Effect of style-switching on social formation of children's congnition and relation with others

风格转换对儿童认知及人际关系社会形成的影响

基本信息

  • 批准号:
    07610116
  • 负责人:
  • 金额:
    $ 1.34万
  • 依托单位:
  • 依托单位国家:
    日本
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
  • 财政年份:
    1995
  • 资助国家:
    日本
  • 起止时间:
    1995 至 1996
  • 项目状态:
    已结题

项目摘要

In this study, 6 groups of 5-6 fouth graders each with their home room teacher were observed during discussion on everyday matter, such as 'sweeping at school'. And in addition, they all were asked to fill out questionare on naturality of speech-style-switching.In observation, all groups were devided into 3 different sessions two each, according to speech-style required to the teacher, namely, Control Session, Formal (Careful Usage) Session, and Informal (Relaxd or Uninhibited Usage) Session. Comparison among these 3 different sessions shows : In Control Session, the teacher used formal style when he proposed the task, when he tried to lead the session to a consensus. He used informal style, on the other hand, when he tried to let children give out their opinions freely. Children also switched their speech style along with that of the teachers's. In Formal Session, the discussion proceeded like a conference with the teacher as a chair. Children gave out rather small numbers of spontaneous opinions, and mostly used formal style. Informal Session proceeded with a lot of spontaneous opinions by children in mostly informal style, which led frequently to comments of others. The session was lively but not so much organaized.Result of the questionare shows that children are so sensitive with style-switching that they regulate their own speech-style, and that they borrow and use customarily used expressions (ventriloquation of social language) according to the situational demand. In all, this study suggests that children are sensitive with speech-style-switching in social interaction, where they share demands and meaning of the situation through dialogue/ventriloquation with others/themselves (dialogicality) mediated by social language. That is, social formation of congnition and relation with others is revealed.
在这项研究中,观察了 6 组 5-6 年级的四年级学生,每组都有班主任讨论日常事务,例如“在学校扫地”。此外,他们还被要求填写有关言语风格转换自然性的问题。在观察中,根据老师要求的言语风格,将所有小组分为3个不同的会话,每两个会话,即控制会话,正式(谨慎使用)会议和非正式(放松或不受限制使用)会议。这 3 个不同的会议之间的比较表明:在控制会议中,老师在提出任务时使用了正式的风格,当他试图引导会议达成共识时。另一方面,当他试图让孩子们自由发表意见时,他使用了非正式的风格。孩子们也随着老师的说话方式而改变。在正式会议中,讨论像会议一样进行,由老师担任主席。孩子们自发发表的意见数量较少,大多采用正式的形式。非正式会议中,孩子们以非正式的方式提出了很多自发的意见,这经常引起其他人的评论。会议气氛热烈,但组织性不够。问卷结果显示,孩子们对风格转换非常敏感,能够调节自己的言语风格,并根据语言借用和使用惯用表达方式(社交语言口技)。情境需求。总而言之,这项研究表明,儿童对社交互动中的言语风格转换很敏感,他们通过社交语言介导的与他人/自己的对话/口技(对话性)来分享情境的需求和意义。也就是说,认知和与他人的关系的社会形态被揭示。

项目成果

期刊论文数量(2)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Yamazaki,K.,Tajima,N.,& Uemura,K.: "Development of Self-Regulation through Dialogue : Self-Assertion through Self-Inhibition" Annual Report of Research and Clinical Center for Child Development. (印刷中).
Yamazaki, K.、Tajima, N. 和 Uemura, K.:“通过对话发展自我调节:通过自我抑制自我主张”儿童发展研究和临床中心年度报告(正在出版)。
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    0
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TAJIMA Nobumoto其他文献

TAJIMA Nobumoto的其他文献

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{{ truncateString('TAJIMA Nobumoto', 18)}}的其他基金

The processes and condition for continuing to work at a particular enterprise for life
在某企业终身继续工作的流程和条件
  • 批准号:
    17K04371
  • 财政年份:
    2017
  • 资助金额:
    $ 1.34万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
The effects of "cross-boundary"experience in the reading-book activity from childhood to early adolescence on their social-cognitive development
童年至青春期早期读书活动的“跨界”经历对其社会认知发展的影响
  • 批准号:
    25380891
  • 财政年份:
    2013
  • 资助金额:
    $ 1.34万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
The development of co-reading activity between mother and child and its effect on the child's acquisition of linguistic literacy
母子共读活动的开展及其对儿童语言素养习得的影响
  • 批准号:
    22530722
  • 财政年份:
    2010
  • 资助金额:
    $ 1.34万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
The effect of dialogical style in the first graders' classroom on their acquisition of school culture
一年级学生课堂对话风格对学校文化习得的影响
  • 批准号:
    14510126
  • 财政年份:
    2002
  • 资助金额:
    $ 1.34万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
The first graders' development of self-regulatory behavior mediated by dialogue with their teacher and peer
一年级学生通过与老师和同伴对话来发展自律行为
  • 批准号:
    11610109
  • 财政年份:
    1999
  • 资助金额:
    $ 1.34万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
On Relation between Infant's Temperament, Mother-Infant Interaction and Formation of Self-Recognition
论婴儿气质、母婴互动与自我认知形成的关系
  • 批准号:
    63450015
  • 财政年份:
    1988
  • 资助金额:
    $ 1.34万
  • 项目类别:
    Grant-in-Aid for General Scientific Research (B)
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