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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

基本信息

批准号：
14510155
负责人：
FUJITA Yutaka
金额：
$ 2.18万
依托单位：
Kumamoto University
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

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.

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质世界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组织的发展特征。总共计划了七个实验来检验儿童节奏组织的两个组成部分。第一部分涉及儿童对节奏的代表性和概念性操作，超越了感知领域，并测试了节奏结构协同操作的效果。实验1至实验4针对这一问题，根据其节奏序列的复杂协调，实验控制了三个层次的节奏结构条件：交替-第一行=白，黑，白，黑；交替倒置——第一行=白，黑，白，黑，第二行=黑，白，黑，白；循环-第三行复制第一行，第四行复制第二行，以此类推。第二个组成部分与儿童社会互动中的社会时间和社会节奏因素有关。实验五至实验七旨在考察幼儿在折纸“折纸”任务中的同伴辅导过程。在实验5中阐明了搭架辅助自学的相对效果后，我们进行了实验6，对6岁儿童进行训练，学习如何用搭架的方式指导幼儿进行折纸教学。并与实验7中未接受训练的儿童进行对比。本研究以大龄儿童从言语间接干预策略向动作指示干预策略的转变为基础，从社会互动节奏、同伴辅导策略和导师的认知情绪调节三个方面探讨同伴辅导训练的效果。