Young Children's Understanding of Rhythmic Structures in Thought and Action and thier Organization in Collaboration Tasks : Developmental Characteristics from Socio-Cognitive & Emotional Views

我们如何解释幼儿在日常生活中组织和控制与理解和调节物理和社会世界有关的节奏协调的机制？本研究旨在探讨幼儿在个体和社会互动过程中节奏性组织的发展特点。总共计划了七个实验来检查儿童节奏组织的两个组成部分。第一个成分涉及儿童对超出知觉领域的节奏的代表性和概念性操作，并检验了节奏结构的协同操作的效果。实验1至4是为了解决这个问题，根据节律序列的复杂协调，实验控制了三个水平的节律结构条件：交替-第一行=白、黑、白、黑；交替-第一行=白、黑、白、黑、第二行=黑、白、黑、白；循环-第三行再现第一行和第四行第二行，依此类推。第二个组成部分与儿童社会互动中的社会时间因素和社会节奏因素有关。实验5至7是为了考察幼儿在折纸“折纸”任务中的同伴辅导过程。在明确了实验5中脚手架辅助自学的相关效应后，我们对6岁儿童进行了训练，学习如何用脚手架的方式对幼儿进行折纸示意图教学。并与实验7中未接受过训练的儿童进行比较。根据年龄较大的儿童从言语非指导性指导到运动指导性干预的策略变化，从社会互动节奏、同伴辅导策略和教师的认知情绪调节三个方面探讨同伴辅导训练的效果。

How could we explain the mechanism by which young children organize and control rhythmic co-ordination in everyday life relating to understanding and regulating physical and social world? In the present study, we intended to investigate the developmental characteristics of young children's rhythmic organization in individual and social interactive processes. Total of seven experiments were planned to examine two components of children's organization of rhythms. The first component was concerned with children's representative and conceptual operation of rhythms exceeding perceptural field and effects of collaborative operations of rhythmic structrures were tested. Experiment 1 to 4 were contributed to this problem, with three levels of rhythmic structure conditions controled experimentaly depending on its complex coordination of rhythmic sequences : alternation-first line = white, black, white, black ; inversion of alternation-first line = white, black, white, black, second line = black, white, black, white ; cycle-third line reproduces the first and the fourth the second, and so on. Second component was in relation with socio-temporal and socio-rhythmical factors in children's social interaction. Experiment 5 to 7 were developed to examine young children's peer tutoring processes in paper-folding "Origami" tasks. After clarifying relative effects of Self-instruction assisted by Scaffolding in Experiment 5, we administered Experiment 6 in which 6 year-old children's had training session to learn how to instruct Origami diagram to young child with the way of scaffolding. And effects of their instruction session were compared with no training group children in Experiment 7. The results of peer tutoring training were discused in terms of social-interaction rhythm, peer tutoring strategy, and cognition-emotion regulation in tutors based on the older children's change of strategies from verbal-indirective instruction to motor-directive intervention.