A Longitudinal Study on the Development and Formation of Structures of Social Cognition in Children

本研究旨在通过实验课来阐明儿童社会认知形成过程的机制和条件，并预测儿童社会认知发展的特点是：1）儿童社会认知的发展可分为几个不同性质的阶段; 2）儿童的社会认知可分为独立认知、参照认知、整合认知、改造认知和综合认知五种类型;（3）儿童社会认知的发展呈现出知识积累、知识网络建立和知识整合的螺旋式发展特点：（4）儿童的具体或零碎的观点经过四、五年级前后的过渡期，发展为以更内在的观点为中心的组织事物的能力;（5）观点采择经验对儿童社会认知有促进作用，在此基础上，通过实验课的形式，验证了观点采择经验所教授的位置认知是否能促进儿童对经济事件的社会认知。以3年级、4年级、5年级的儿童为对象进行了实验，发现了4年级和5年级的儿童的学习效果。根据这些结果，可以看出，4年级和5年级左右是根据学生的典型观点整合和形成信息的适当阶段，观点采择体验是一种有效的学习活动。

This study aims to clarify the mechanism of, and conditions for, the process of forming children's social cognition through experimental lessons.The predicted characteristics of development in children's social cognition are : 1)the development of children's social cognition can be divided into several qualitatively different phases ; 2)children's social cognition can be classified into the five categories, that is, Independent cognition, Referential cognition, Incorporated cognition, Reformative cognition, and Comprehensive cognition ; 3)the growth of children's social cognition is characterized by a spiral development of knowledge accumulation, knowledge network establishment, and knowledge integration ; 4)idiographic or fragmentary viewpoints of children develop into the ability to organise matters with a central focus on more intrinsic viewpoints through the transition period around grades four and five ; 5)the experience of perspective-taking promotes children's social cognition.On the basis of this, experimental lessons were conducted in order to demonstrate whether children's social cognition on economic events can be promoted by the cognition of locations taught through the experience of perspective-taking. The lessons were implemented using subjects of children in grades three, four and five, and learning effects among children in grades four and five were found. According to these results, it became clear that around grades four and five is an appropriate stage for lessons which integrate and give shape to information based on typical student viewpoints, and that the experience of perspective-taking is an effective learning activity.