Doiseの空間課題に及ぼす幼児の相互作用の効果

概要

論文の詳細を見る
Using Doise spatial task, this study examined the following three hypotheses about preschoolers' attainment of spatial skills: (1) A different viewpoint promotes faster advancement through developmental levels of spatial skills than the same viewpoint. (2) An interaction partner with a different skill level, rather than the same level, promotes faster advancement. And (3) a socio-cognitive conflict with the partner promotes faster advancement. To test these hypotheses, the method of Doise and Mugny (1984) was used in Experiment 1. In Experiment 2, the method was modified in several ways. most notably by pointing out and changing the shape of the marker, and by decreasing the number of objects to be arranged. Results of the experiments supported Hypothesis 3, but not 1 or 2. It was concluded that socio-cognitive conflicts in preschooler peer interaction contributed to children's development of spatial skills.
公益社団法人日本心理学会の論文