Socio Cognitive-and-Affective Rhythm promoting Young Children's Development from Emotional Co-ordination to Cognitive Self-regulation.
社会认知和情感节奏促进幼儿从情绪协调到认知自我调节的发展。
基本信息
- 批准号:11610128
- 负责人:
- 金额:$ 1.47万
- 依托单位:
- 依托单位国家:日本
- 项目类别:Grant-in-Aid for Scientific Research (C)
- 财政年份:1999
- 资助国家:日本
- 起止时间:1999 至 2000
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
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.
我们如何解释幼儿的节奏协调在社会情感互动中整合到认知和言语自我调节中的机制?本研究旨在提供一个理论框架来分析从社会情绪到社会认知发展的过渡阶段,并计划了三个实验研究来分析幼儿的节奏运动协调将整合到认知和言语自我调节中的发展过程。实验一,在言语-运动协调任务中,我们比较了两组被试在语音、节奏和语义方面的言语功能。其次,我们操纵的节奏结构(交替,反转,周期)的变化,在sesori运动任务(击鼓和跳跃)和认知任务(棋盘和罐头)。最后,我们把注意力集中在成人与儿童互动中,在随着音乐歌曲玩耍和跳舞时,同步和维持行为和认知协调的情感促进活动。主要结果如下。(1)言语化的语义意义总是有助于言语和运动协调的提高,只有言语化的节奏声音是不够的。(2)认知任务中儿童的节奏调节能力优于感觉运动任务。(3)儿童的情绪经验可以激活他们与其他同伴在舞蹈和音乐任务中的雅阁的主观和独立的运动动作。本文从认知和情绪节律的发展、身心节律性、情绪在认知调节中的作用以及儿童与成人互动差异的发展特点等方面对这些结果进行了讨论。
项目成果
期刊论文数量(10)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
藤田豊: "折り紙構成課題における幼児の言語的・動作的教示の理解"熊本大学教育実践研究. 18号. 49-57 (2001)
Yutaka Fujita:“折纸构建任务中幼儿语言和行为指导的理解”熊本大学教育实践研究 18, 49-57 (2001)。
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藤田豊: "リズム動作課題における感覚運動的協応と認知的制御の統合プロセス"熊本大学教育学部紀要人文科学編. 48号. 151-165 (1999)
Yutaka Fujita:“节奏运动任务中感觉运动协调和认知控制的综合过程”熊本大学教育学院通报,人文学科 48, 151-165 (1999)。
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藤田豊: "リズム動作の分析から見た認知発生メカニズム"風間書房. 204 (2000)
Yutaka Fujita:“从节奏运动的分析中看到的认知生成机制”Kazama Shobo 204(2000)。
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Yutaka FUJITA: "Developmental processes of young children's rhythmic motor coordination integrated into cognitive self-regulation."Mimoirs of the Faculty of Education, Kumamoto University. 48. 151-165 (1999)
Yutaka FUJITA:“幼儿节奏运动协调的发展过程融入认知自我调节。”熊本大学教育学院回忆录。
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Yutaka FUJITA: "Development of young children's understanding of verbal and motor instruction in paper-folding "ORIGAMI" task."Bulletin of Center for Educational Research and Training Faculty of Education Kumamoto University. 18. 49-57 (2001)
藤田丰:“在折纸“折纸”任务中培养幼儿对语言和运动指导的理解。”熊本大学教育学院教育研究和培训中心公告。
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FUJITA Yutaka其他文献
The dialogicality of peerteaching in preschool children
学龄前儿童同伴教学的对话性
- DOI:
- 发表时间:
2013 - 期刊:
- 影响因子:0
- 作者:
杉尾和美;神園幸郎;FUJITA Yutaka - 通讯作者:
FUJITA Yutaka
Developmentalcharacteristics of preschool children'sfuture-oriented thinking and socialbehavioral understanding
学龄前儿童未来思维与社会行为理解的发展特征
- DOI:
- 发表时间:
2012 - 期刊:
- 影响因子:0
- 作者:
FUJITA Yutaka;SUZUKI Akiko;玉城 晃 ・ 神園 幸郎;FUJITA Yutaka - 通讯作者:
FUJITA Yutaka
Thedevelopment of teaching ability asexecutive function in preschool children:Toward linking teaching strategies withtheory of mind
学龄前儿童作为执行功能的教学能力的发展:将教学策略与心智理论联系起来
- DOI:
- 发表时间:
2012 - 期刊:
- 影响因子:0
- 作者:
FUJITA Yutaka;Kanako SUMI - 通讯作者:
Kanako SUMI
Beginningof elementary school children'scollaborative learning: Analysis ofclassroom dialogue in the introductorylesson of subtraction in mathematics
小学生协作学习的开端——数学减法入门课课堂对话分析
- DOI:
- 发表时间:
2012 - 期刊:
- 影响因子:0
- 作者:
FUJITA Yutaka;SUZUKI Akiko - 通讯作者:
SUZUKI Akiko
FUJITA Yutaka的其他文献
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{{ truncateString('FUJITA Yutaka', 18)}}的其他基金
Influence of cosmic-rays on their host galaxies and clusters of galaxies
宇宙射线对其宿主星系和星系团的影响
- 批准号:
23540308 - 财政年份:2011
- 资助金额:
$ 1.47万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
Educational Program for Nurturing Executive Functions andAutonomously-reflective Self in Preschool Children
培养学龄前儿童执行功能和自主反思自我的教育计划
- 批准号:
22530708 - 财政年份:2010
- 资助金额:
$ 1.47万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
Research on Clusters of Galaxies from Macroscopic and Microscopic Point of Views
宏观和微观角度的星系团研究
- 批准号:
20540269 - 财政年份:2008
- 资助金额:
$ 1.47万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
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
- 批准号:
14510155 - 财政年份:2002
- 资助金额:
$ 1.47万 - 项目类别:
Grant-in-Aid for Scientific Research (C)
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