PsycINFO Direct Selected Abstracts 
      TITLE Psychologie in de Volksrepubliek China: "May I introduce myself? I 
        am a worker." /Psychology in the People's Republic of China: May I 
        introduce myself? I am a worker. 
      ABSTRACT Discusses the development of psychological theory and practice 
        in the People's Republic of China. Western psychology was introduced 
        into China around 1916-2917. After the 1949 revolution, Marxist-Leninist 
        and Maoist ideology heavily influenced psychology in China. Western 
        psychology was criticized as being too individualistic and idealistic. 
        Another key element has been traditional, Confucian psychology, which 
        takes into account the importance of Chinese culture for the individual. 
        (English abstract) ((c) 1997 APA/PsycINFO, all rights reserved) 
      AUTHOR de Laet, Marianne K. 
      AFFILIATION Rijksuniversiteit te Utrecht, Vakgroep Culturele 
        Antropologie, Netherlands 
      SOURCE Psycholoog. 1990 Apr Vol 25(4) 169-174 




 
      TITLE Politicas y logros de los hijos unicos en China. /Politics and 
        successes of only children in China. 
      ABSTRACT Studied the relation of personality factors, academic 
        performance, residence, and birth history before and after institution 
        of the single child policy in China. Human Ss: 1,465 normal male and 
        female Chinese school-aged children (1st and 5th grade students). Ss 
        from the 1st grade were born after institution of the single-child 
        policy and those from the 5th grade, prior to the policy. Data on 
        sociodemographic characteristics, birth history, family structure, 
        obesity, residence, academic performance, and personality 
        characteristics were obtained by questionnaire of the Ss and by 
        interview of Ss' parents and teachers. The results were evaluated 
        according to age, sex, grade, number of siblings, urban or rural 
        residence, academic performance in mathematics and language arts, and 
        parental and teacher judgement of acquisition of desirable personality 
        characteristics. Factorial analysis and other statistical tests were 
        used. ((c) 1998 APA/PsycINFO, all rights reserved) 
      AUTHOR Falbo, Toni 
      AFFILIATION U Texas, Austin, TX, USA 
      SOURCE Revista de Psicologia Social y Personalidad. 1990 Vol 6(1-2) 
        39-55 




 
      TITLE Chinese symposium: Some current directions in China's preschool 
        programming. 
      ABSTRACT Summarizes the state of Chinese preschool education as 
        determined from papers presented as part of an International Symposium 
        on Preschool Education. While many changes in China's early childhood 
        education programs have been influenced by Western ideas, many aspects 
        of these programs remain culturally highly different from the West. 
        Teachers must counteract the intense individual attention that children 
        are accustomed to at home, and face extreme pressures from parents 
        regarding what children are taught. Symposium attendees also visited 2 
        preschool programs in rural areas of China and a school for the hearing 
        impaired. ((c) 1997 APA/PsycINFO, all rights reserved) 
      AUTHOR Sheridan, Margaret K. 
      AFFILIATION Connecticut Coll Program for Children with Special Needs, 
        New London, USA 
      SOURCE Early Child Development & Care. 1990 Jul Vol 60 67-72 




 
      TITLE The development of self-conceptions from childhood to adolescence 
        in China. 
      ABSTRACT Investigated the development of self-concept in 509 primary 
        school, middle school, and university students in China, using the 
        Twenty Statements Test (J. F. Bugenthal and S. L. Zelen, 1950; M. H. 
        Kuhn and T. S. McPartland, 1954). Results support the hypothesis that, 
        with increasing age, an individual's self-concept becomes more abstract 
        and less concrete. Comparisons between these data and a study of 
        American students by R. Montemayor and M. Eisen (see PA, Vol 59:7730) 
        suggest that there are differences between these groups in the contents 
        of self-concepts and the speed of the concrete-abstract development of 
        self-concept. ((c) 1997 APA/PsycINFO, all rights reserved) 
      AUTHOR Lu, Shu-ping 
      AFFILIATION People's U of China, Labor & Personnel Coll, Beijing, China 
      SOURCE Child Study Journal. 1990 Vol 20(2) 129-137