Socio Cognitive-and-Affective Rhythm promoting Young Children's Development from Emotional Co-ordination to Cognitive Self-regulation.

我们如何解释幼儿的节奏协调在社会情感互动中融入认知和语言自我调节的机制？本研究旨在提供一个理论框架来分析从社会情绪发展到社会认知发展的桥梁阶段，并计划三个实验研究来分析幼儿节奏运动协调整合到认知和语言自我调节的发展过程。在第一个实验中，我们比较了言语动作协调任务中语音或节奏和语义的言语功能。其次，我们操纵了感觉运动任务（击鼓和跳跃）和认知任务（跳棋和罐头）中节奏结构（交替、倒转、循环）的变化。最后，我们关注了情绪促进活动在同步和维持行为和认知协调方面的作用，在成人-儿童与儿童互动中，随着音乐和歌曲玩耍和跳舞。主要结果如下：(1)言语化的语义总是有助于言语和动作协调性的提高，只有韵律性的言语化声音是不够的。(2)儿童节奏调节在认知任务中优于感觉-运动任务。(3)幼儿的情绪经验可以激活幼儿在音乐舞蹈和音乐演奏任务中与同伴一致的主观独立运动动作。从认知和情绪节律的发展、身心节律性、认知调节中的情绪功能、儿童与成人互动差异的发展特征等方面对这些结果进行了讨论。

How could we explain the mechanism by which young children's rhythmic co-ordination would be integrated into cognitive and verbal self-regulation in socio-affective interaction? The present study is intended to provide a theoretical framework to analyze the bridging phases from socio-emotional to socio-cognitive development and planned three experimental studies to analyze the developmental processes in which young children's rhythmic motor coordination would be integrated into cognitive and verbal self-regulation. In the first experiment, we compared the verbal functions in terms of vocal sound or rhythm and semantic meaning in verbal-motor coordination task. Secondary, we manipulated the variation of rhythmic structure (alternation , inversion, cycle) in sesori-motor task (drumming and jumping) and cognitive task (checker board and canning). And finally we focused the emotionally promoted activity in synchronizing and maintaining behavioral and cognitive coordination in playing and dancing to music song in adult-child vs child-child interaction. Main rusults were as follows. (1) Semantic meaning of verbalization always contributed to the improvement of verbal and motor coordiantion, and only rhythmic sounds of verbalization were insufficient. (2) Children's rhythmic regulation was better in cognitive task than sensori-motor task. (3) Children's emotionaly based experience could activate their subjective and independent motor action in accord with other partners in dancing and playing to music task. These results were discussed in terms of development of cognitive-and emotional-rhythms, rhythmicity in body and mind, emotonal fuction in cognitive regulation, and developmental characteristics of difference between chil-child and adult-child interactions.