Young Children's Understanding of Rhythmic Structures in Thought and Action and thier Organization in Collaboration Tasks : Developmental Characteristics from Socio-Cognitive & Emotional Views

幼儿对思维和行动节奏结构及其协作任务组织的理解：社会认知的发展特征

基本信息

批准号：
14510155
负责人：
FUJITA Yutaka
金额：
$ 2.18万
依托单位：
Kumamoto University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

How could we explain the mechanism by which young children organize and control rhythmic co-ordination in everyday life relating to understanding and regulating physical and social world? In the present study, we intended to investigate the developmental characteristics of young children's rhythmic organization in individual and social interactive processes. Total of seven experiments were planned to examine two components of children's organization of rhythms. The first component was concerned with children's representative and conceptual operation of rhythms exceeding perceptural field and effects of collaborative operations of rhythmic structrures were tested. Experiment 1 to 4 were contributed to this problem, with three levels of rhythmic structure conditions controled experimentaly depending on its complex coordination of rhythmic sequences : alternation-first line = white, black, white, black ; inversion of alternation-first line = white, black, white, black, second line = black, white, black, white ; cycle-third line reproduces the first and the fourth the second, and so on. Second component was in relation with socio-temporal and socio-rhythmical factors in children's social interaction. Experiment 5 to 7 were developed to examine young children's peer tutoring processes in paper-folding "Origami" tasks. After clarifying relative effects of Self-instruction assisted by Scaffolding in Experiment 5, we administered Experiment 6 in which 6 year-old children's had training session to learn how to instruct Origami diagram to young child with the way of scaffolding. And effects of their instruction session were compared with no training group children in Experiment 7. The results of peer tutoring training were discused in terms of social-interaction rhythm, peer tutoring strategy, and cognition-emotion regulation in tutors based on the older children's change of strategies from verbal-indirective instruction to motor-directive intervention.

我们如何解释幼儿在日常生活中组织和控制有节奏的协调与理解和调节身体和社会世界有关的机制？在本研究中，我们旨在调查幼儿节奏组织在个人和社会互动过程中的发展特征。总共计划了七个实验，以检查儿童节奏组织的两个组成部分。第一部分与儿童的代表性和概念性操作有关，这些节奏超过了感知领域以及节奏结构的协作操作的影响。实验1至4促成了这个问题，根据其节奏序列的复杂配位，有三个水平的节奏结构条件控制了实验：交替 - 第一行=白色，黑色，黑色，白色，黑色；交替的倒置=白色，黑色，白色，黑色，第二行=黑色，白色，黑色，白色；循环第三线再现了第一个和第四条，依此类推。第二部分是与儿童社会互动中的社会临时和社会利益因素有关。实验5至7是为了检查纸质折纸任务中的幼儿同伴辅导过程。在实验5中通过脚手架辅助的自我指导的相对影响，我们管理了实验6，其中6岁的儿童接受了培训课程，以学习如何以脚手架的方式向幼儿指导折纸图。将他们的教学课程的影响与实验7中没有培训小组的儿童进行了比较。同伴补习培训的结果是在社交交流节奏，同伴辅导策略和认知情绪调节方面不满意的，这是根据老年儿童的变化而进行的。从口头降低指导到运动指导干预的策略。