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Ruch i zmiana jako wskazówki wyzwalające abstrakcyjne schematy pojęciowe we wczesnym okresie rozwoju poznawczego

100%

Haman M.

Polskie Forum Psychologiczne

2011

vol. XVI

issue 1

54-72

Contemporary research in cognitive development shows that even young infants conceptualize reality, rather than simply respond in the non-reflective manner to the stimulation from environment. During the first four years of the child’s life these conceptualizations take a form of theory-like schemata of certain categories of events and of objects involved in these events, e.g. physical bodies, intentionally acting agents, tools and other artifacts, and living kinds. These categories are framed within (1) “naive physics” – theory of bodies and physical causality, (2) intentional stance, (3) teleological and design stances, and (3) essentialist beliefs. One of the main issues to be solved at this early stage of development is demarcating the scopes of application of theses schemata. Perceived patterns of movement and change constitute a very early and rich source of information that the child uses to solve this task. In this paper I review available empirical evidence (including our own research) for early processing of dynamical information and its role in conceptual-cognitive development.

Rozumienie różnicy między emocją rzeczywistą a okazywaną u dzieci w wieku przedszkolnym

63%

Gałkowska A., Haman M.

Polskie Forum Psychologiczne

2011

vol. XVI

issue 2

178-196

Children’s understanding of emotion is an important issue in the area of the development of social cognition. The presented research was aimed at investigating when children start to understand emotion as a mental state. The role of the perspective from which children assess the emotion (self-perspective and third person perspective) was also investigated. Valence of emotion and sex of the child were also controlled. 79 4-year old and 80 6-year old children participated in the study. The participants listened to the stories depicting situations which were expected to provoke positive or negative emotion in the stories’ protagonists. However the protagonists were showing reaction which suggested an opposite emotional state. Then, children were asked about the stories protagonists’ real emotions and how they would felt in the similar situations themselves. The order in the sequence of questions about emotions of the story’s protagonist and children’s emotions was controlled. The results show that 4-year old children yet represent emotions rather as an internal mental states than characteristics of behavior (attributions of real emotion were more frequently based on the situations than on the behavioral clues), although this ability undergoes some developmental change during next two years of child’s development. However, a very strong effect of emotion’s valence makes some conclusions not fully warranted. The results are discussed in the contexts of children’s theory of mind, ability to control emotion, and also in the context of socialization processes – patterns of attachment.

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2 Polskie Forum Psychologiczne

2 2011

2 Haman M.

1 Gałkowska A.

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Ruch i zmiana jako wskazówki wyzwalające abstrakcyjne schematy pojęciowe we wczesnym okresie rozwoju poznawczego

Rozumienie różnicy między emocją rzeczywistą a okazywaną u dzieci w wieku przedszkolnym