| Budget Amount *help |
¥3,400,000 (Direct Cost: ¥3,400,000)
Fiscal Year 2004: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2003: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2002: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Research Abstract |
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.
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