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节奏协调与理解和调节物理和社会世界的机制？本研究旨在探讨幼儿在个体与社会互动过程中节奏组织的发展特点。本研究共设计了七个实验来考察儿童节奏组织的两个组成部分。第一部分是关于儿童对节奏的表征性和概念性操作，考察了节奏结构的协同操作效应。实验1 ~ 4是针对这一问题进行的，根据其节律序列的复杂协调性，实验控制了三个层次的节律结构条件：交替-第一行=白色，黑色，白色，黑色;交替-第一行的反转=白色，黑色，白色，黑色，第二行=黑色，白色，黑色，白色;第二部分与儿童社会交往中的社会时间因素和社会节奏因素有关。实验五至实验七考察了幼儿在折纸任务中的同伴辅导过程。在实验五中阐明了支架辅助自我指导的相对效果后，我们实施了实验六，其中对6岁儿童进行了训练，学习如何用支架的方式指导幼儿制作折纸图。实验七比较两组儿童的教学效果。根据年龄较大的儿童从言语间接指导到运动指导干预策略的转变，从社会互动节奏、同伴辅导策略和辅导员的认知情绪调节等方面讨论了同伴辅导培训的结果。

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.