INTERACTION IN DEVELOPMENT ANTECEDENT PROCESS OUTCOME

发展前期过程结果中的相互作用

• 批准号: 3096957
• 负责人: MARC H BORNSTEIN
• 金额: $ 39.48万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1986
• 资助国家: 美国
• 起止时间: 1986-07-01 至 1990-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3096957
• 关键词: child (0-11); child psychology; cognition; language development

This proposal is concerned with the interplay between human interactions and the development of cognition and social-cognition during early phases of the life cycle. The project employs a range of age groupings of children and brings to bear a diversity of strategy, theory, and methodology. Each of four closely related projects shares a common perspective provided by a transactional framework. Together, these projects promise to advance beyond what is now known about interaction in development by extending the age ranges previously investigated, by emphasizing the causal role played by interactions, and by addressing basic psychological questions in terms of more highly specified characterizations of both human interaction and cognitive and social-cognitive development. The six investigators who constitute this Program Project Proposal represent diverse backgrounds in the study of development -- perception and cognition, language and communication, and social and personality psychology. Marc Bornstein proposes to study the origins of cognitive competences in the context of mother-infant dyadic interactions and of early infant information-processing capacities. Martin Braine proposes to study what linguistic information the young child needs from parental speech to acquire language and what features of the social environment promote language acquisition. Jerome Bruner and Henri Zukier propose to study two modes of communication in children, the narrative and the paradigmatic, and to assess the conditions under which one or the other obtains in interaction. Diane Ruble and E. Tory Higgins propose to study the relation between social interaction and the growth of children's understanding of social constructs. Taken together, therefore, the four projects address the significance and functions of interactions as antecedents, as mediating processes, and as consequences of the development of cognition and social cognition.

这一建议涉及到人类互动之间的相互作用 以及早期认知和社会认知的发展 的生命周期。 该项目采用了一系列年龄组， 孩子们，并带来了战略，理论， 方法论 四个密切相关的项目都有一个共同点， 由transactional framework提供。 所有这些 项目承诺超越现在已知的互动， 通过扩大以前调查的年龄范围， 强调相互作用所起的因果作用， 心理学问题，根据更具体的特征 人类互动以及认知和社会认知发展的重要性。 构成本计划项目提案的六名研究者 代表了发展研究的不同背景-感知和 认知、语言与交流、社会与人格 心理学 马克·伯恩斯坦提出研究认知的起源， 母婴二元互动背景下的能力 早期婴儿的信息处理能力。 马丁·布莱恩建议 研究幼儿需要从父母那里得到什么语言信息 言语习得语言的社会环境有哪些特点 促进语言习得。 杰罗姆布鲁纳和亨利祖基耶提议 研究儿童的两种交流模式，叙事和 范式，并评估一个或另一个 在互动中获得。 Diane Ruble和E.托里·希金斯提议研究 社会交往与儿童成长的关系 理解社会结构。 因此，这四个项目合在一起， 作为前提，作为中介过程， 认知和社会认知发展的结果。