DEVELOPMENT OF PERSONAL AND SOCIAL PLANNING KNOWLEDGE

该建议是研究儿童使用规划知识， 具有个人和社会意义的情况。 什么孩子 已知的和可以应用的关于计划的研究是在假设的， 相关的实际和社会环境，并通过趋同的方法 如何制定、执行规划序列， 代表。 孩子们被要求在不同的任务中观察， 理解，叙述，制定，解释，生产，检索改变， 修复和学习计划，其中计划序列展开 时间或经历过。 社会和个人环境中，儿童被要求 选择计划是为了代表问题， 儿童经历的目标变化，以及 他们有知识。 坚持故意行为理论 将计划视为一系列目标导向的行动， 分析可以识别规划组成部分的论述，以及如何 它们被组织在使用的表示中。 该分析 产生关于规划组成部分的定性和定量措施 和关系，以比较 发展和个人规划的知识和技能。 关键的评估是看孩子们是否知道如何获得和 保持确保生存和福祉的目标。 要知道这一点 意味着孩子们可以察觉到环境的变化， 他们实现或维持目标或事业的能力 失败 这也意味着他们理解因果关系 成功或失败的目标实现的影响，他们 根据失败或成功制定行动计划， 他们将计划转化为行动，并评估 行动 这些技能是通过一个模型在几项任务中进行衡量的， 提供了明确的标准来识别和表示它们 孩子们积极地制定和产生计划序列。 发展和个体的差异和相似性，在这些 技能是这使得可能和收敛的方法允许 确定其普遍性。

The proposal is to study children's use of planning knowledge in situations of personal and social significance. What children known and can apply about plans is studied in hypothetical but relevant practical and social settings and by convergent methods on how planning sequences are formulated, executed, and represented. Children are asked in different tasks to observe, understand, narrate, formulate, explain, produce, retrieve alter, repair, and learn plans where the planning sequences unfold over time or after they have been experienced. The social and personal contexts in which children are asked to plan are selected so as to be representative of problems and changes in goal states that children experience and about which they have knowledge. Adhering to a theory of intentional action that views plans as sequences of goal-directed actions, a model of analysis of discourse that can identify planning components and how they are organized in a representation is used. This analysis yields qualitative and quantitative measures on planning components and relations for comparisons of similarities and differences in developmental and individual planning knowledge and skill. The key assessment is on whether children know how to attain and maintain goals that ensure survival and well-being. To known this means that children can detect changes in conditions that affect their ability to attain or maintain their goals or that cause failure. It also means that they understand the causal implications of succeeding or failing in goal attainment, that they formulate plans of action contingent upon failure or success, and that they translate plans into action and evaluate outcomes of the actions. These skills are measured across the several tasks by a model that provides explicit criteria for identifying and representing them where children actively formulate and produce planning sequences. Developmental and individual differences and similarity in these skills are this made possible and the convergent methods allow for determining their generality.