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Tamara Lemerise Claude Dessurealt Lucille Marcotte 《Educational Studies in Mathematics》1992,23(4):351-382
Résumé Un environnement pédagogique propice à l'acquisition et à l'expression des habiletés procédurales en Logo est mis au point et accueille des enfants de 10–12 ans dans un projet d'une durée de 8 mois. Dans des phases successives de familiarisation et d'évaluation des compétences, on propose aux 10 participants une série de mises en situation requérant la manipulation de procédures en programmation Logo. Une analyse des comportements des enfants en termes de leurs habiletés fines et distinctes permet d'observer leur compétence et intérêt à manipuler des procédures. La discussion met en perspective l'importance des habiletés acquises et retrace les conditions environnementales qui en favorisent et supportent l'expression. Les limites dans les compétences observées sont aussi soulignées, ceci dans une perspective d'identification des étapes encore à parcourir dans la poursuite de l'acquisition et de la maîtrise des habiletés procédurales.
A learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10 to 12 year range. In successive phases of familiarization and evaluation of competence over an eight month period, ten participants were placed in a series of situations that required them to manipulate programming procedures in LOGO. A fine-grained analysis of each of the children's behavior revealed their competence and interest in manipulating procedures. The importance of the acquired skills and the environmental conditions that favor and support their expression are discussed. Limits in the competencies observed are highlighted in order to identify the further steps to be taken in the acquisition and mastery of procedural skills.相似文献
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Elizabeth A. Lemerise Bridgette D. Harper Heidi M. Howes 《Early education and development》1998,9(2):187-201
The longitudinal stability of measures of peer acceptance, social status, and social reputation and the role of children's ages relative to classmates were studied during the transition from same-age kindergarten to mixed-age (ungraded) primary. Both overall peer acceptance and aggressive social reputation showed moderate stability from kindergarten to ungraded primary. Half of the children who were rejected at Time 1 (kindergarten) maintained their rejected status in ungraded primary. Results were comparable to previous research on same-age classrooms. Implications of children's peer relations for adjustment to ungraded primary are discussed. 相似文献
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Aggression and moral development: integrating social information processing and moral domain models 总被引：5，自引：0，他引：5
Social information processing and moral domain theories have developed in relative isolation from each other despite their common focus on intentional harm and victimization, and mutual emphasis on social cognitive processes in explaining aggressive, morally relevant behaviors. This article presents a selective summary of these literatures with the goal of showing how they can be integrated into a single, coherent model. An essential aspect of this integration is Crick and Dodge's (1994) distinction between latent mental structures and online processing. It is argued that moral domain theory is relevant for describing underlying mental structures regarding the nature and boundaries of what is moral, whereas the social information processing model describes the online information processing that affects application of moral structures during peer interactions. 相似文献
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Tedra Walden Elizabeth Lemerise Maureen C . Smith 《Early education and development》1999,10(3):351-371
The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming. 相似文献
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Sarah L. Caverly Elizabeth A. Lemerise Bridgette D. Harper 《Early education and development》2002,13(1):5-22
Patterns of friendship in 66 ungraded primary classrooms were investigated. A sample of 1168 ungraded primary students participated in rating and nomination sociometric assessments which yielded independent information concerning overall acceptance by the classroom peer group and the presence of reciprocated friendship dyads. Analyses revealed that both peer acceptance level and age relative to classmates influenced whether children had friends, the total number of reciprocated friendships, and the numbers of friendships with children who were of different ages relative to classmates. Previous research had suggested that ungraded primary students who are relatively younger than their classmates are less well accepted by their classmates. Results confirmed and extended this research by demonstrating that relatively younger children in mixed-age classes also are less likely to have reciprocated friendships with classmates. These results suggest that teachers in mixed-age preschool and primary programs may need to implement practices which assist friendship formation, especially for the younger class members. 相似文献
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An integrated model of emotion processes and cognition in social information processing 总被引：20，自引：0，他引：20
Literature on the contributions of social cognitive and emotion processes to children's social competence is reviewed and interpreted in the context of an integrated model of emotion processes and cognition in social information processing. Neurophysiological and functional evidence for the centrality of emotion processes in personal-social decision making is reviewed. Crick and Dodge's model is presented as a cognitive model of social decision making, and a revised model is proposed into which emotion processes are integrated. Hypotheses derived from the proposed model are described. 相似文献
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