权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

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

儿童社会认知结构发展与形成的纵向研究

基本信息

批准号：
14580298
负责人：
KATO Toshiaki
金额：
$ 2.11万
依托单位：
SHIMANE UNIVERCITY (2003-2004)Ehime University (2002)
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

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.

本研究旨在通过实验课来阐明儿童社会认知形成的机制和条件。儿童社会认知发展的预测特征是：1)儿童社会认知的发展可以分为几个定性不同的阶段；2)儿童的社会认知可分为五类，即独立认知、参照认知、整合认知、改革性认知和综合认知；3)儿童社会认知的发展呈现知识积累、知识网络建立和知识整合的螺旋发展；4)在四年级和五年级前后的过渡期，儿童的具体或零碎的观点发展为组织事物的能力，集中在更内在的观点上；5)采取观点的经验促进了儿童的社会认知。在此基础上，进行了实验课，以证明通过采取观点的经验教授的对地点的认知是否可以促进儿童对经济事件的社会认知。这些课程是以三、四、五年级儿童为对象进行的，并发现四、五年级儿童的学习效果。根据这些结果，很明显，四年级和五年级左右是基于典型学生观点整合和形成信息的课程的合适阶段，而采取观点的体验是一种有效的学习活动。