥有自己的社会和文化。没有社会互动,我们就无法实现社会化。 我们的社会孤立儿童的例子只是假设性的,但不幸的是,这种儿童(通常被称为儿童)的真实生活中的例子已经出现,并提供了社会互动对于社会化和社会化对于我们作为人发挥作用的能力的重要性的有力证明。

    One of the most famous feral children was Victor of Aveyron, who was found wandering in the woods in southern France in 1797. He then escaped custody but emerged from the woods in 1800. Victor was thought to be about age 12 and to have been abandoned some years earlier by his parents; he was unable to speak and acted much more like a wild animal than a human child. Victor first lived in an institution and then in a private home. He never learned to speak, and his cognitive and social development eventually was no better than a toddler’s when he finally died at about age 40 (Lane, 1976). Lane, H. L. (1976). The wild boy of Aveyron . Cambridge, MA: Harvard University Press.
    ::1797年被发现在法国南部树林中游荡的Aveyron的Victor是最著名的野生儿童之一,他1797年被发现在法国南部的树林中游荡。他后来逃脱了监护权,但在1800年走出了树林。Victor被认为大约12岁,几年前被父母抛弃;他无法说话和行为比人类孩子更像野兽。Victor最初住在一个机构里,然后住在一个私人家里。他从未学会说话,他的认知和社会发展最终比他40岁左右(1976年,Lane)。Lane,H.L.(1976年)。Aveyron的野生男孩剑桥,MA:哈佛大学出版社。

    In rare cases, children have grown up in extreme isolation and end up lacking several qualities that make them fully human. This is a photo of Victor of Aveyron, who emerged from the woods in southern France in 1800 after apparently being abandoned by his parents some years earlier. He could not speak, and his cognitive and social skills never advanced beyond those of a small child before he died at the age of 40.
    ::在极少数情况下,儿童在极端孤立中长大,最终缺乏使他们完全具有人性的几种品质。 这是艾维龙的维克多(Victor of Aveyron)的一张照片,他于1800年从法国南部的树林里出来,当时他的父母显然几年前就抛弃了他的父母。 他无法说话,他的认知和社会技能在40岁去世前从未超过一个小孩的认知和社会技能。

    Source: .
    ::资料来源:.


    Another such child, found more than about a half-century ago, was called Anna, who “had been deprived of normal contact and had received a minimum of human care for almost the whole of her first six years of life” (Davis, 1940, p. 554). Davis, K. (1940). Extreme social isolation of a child. American Journal of Sociology, 45, 554–565. After being shuttled from one residence to another for her first 5 months, Anna ended up living with her mother in her grandfather’s house and was kept in a small, airless room on the second floor because the grandfather was so dismayed by her birth out of wedlock that he hated seeing her. Because her mother worked all day and would go out at night, Anna was alone almost all the time and lived in filth, often barely alive. Her only food in all those years was milk.
    ::另一个半个多世纪前发现的孩子叫安娜,她 " 被剥夺了正常接触,在她生命的头六年几乎整整六年里得到了最低限度的人类照顾 " (Davis, 1940, p. 554. Davis, K. (1940). 儿童在社会上的极端孤立。 《美国社会学杂志》,45, 554-565。 安娜在头五个月里被从一个住所穿梭到另一个住所之后,与母亲住在一起,住在她祖父的房子里,在二楼的一间空房里,因为祖父对她的婚外出生感到非常沮丧,他讨厌见到她。由于她的母亲整天工作,晚上出去,安娜几乎独自一人,生活在污秽中,常常几乎活不下来。这些年来她唯一的食物是牛奶。

    When Anna was found at age 6, she could not talk or walk or “do anything that showed intelligence” (Davis, 1940, p. 554). Davis, K. (1940). Extreme social isolation of a child. American Journal of Sociology, 45, 554–565. She was also extremely undernourished and emaciated. Two years later, she had learned to walk, understand simple commands, feed herself, and remember faces, but she could not talk and in these respects resembled a 1-year-old infant more than the 7-year-old child she really was. By the time she died of jaundice at about age 9, she had acquired the speech of a 2-year-old.

