Małgorzata Stępień-Nycz

80 lat psychologii rozwojowej na Uniwersytecie Jagiellońskim:

sprawozdanie z sesji naukowej upamiętniającej osiemdziesiątą rocznicę założenia Katedry Psychologii Pedagogicznej na Uniwersytecie Jagiellońskim

RECENZJA: Adam Winsler, Charles Fernyhough, Ignacio Montero (red.) (2009), Private Speech, Executive Functioning and the Development of Verbal Self-Regulation. Cambridge: Cambridge University Press 2009

The aim of the present analysis is to describe the developmental trajectory of the infant and toddler communicative competencies. Turn-taking, gaze-following, joint attention and pointing gestures are the most important expressions of these competencies that could be measured by the Early Social Communication Scale (ESCS Mundy et al., 2003). We present the results of a research conducted with 358 one-year old children and obtained through the Polish version of this scale (ESCS). The validity and reliability of the Polish version of ESCS proved to be satisfactory. The obtained results were analyzed emphasizing the role of early communicative competencies in the further social, linguistic and cognitive development of a child and indicating the domain of psychological practice where ESCS could be implemented. 

Cognitive, social and affective perspective taking: interrelations in preschool children

The study on the interrelations of perspective taking ability in different domains is presented. The theoretical background of the study is the theory of Perspectival Understanding of Mind (PUM; Perner, 2000). According to this theory, the core ability that develops in the 5th year of life and that underlies many tasks that children start to accomplish in that time, is an ability to understand and coordinate different perspectives. 120 children aged 3;6–5;6 participated in the study. The measures used to assess the perspective taking ability were as follows: Flexible Item Selection Task (FIST; Jacques and Zelazo, 2001) in the cognitive domain, Test Wiedzy o Emocjach (TWE; The Test of Emotion Knowledge; Stępień, 2007) in the affective domain and the classical false belief tests in the social domain. The results obtained suggest that after the fourth birthday children start to accomplish different tasks that demand perspective taking ability. However, the interrelations of perspective taking in different domains are differentiated, and they change in the preschool period.

RECENZJA
Emotion and Memory in Development. Biological, cognitive and social considerations Jodi A. Quas, Robyn Fivush (eds). Oxford: Oxford University Press, 2009

Emotional discourse and its role in the development of the knowledge of emotions

The term “emotional discourse” refers to the child’s participation in conversations about emotions. A great body of research (Dunn et al., 1991; Dunn, Brophy, 2005; Harris, 2005; Peterson, Slaughter, 2006) indicate that there is a significant correlation between the child’s participation in emotional discourse (with his/her mother, siblings or friends) and his/her emotional knowledge. The aim of the article is to analyze the role of emotional discourse in the development of the knowledge of emotions.
Theories of discourse (van Dijk, 1985; 1990; Shugar, 1995) and of cognitive development (Karmiloff-Smith, 1992; Stemplewska-Żakowicz, 2001; Tomasello, 2002) indicate that in discourse the child has an opportunity to gain knowledge about invisible phenomena and is confronted with distinct perspectives. The child has also an opportunity to name and organize his/her emotions and to make distinctions between them due to verbal terms provided by his/her partner in discourse. Therefore the child’s participation in emotional discourse facilitaties his/her becom ing aware of his/her emotional states together with their causes and consequences, and – due to confrontation with distinct perspectives – the development of the discursive representation of emotions.

W dniach 18–22 sierpnia 2009 roku w Wilnie odbyła się XIV Europejska Konferencja Psychologii Rozwojowej. Uczestników, nie tylko z krajów europejskich, gościły mury młodego Uniwersytetu Wileńskiego im. Mykolasa Romerisa. Przygotowano różnorodne formy prezentacji prac naukowych. Były to: wykłady (9), zamawiane sympozja (5), sesje tematyczne (44) oraz 7 sesji posterowych, w czasie których zaprezentowano 520 plakatów.

Sprawozdanie z XV Europejskiej Konferencji Psychologii Rozwojowej (European Conference on Developmental Psychology), 23–27 sierpnia 2011, Bergen, Norwegia

Sprawozdanie:

XVI Europejska Konferencja Psychologii Rozwojowej, Lozanna, Szwajcaria, 3–7 września 2013 roku

Sprawozdanie z XX Jubileuszowej Ogólnopolskiej Konferencji Psychologii Rozwojowej „Wiedza o rozwoju w poznawaniu człowieka”, Kraków, 13–16 czerwca 2011

„Wiedza o rozwoju w poznawaniu człowieka” – pod takim hasłem przebiegała w dniach 13–16 czerwca 2011 roku XX Jubileuszowa Ogólnopolska Konferencja Psychologii Rozwojowej. Spotkania naukowe poświęcone dyskusjom nad zagadnieniami z zakresu psychologii rozwoju człowieka są corocznie organizowane przez Sekcję Psychologii Rozwojowej Polskiego Towarzystwa Psychologicznego. Pierwsza konferencja odbyła się w dniach 8–11 stycznia 1992 roku w Przegorzałach koło Krakowa. Kolejne spotkania psychologów rozwojowych miały miejsce w różnych naukowych ośrodkach w Polsce. Tegoroczna, XX konferencja została zorganizowana w Krakowie przez Sekcję Psychologii Rozwojowej oraz Instytut Psychologii Wydziału Filozoficznego i Instytut Psychologii Stosowanej Wydziału Zarządzania i Komunikacji Społecznej Uniwersytetu Jagiellońskiego.

Sprawozdanie z XXII Ogólnopolskiej Konferencji Psychologii Rozwojowej Społeczny kontekst rozwoju.
Od dziecka do dorosłego

Gdańsk, 27–29.05.2013

Sprawozdanie z sesji poświęconej pamięci  Profesor Marii Przetacznik-Gierowskiej,  Kraków, 13 marca 2015 roku

Managing emotions? Executive functions and emotional development

Recent interest in the executive functions has resulted in intensive research on the relation between these and other aspects of functioning, especially language and theory of mind. However, there are relatively few studies of the relation between the executive functions and emotional development, despite the fact that the executive functions are supposed to regulate not only thoughts and behaviour but also emotions (Best et al. 2009).
The paper presents a review of research on the relations between the executive functions and two aspects of the emotional development: emotion regulation and emotion understanding. The emotion regulation seems to be closely connected with the executive functions; in some contexts, these two constructs become undistinguishable, especially where the hot executive functions are concerned (Zelazo & Cunningham 2007). As we consider the cool aspect of the executive functions, research suggests that inhibition and cognitive flexibility may play a role in the emotion regulation. Similarly, inhibition and cognitive flexibility, together with working memory, seem to be related to the emotion understanding.
Finally, the paper quotes results suggesting a modifying influence of emotions on the executive functioning. Analysis of the mutual relations between the executive functioning and the emotional development has helped to elaborate the model of the relations between the control and the understanding in the domains of cognition and emotions (Leerkes et al. 2008).