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認知発達に影響を及ぼす社会的相互作用について : 社会的・認知的葛藤を通して
http://hdl.handle.net/10959/3824
http://hdl.handle.net/10959/38247edd0639-9dba-4429-8b5f-c84a9c46f725
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
jinbunkagaku_22_101_121.pdf (738.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-01-28 | |||||
| タイトル | ||||||
| タイトル | 認知発達に影響を及ぼす社会的相互作用について : 社会的・認知的葛藤を通して | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | ニンチ ハッタツ ニ エイキョウ オ オヨボス シャカイテキ ソウゴ サヨウ ニツイテ シャカイテキ ニンチテキ カットウ オ トオシテ | |||||
| 言語 | ja-Kana | |||||
| タイトル | ||||||
| タイトル | Social interaction that influences on children’s cognitive development : Focus on socio-cognitive conflict | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
川角, 公乃
× 川角, 公乃× KAWASUMI, Kimino |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The aim of this study was to re-examine the hypotheses of Mugny & Doise （1978）. Seventy-seven preschoolers worked on Piaget’s perspective taking task in three sessions: pre-test, social interaction session, post-test. One week separated each session. The participants were divided into 3 cognitive levels: no compensate （less advanced level）, partially compensate （intermediate）, totally compensate （most advanced level） based on their performance of pretest session. At social interaction session, participants performed in pair （with others at the same / different level of cognitive development）. This study generally confirmed the results of the prior research: collective cognitive performances are superior to those of individuals, children can perform better following social interaction session by confronting involving divergent points of view. It also shows that more progress took place when children at different level of cognitive development worked together （conflictual participants） than with same level. Prior study showed an appropriate distance of cognitive level between two children that facilitates such progress, on the contrary, this study presented that less advanced participants worked with highest level participants made remarkable progress. To explain that inconsistency, this study emphasizes the necessity of distinguishing a generalization of performances from simple reproductions of initial performances of peer interaction and elucidates what aspects of social interaction determine the degree of individual progress. | |||||
| 書誌情報 |
ja : 学習院大学人文科学論集 en : Gakushuin University studies in humanities 号 22, p. 101-121, 発行日 2013-10 |
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| 出版者 | ||||||
| 出版者 | 学習院大学大学院人文科学研究科 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 09190791 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10398283 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| URI | ||||||
| 識別子 | http://hdl.handle.net/10959/3824 | |||||
| 識別子タイプ | HDL | |||||
