INTERACTION IN DEVELOPMENT ANTECEDENT PROCESS OUTCOME

发展前期过程结果中的相互作用

• 批准号: 3096957
• 负责人: MARC H BORNSTEIN
• 金额: $ 39.48万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-07-01 至 1990-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3096957
• 关键词: child (0-11); child psychology; cognition; language development

This proposal is concerned with the interplay between human interactions and the development of cognition and social-cognition during early phases of the life cycle. The project employs a range of age groupings of children and brings to bear a diversity of strategy, theory, and methodology. Each of four closely related projects shares a common perspective provided by a transactional framework. Together, these projects promise to advance beyond what is now known about interaction in development by extending the age ranges previously investigated, by emphasizing the causal role played by interactions, and by addressing basic psychological questions in terms of more highly specified characterizations of both human interaction and cognitive and social-cognitive development. The six investigators who constitute this Program Project Proposal represent diverse backgrounds in the study of development -- perception and cognition, language and communication, and social and personality psychology. Marc Bornstein proposes to study the origins of cognitive competences in the context of mother-infant dyadic interactions and of early infant information-processing capacities. Martin Braine proposes to study what linguistic information the young child needs from parental speech to acquire language and what features of the social environment promote language acquisition. Jerome Bruner and Henri Zukier propose to study two modes of communication in children, the narrative and the paradigmatic, and to assess the conditions under which one or the other obtains in interaction. Diane Ruble and E. Tory Higgins propose to study the relation between social interaction and the growth of children's understanding of social constructs. Taken together, therefore, the four projects address the significance and functions of interactions as antecedents, as mediating processes, and as consequences of the development of cognition and social cognition.

该提案涉及人类互动之间的相互作用 以及早期阶段认知和社会认知的发展 的生命周期。 该项目采用了一系列年龄组 孩子们并带来了多样化的策略、理论和 方法论。 四个密切相关的项目都有一个共同点 交易框架提供的视角。 在一起，这些 项目有望超越目前已知的交互领域 通过扩大先前调查的年龄范围来发展， 强调相互作用所发挥的因果作用，并解决基本问题 更具体的特征方面的心理问题 人类互动以及认知和社会认知发展。 构成本计划项目提案的六名研究者 代表了发展研究的不同背景——看法和 认知、语言和沟通、社会和个性 心理学。 马克·伯恩斯坦提议研究认知的起源 母婴二元互动背景下的能力 早期婴儿的信息处理能力。 马丁·布雷恩提议 研究幼儿需要从父母那里获得哪些语言信息 言语习得语言和社会环境有什么特征 促进语言习得。 杰罗姆·布鲁纳和亨利·祖基尔提议 研究儿童的两种沟通方式：叙事和 范式，并评估其中一个或另一个的条件 在互动中获得。 黛安·卢布尔 (Diane Ruble) 和 E·托里·希金斯 (E. Tory Higgins) 提议学习 社会交往与儿童成长的关系 对社会结构的理解。 因此，这四个项目放在一起解决了重要性和 交互作用作为前因、中介过程和 认知和社会认知发展的后果。