    ::当安娜在6岁时被发现时,她不能说话、走路或“做任何显示智慧的事情”(Davis,1940年,第554页)。Davis,K.(1940年).一个孩子的极端社会孤立。《美国社会学杂志》,45,554-565。她也非常营养不良和消瘦。两年后,她学会走路、理解简单的命令、喂养自己和记住面孔,但是,她不能说话,在这些方面,比7岁的孩子更像一个1岁的婴儿。在她9岁左右死于黄麻时,她获得了一个2岁孩子的演讲。

    Shortly after Anna was discovered, another girl, called Isabelle, was found in similar circumstances at age 6. She was also born out of wedlock and lived alone with her mother in a dark room isolated from the rest of the mother’s family. Because her mother was mute, Isabelle did not learn to speak, although she did communicate with her mother via some simple gestures. When she was finally found, she acted like a wild animal around strangers, and in other respects she behaved more like a child of 6 months than one of more than 6 years. When first shown a ball, she stared at it, held it in her hand, and then rubbed an adult’s face with it. Intense training afterward helped Isabelle recover, and 2 years later she had reached a normal speaking level for a child her age (Davis, 1940). Davis, K. (1940). Extreme social isolation of a child. American Journal of Sociology, 45, 554–565.
    ::安娜被发现后不久,又发现另一个叫伊莎贝尔的女孩在6岁时的情况相似。她也是婚外出生,与母亲独居,住在一个与母亲家庭其余部分隔绝的黑暗房间里。由于她母亲是哑巴,伊莎贝尔没有学会说话,尽管她确实通过一些简单的手势与母亲沟通。当她最终被发现时,她像野兽一样在陌生人周围行走,在其他方面,她表现得更像一个6个月以上一个多6年以上的孩子。当她第一次展示一个球时,她看着球,握着它,然后用它摩擦一个成年人的脸。后来的激烈训练帮助伊莎贝尔康复,两年后,她为一个孩子达到了正常的说话水平(Davis,1940年)。Davis,K(1940年),一个孩子的极端社会孤立。美国社会学杂志,45,554-565页。

    he cases of Anna and Isabelle show that extreme isolation—or, to put it another way, lack of socialization—deprives children of the obvious and not-so-obvious qualities that make them human and in other respects retards their social, cognitive, and emotional development. A series of famous experiments by psychologists Harry and Margaret Harlow (1962) Harlow, H. F., & Harlow, M. K. (1962). Social deprivation in monkeys. Scientific American, 207, 137–146. reinforced the latter point by showing it to be true of monkeys as well. The Harlows studied rhesus monkeys that had been removed from their mothers at birth; some were raised in complete isolation, while others were given fake mothers made of cloth and wire with which to cuddle. Neither group developed normally, although the monkeys cuddling with the fake mothers fared somewhat better than those who were totally isolated. In general, the monkeys were not able to interact later with other monkeys, and female infants abused their young when they became mothers. The longer their isolation, the more the monkeys’ development suffered. By showing the dire effects of social isolation, the Harlows’ experiment reinforced the significance of social interaction for normal development. Combined with the tragic examples of feral children, their experiments remind us of the critical importance of socialization and social interaction for human society.   
    ::Anna和Isabelle的个案表明,极端的孤立 — — 或者说另一种方式,缺乏社会化 — — 剥夺了儿童作为人类和其他方面阻碍其社会、认知和情感发展的显露和不显眼的品质。 心理学家Harry和Margaret Harlow(1962年)Harlow、H.F.Harlow、H.F.和Harlow、M.K.(1962年)的一系列著名实验表明,猴子的社会剥夺状况比那些完全与外界隔绝的母亲要好一些。 一般来说,猴子无法与其他猴子较晚地互动,而女婴在成为母亲时虐待他们。 与她们隔绝的时间越长,猴子在出生时就被从母亲身边带走的猴子越多;有些是在完全孤立中长大,而另一些人则被带假衣服的母亲则被培养成假母亲,而其他母亲则被假冒母亲则被完全孤立起来,而其他母亲则被假扮成母亲。

    Key Takeaways
    ::密钥外出

    • Socialization is the process through which individuals learn their culture and become fully human.
      ::社会化是个人学习其文化并完全成为人的过程。
    • Unfortunate examples of extreme human isolation illustrate the importance of socialization for children’s social and cognitive development.
      ::人类极端孤立的不幸例子说明社会化对儿童社会和认知发展的重要性。

    http://2012books.lardbucket.org/books/sociology-brief-edition-v1.1/s06-01-the-importance-of-socializatio.html
    ::http://2012books.lardbucket.org/books/socilogy-brief-edimation-v1.1/s06-01-the-importance- of-socializatio.html http:/2012books.lardbucket.org/books/socilogy-brief-editive-v1.1/s06-01-the-importance-forcializatio.html。