The emergence of learning-related social skills in preschool children

Recent research has pointed to the role of learning-related social skills in academic achievement and school success [Cooper & Farran, 1988; McClelland, Morrison, & Holmes, 2000]. Learning-related social skills tap the domains of independence, responsibility, self-regulation, and cooperation. The present study examined the nature and stability of teacher ratings of early learning-related social skills in 72 preschool children at 3–4 years and 1 year later. Confirmatory factor analysis (CFA) using structural equation modeling (SEM) revealed that a construct labeled “learning-related social skills” emerged in ratings of preschool children and showed moderate variability. Further, ratings of children’s early learning-related social skills were relatively stable over a 1-year period. Discussion focused on the emergence of learning-related social skills during the preschool period and possible role of these skills for early school success.     

Cooperative activities in young children and chimpanzees

Human children 18-24 months of age and 3 young chimpanzees interacted in 4 cooperative activities with a human adult partner. The human children successfully participated in cooperative problem-solving activities and social games, whereas the chimpanzees were uninterested in the social games. As an experimental manipulation, in each task the adult partner stopped participating at a specific point during the activity. All children produced at least one communicative attempt to reengage him, perhaps suggesting that they were trying to reinstate a shared goal. No chimpanzee ever made any communicative attempt to reengage the partner. These results are interpreted as evidence for a uniquely human form of cooperative activity involving shared intentionality that emerges in the second year of life.     

Learning Logo: The social context of cognition

In the wake of South Africa's first non-racial elections in 1994, the new Minister of Education launched a national process which would purge the apartheid curriculum of its most offensive racial content and outdated, inaccurate subject matter. At a first glance these essential alterations to school syllabuses sounded reasonable and timely, given the democratic non-racial ideals of the new government. However, these syllabus alterations had little to do with changing the school curriculum and much more to do with a precarious crisis of legitimacy facing the state and education in the months following the national elections. The haste with which the state pursued a superficial cleansing of the inherited curriculum is explained in terms of the political constraints, conflicts and compromises which accompanied the South African transition from apartheid.     

The emergence of social capital in low-income Latino elementary schools

Scholars suggest that racial/ethnic and class disparities in school-based social capital contribute to educational inequalities. Previous studies demonstrate that social capital (relations of trust, mutual expectations, and shared values) between parents and schools supports children's development. Yet we know little about the emergence of social capital, that is, the processes through which it develops. In this study, we explore mechanisms of social capital emergence in predominantly low-income Latino school communities. We draw data from an experimental study that manipulated social capital through an after-school family engagement program. Based on interviews and focus groups with participating parents, teachers, and program staff in two elementary schools, we identified four types of interactions that act as mechanisms of social capital emergence: (1) responsive communication; (2) reciprocal communication; (3) shared experiences; and (4) institutional linkage. The article connects these mechanisms to theoretically linked sources of social capital and discusses implications for theory and practice.     

内隐社会认知研究新进展

内隐社会认知是指在社会认知过程中虽然个体不能回忆某一过去经验，但这一经验潜在地对个体的行为和判断产生影响。内隐社会认知研究采用的是内隐记忆的间接测量技术和方法；已有的研究揭示出社会知觉，刻板印象，性别差异，印象形成中存在内隐社会认知，与学习其他材料比较，社会认知学习具有更强的内隐性。目前，内隐社会认知已成为社会认知领域的研究热点之一。     

在体验中增进幼儿社会认知

幼儿的社会认知能力培养对于其未来发展具有十分重要的意义,而体验活动的开展则是一种十分有效的手段。在这种背景下,本文首先概述了增进幼儿社会认知的重要性,进而从四个方面对基于体验活动的幼儿社会认知能力提升的可行途径进行了探讨,并在最后进行了反思与讨论。     

“三社联动”机制在基层社会治理中作用探究

随着我国的经济发展,我国基层社会治理的主要模式和基层社会治理的概念,治理的现状和主要障碍为基础,论述了"三社联动"的概念,运作流程,运作模式和组织结构,并且在这个过程中对"三社联动"的作用价值取向与对策和建议,在我们认为,"三社"能有效的衔接和有效的互补进行联动,"三社联动"在基层社会治理的新模式下能有效的不断提升基层社会的治理水平和加快我国基层社会治理体系,"三社联动"对促进我国治理体系以及治理能力现代化有着一定的现实意义与理论。     

