Wyniki wyszukiwania - Biblioteka Nauki

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Przyjmowanie perspektywy w obszarze poznawczym, społecznym i afektywnym: wzajemne zależności u dzieci w wieku przedszkolnym

100%

Stępień-Nycz M.

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nr 4

PL

Cognitive, social and affective perspective taking: interrelations in preschool childrenThe 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.

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Zarządzanie emocjami? Funkcje zarządzające a rozwój emocjonalny

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Stępień-Nycz M.

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EN

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).

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Recenzja

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Stępień-Nycz M.

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nr 3

PL

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

4

Odkrywanie kompetencji komunikacyjnych niemowląt. Skala Wczesnej Komunikacji Społecznej jako przykład narzędzia pomiarowego

51%

Białecka-Pikul M. , Karwala M. , Stępień-Nycz M. , Białek A.

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nr 3

PL

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.

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Sprawozdanie

51%

Byczewska-Konieczny K. , Kosno M. , Stępień-Nycz M.

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PL

Sprawozdanie z XVI Europejskiej Konferencji Psychologii Rozwojowej, Lozanna, Szwajcaria, 3–7 września 2013 roku

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Emotional and attentional predictors of self-regulation in early childhood

38%

Stępień-Nycz M. , Rostek I. , Byczewska-Konieczny K. , Kosno M. , Białecka-Pikul M. , Białek A.

Polish Psychological Bulletin

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2015

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tom 46

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nr 3

421-432

EN

The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011), it is important to reveal early predictors of self-regulation. The aim of the paper is to present the results of longitudinal studies on the relationships between the functioning of attention, regulation of emotion and later self-regulatory abilities. 310 children were assessed at three time points. At 12 months of age emotional regulation in situation of frustration and attention regulation were assessed. At 18 and 24 months behavioral-emotional regulation in the Snack Delay Task was measured. Additionally parents assessed executive attention using The Early Childhood Behavior Questionnaire when children were 26 months old. Structural equation modelling revealed two different paths to development of self-regulatory abilities at 18 months: emotional (reactive system) and emotionalattentional and only one emotional-attentional path at 24 months. The early ability to focus attention and later executive attention functioning revealed to be important predictors of self-regulatory abilities both at 18 and 24 months of age.