FAQ
logotyp Uniwersytetu Jagiellońskiego

Kompetentny tutor. Znaczenie funkcji zarządzających dla przebiegu tutoringu rówieśniczego

Data publikacji: 06.03.2014

Psychologia Rozwojowa, 2013, Tom 18, Numer 4, s. 95 - 110

Autorzy

Magdalena Kosno
Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków
https://orcid.org/0000-0002-6304-4591 Orcid
Wszystkie publikacje autora →

Tytuły

Kompetentny tutor. Znaczenie funkcji zarządzających dla przebiegu tutoringu rówieśniczego

Abstrakt

A competent tutor. The importance of executive functions to peer tutoring

The paper presents research on the relationship between different components and aspects of executive functions and the tutor’s behaviors and strategies used during peer tutoring. The research involved 23 pairs of six-year-old children. The tutors’ task was to teach their peers the rules of a board game. There was a signifi cant correlation between the level of the executive functions and the tutor’s behaviors and strategies which supported the student during the tutoring. Significant components of the executive functions included shifting attention, inhibition, working memory and the cool aspect of the executive functions. The tutors applying various strategies (Outside the role, Initiator, Partner, Coordinator) differed signifi cantly in their levels of the executive functions, and especially in the planning component.

Bibliografia

Ashley J., Tomasello M. (1998), Cooperative problem-solving and teaching in preschoolers. Social Development, 7, 2, 143–163.

Bernier A., Carlson S.M., Whipple N. (2010), From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81, 1, 326–339.

Bibok M.B., Carpendale J.I.M., Müller U. (2009), Parental scaffolding and the development of executive function [w:] C. Lewis, J.I.M. Carpendale (eds.), Social interaction and the development of executive function. New Directions in Child and Adolescent Development, 123, 17–34.

Carlson S.M. (2009), Social origins of executive function development [w:] C. Lewis, J.I.M. Carpendale (eds.), Social interaction and the development of executive function. New Directions in Child and Ado- lescent Development, 123, 87–97.

Da Silva E., Winnykamen F. (1998), Degree of sociability and interactive behaviors in dyadic situations of problem solving. European Journal of Psychology of Education, 13, 2, 253–270.

Davis-Unger A.C., Carlson S.M. (2008), Children’s teaching: Relations to theory of mind and executive function. Mind, Brain, and Education, 2, 128–135.

Eisenberg N., Fabes R.A., Guthrie I.K., Reiser M. (2000), Dispositional emotionality and regulation: their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78, 136–157.

Flynn E. (2010), Underpinning collaborative learning [w:] B.W. Sokol, U. Muller, J.I.M. Carpendale, A.R. Young, G. Iarocci (eds.), Self and social regulation: Social interaction and the development of social understanding and executive function. New York: Oxford University Press.

Hala S., Pexman P., Climie E., Rostad K., Glenwright M., (2010), A bidirectional view of executive function and social interaction [w:] B.W. Sokol, U. Müller, J.I.M. Carpendale, A.R. Young, G. Iarocci (eds.), Self and social regulation. Social interaction and the development of social understanding and executive functions. Oxford: University Press.

Hongwanishkul D., Happaney K.R., Lee W.S.C., Zelazo P.D. (2005), Assesment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28, 2, 617–644.

Hughes C.H., Ensor R.A. (2008), Does executive function matter for preschoolers’ problem behaviors?. Journal of Abnormal Child Psychology, 36, 1–14, doi: 10.1007/s10802-007-9107-6.

Hughes C.H., Ensor R.A. (2009), How do families help or hinder the emergence of early executive function? [w:] C. Lewis, J.I.M. Carpendale (eds.), Social interaction and the development of executive function. New Directions in Child and Adolescent Development, 123, 35–50.

Hughes C., Graham A., Grayson A. (2004), Executive function in childhood: development and disorder [w:] J. Oates, A. Grayson (eds.), Cognitive and language development in children, 205–230. Oxford: Blackwell Publishing Ltd.

Hughes C., White A., Sharpen J., Dunn J. (2000), Antisocial, angry, and unsympathetic: „Hard-to-manage” preschoolers’ peer problems and possible cognitive influences. Journal of Child Psychology and Psychiatry, 41, 2, 169–179.

Hughes C. (2011), Changes and challenges in 20 years of research into the development of executive functions. Infant and Child Development, 20(3), 251–271.

Kerr A., Zelazo P.D. (2004), Development of „hot” executive function: The children’s gambling task, Brain and Cognition, 55, 148–157.

Kielar-Turska M., Białecka-Pikul M., Skórska A. (2006), Rozwój zdolności mentalizacji. Z badań nad związkiem teorii umysłu, sprawności językowych i funkcji zarządzających. Psychologia Rozwojowa, 11, 2, 35–47.

Kloo D., Perner J. (2005), Disentangling dimensions in the dimensional change card-sorting task. Develop- mental Science, 8, 1, 44–56.

Landry S.H., Smith K.E., Swank P.R. (2009), New direction in evaluating social problem solving in childhood: Early precursors and links to adolescent social competence [w:] Ch. Lewis, J.I.M. Carpendale (eds.), Social interaction and the development of executive function. New Direction for Child and Adolescent Development, 123, 51–69.

Lewis Ch., Carpendale J.I.M. (red.) (2009), Social interaction and the development of executive function. New Direction for Child and Adolescent Development, 123.

Lezak M.D. (1982), The problem of assessing executive functions. International Journal of Psychology, 17, 281–297.

Łuria A. (1967), Zaburzenia wyższych czynności korowych wskutek ogniskowych uszkodzeń mózgu. Wprowadzenie do neuropsychologii. Warszawa: PWN.

Miyake A., Friedman N., Emerson M., Witzki A., Howerter A., Wager T. (2000), The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.

Monks C.P., Smith P.K., Swettenham J. (2005), Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31, 571–588.

Prencipe A., Kesek A., Cohen J., Lamm C., Lewis M.D., Zelazo P.D. (2011), Development of hot and cool executive function during the transition to adolescence. Journal of Experimental Child Psychology, 108(3), 621–637.

Putko A. (2008), Dziecięca „teoria umysłu” w fazie jawnej i utajonej a funkcje wykonawcze. Poznań: Wyd. Nauk. UAM.

Putko A. (2011), Teoria umysłu a zimne versus gorące funkcje zarządzające u dzieci w wieku przedszkolnym. Psychologia Rozwojowa, 16, 1, 73–84.

Radziszewska B., Rogoff B. (1988), Influence of adult and peer collaborators on children’s planning skills. Developmental Psychology, 24(6), 840–848.

Rzechowska E. (2004), Potencjalność w procesie rozwoju: mikroanaliza konstruowania wiedzy w dziecięcych interakcjach rówieśniczych. Lublin: Wydawnictwo KUL.

Shallice T. (1988), From neuropsychology to mental structure. Cambridge: Cambridge University Press. Simon J.R. (1990), The effects of an irrelevant directional cue on human information processing [w:]
R.W. Proctor, T.G. Reeve (eds.), Stimulus response compatibility: An integrated perspective, 31–86. Am- sterdam: North Holland.

Strauss S., Ziv M., Stein A. (2002), Teaching as a natural cognition and its relations to preschoolers’ developing theory of mind. Cognitive Development, 17, 1473–1487.

Tomasello M., Kruger A.C., Ratner H.H. (1993), Cultural learning. Behavioral and Brain Sciences, 16, 495–552.

Topping K. (2000), Tutoring, dostęp: http://www.ibe.unesco.org.

Verba M. (1998), Tutoring interactions between young children: How symmetry can modify asymetrical interactions. International Journal of Behavioral Development, 22, 1, 195–216.

Verba M., Marcos H. (1998), Help requests in tutoring at 30 months: Adaptation to the social situation. European Journal of Psychology of Education, 13, 3, 309–322.

Vygotsky L.S. (1978), Mind in society. Cambridge, MA: Harvard University Press.

Wood D., Wood H., Ainsworth S., O’Malley C. (1995), On becoming a tutor: Toward an ontogenetic model. Cognition and Instruction, 13, 565–581.

Wygotski L.S. (2006), Narzędzie i znak w rozwoju dziecka. Warszawa: PWN.

Zazzo R. (1974), Metody psychologicznego badania dziecka. t. 2: Test dwóch skreśleń, 427–537. Warsza- wa: PZWS.

Zelazo P.D. (2006), The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1, 297–301.

Zelazo P.D., Qu L., Müller, U. (2005), Hot and cool aspects of executive function: Relations in early devel- opments [w:] W. Schneider, R. Schumann-Hengsteler, B. Sodian (eds.), Young children’s cognitive development. Interrelationships among executive functioning, working memory, verbal ability and theory of mind, 71–93. Mahwah, NJ: Erlbaum.

Informacje

Informacje: Psychologia Rozwojowa, 2013, Tom 18, Numer 4, s. 95 - 110

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Polski:

Kompetentny tutor. Znaczenie funkcji zarządzających dla przebiegu tutoringu rówieśniczego

Angielski:

A competent tutor. The importance of executive functions to peer tutoring

Autorzy

https://orcid.org/0000-0002-6304-4591

Magdalena Kosno
Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków
https://orcid.org/0000-0002-6304-4591 Orcid
Wszystkie publikacje autora →

Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków

Publikacja: 06.03.2014

Status artykułu: Otwarte __T_UNLOCK

Licencja: Żadna

Udział procentowy autorów:

Magdalena Kosno (Autor) - 100%

Korekty artykułu:

-

Języki publikacji:

Polski

Liczba wyświetleń: 3017

Liczba pobrań: 1629