Developing language and cognition in young children with Logo

A Logo intervention was implemented to improve the language and problem-solving skills of four young mainstreamed children with developmental disabilities. To ensure that the children had a clear concept of Logo, a specially designed scope and sequence curriculum, with instructional aids, was developed. The children were tested in language and cognitive processing and gain scores were analysed after the intervention. While there were no statistically supportable conclusions attesting to the benefit of Logo in language and problem-solving, a qualitative assessment of gains supported the value of the project.     

关于社会认知理论的研究综述

社会认知是当前国内外心理学研究领域的热门课题之一。社会认知是指关于人和人的行为的知识和认知。随着研究的深入,社会认知研究的领域在不断的丰富。本文综合了近年来国内外有关方面的研究,阐述了社会认知的起源,主要理论,发展趋势等。     

新词产生的社会因素、心理因素探

新词语是个相对的、历史的概语:在新词语不断产生的同时,较早产生的新词语逐渐丧失其新颖性而成为一个民族国家的基本词汇单元。本文试图从经济飞速发展而对政治、心理、社会文化所产生的推动作用(尤其是相对落后国家在向发达国家学习的过程中所产生的文化跟随现象)进行一次探讨,并从社会因素、心理因素两个层面加以剖析,从而内在地归纳、抽取一些新词语产生的规律、途径等方面的资料,有利于人们理智、冷静地看待今天外来文化单元大量涌入中国儒家文化的事实和现象。     

Self-regulating academic learning and achievement: The emergence of a social cognitive perspective

For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of academic self-regulated learning is proposed that integrates triadic determinants of self-regulated learning (personal, behavioral, and environmental) on the basis of a strategic control loop. When students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they display increased self-efficacy, greater intrinsic motivation, and higher academic achievement.     

Mental mathematics, emergence of strategies, and the enactivist theory of cognition

In this article, I present and build on the ideas of John Threlfall [(Educational Studies in Mathematics 50:29–47, 2002)] about strategy development in mental mathematics contexts. Focusing on the emergence of strategies rather than on issues of choice or flexibility of choice, I ground these ideas in the enactivist theory of cognition, particularly in issues of problem posing, for discussing the nature of the solving processes at play when solving mental mathematics problems. I complement this analysis and conceptualization by offering two examples about issues of emergence of strategies and of problem posing, in order to offer illustrations thereof, as well as to highlight the fruitfulness of this orientation for better understanding the processes at play in mental mathematics contexts.     

镜像神经元：从个体认知到社会行为

近十年来,一项被誉为可与DNA相媲美的神经科学新发现--镜像神经元(mirror neuron)逐渐成为未来神经科学、认知科学、心理学界的"研究宠儿",众多研究发现镜像神经元系统是人类社会认知的重要神经机制.该系统与人类的动作识别、意图理解、语言进化、共情等心理活动密切相关.文章介绍了该系统在个体认知和社会行为过程中的作用与意义,并对当前研究中所遗留的问题和未来研究方向作了反思与展望.     

脑成像技术在社会认知研究中的积极作用

脑科学技术的迅速发展与认知心理学的相互融合在认知神经心理学领域取得了惊人的成就,与此同时通过脑功能定位技术开展大脑功能与社会信息加工机制相互关系的研究,也成为心珲学家进行社会认知理论探索的必然,本文试图通过时近10年来脑成像技术在社会认知研究领域所取得成果的介绍,使读者对脑成像在社会认知领域中的积极作用有所了解.     

论社会再生产的三大领域及其数量关系

社会再生产不仅仅包括物质生产领域，而且包括精神生产领域和服务生产领域，揭示社会再生产中三大生产领域的数量关系，对科学认识社会再生产具有重大的现实意义。     

Emotion discourse, social cognition, and social skills in children with and without developmental delays

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed.