Showing papers in "European Journal of Psychology of Education in 1987"
TL;DR: In this article, the authors review the validity of paper-and-pencil tests and conclude that the relationship between performance on such tests and criteria of occupational performance is generally very modest.
Abstract: The paper reviews the concept of validity, and adopts the formulation that validity is the extent to which the results of an assessment can be generalized. The evidence about the validity of paper-and-pencil tests is then examined, leading to the conclusion that the relationship between performance on such tests and criteria of occupational performance is generally very modest. Research about the factors influencing performance on assessment tests is reviewed, and the three main categories of factor found to be motivation, the conditions of assessment and the way in which the task is presented. In conclusion, the responsibility of the assessor to elicit the condidate’s best performance is contrasted with the responsibility to ensure the validity of the results of the assessment, and hence to ensure that the sample of behaviour assessed is representative of the universe of interest.
64 citations
TL;DR: In psychologie de Vygotsky, la differenciation entre psychologia genetique and psychologies de l'educationn'ta pas de sens.
Abstract: Dans la theorie de Vygotsky, la differenciation entre psychologie genetique et psychologie de l'education n'a pas de sens. Cette these est prouvee par un expose de quelques principes psychologiques fondamentaux developpes par Vygotsky. La mediatisation des processus psychologiques est le pivot de la conception vygotskyenne; les mediateurs sont des systemes de signes socialement elabores qui permettent le controle des propres processus de comportement. La sociogenese et l'interiorisation, qui decoulent de cette conception, sont deux aspects inseparables du meme processus de construction des diverses capacites psychiques; ils menent, a un certain niveau de development, a un comportement quasi-social de l'individu par rapport a lui-meme. La differenciation des fonctions est la forme principale que prend la construction de nouvelles capacites; l'analyse du developpement du langage illustre parfaitement cette conception. L'analyse des theses vygotskyennes permet de deceler quelques lignes directrices pour la recherche en psychologie.
26 citations
TL;DR: Theories implicites du developpement et de l’education as discussed by the authors designents les connaissances relatives aux processus du deVELOPement and a l'action educative des parents, des enseignant(e)s ou des educateurs who, without avoir la fonction professionnelle de psychologues ou de psychiatres, prennent en charge l'education des enfants dans le cadre de la famille ou d'institutions telles que la creche and l
Abstract: Les termes «theories implicites du developpement et de l’education» designents les connaissances relatives aux processus du developpement et a l’action educative des parents, des enseignant(e)s ou des educateurs qui, sans avoir la fonction professionnelle de psychologues ou de psychiatres, prennent en charge l’education des enfants dans le cadre de la famille ou d’institutions telles que la creche et l’ecole. L’auteur presente une synthese des recherches traitant essentiellement du developpement socio-emotionnel de l’enfant, publiees entre 1980 et 1986 et realisees en Europe aussi bien qu’aux Etats-Unis. Elle se centre principalement sur les travaux dont les auteurs partagent les conceptions epistemologiques constructivistes. Elle presente egalement les travaux d’auteurs etudiant divers autres aspects de la personnalite, susceptibles d’etre integres dans une theorie constructiviste de l’action educative, s’inserant elle-meme dans le cadre le plus large d’une theorie de l’action.
26 citations
TL;DR: In this paper, the authors investigated smoking transitions between different stages of smoking and found that indirect and social and affective effects of smoking such as looking older or calming down were more important for younger adolescents and for smoking onset.
Abstract: Longitudinal data from the «Berlin-Bremen Study on Health Behavior» are used to investigate smoking transitions between different stages of smoking. 1357 seventh and eighth graders were asked about their smoking behavior, their expectations with regard to smoking, smoking in their environment, and their self-image in Fall, 1983. 86% and 81% participated again one and two years later, respectively. Analyses of carbon monoxide and serum thiocyanate levels revealed adequate validity for self-reported smoking behavior. Rates of smoking were dramatically different for different educational strata. Direct and indirect functions of smoking are distinguished. The «indirect» function refers to smoking as a means of obtaining access to peer groups, thus increasing one’s psychological well-being. Direct functions refer to social and affective effects of smoking such as looking older or calming down. In line with expectations, indirect functions were found to be more important for younger adolescents and for smoking onset. In contrast, direct functions were better predictors of the smoking behavior of older adolescents and of the transition to regular smoking.
23 citations
TL;DR: In this paper, the authors investigated how primary school pupils define and deal with cognitive tasks in situations that are recognized as pedagogical in character, and found that the predefinitions of cognitive activities typical of educational contexts have a strong impact on the way problems are dealt with.
Abstract: The general concern of the present article is to contribute to an understanding of the contextual determination of cognitive activities. More specifically, the focus of the empirical research reported has been to study how pupils define and deal with cognitive tasks in situations that are recognised as pedagogical in character. Within the context of their everyday mathematics teaching, 206 twelve year old primary school pupils were given work sheets containing elementary arithmetic problems. The experimental treatment consisted of introducing (through headings and instructions) pedagogical definitions of problems that were in conflict with the nature of the problems themselves. The results indicate that the predefinitions of cognitive activities typical of educational contexts have a strong impact on the way problems are dealt with. Clear differences could be discerned between groups at different achievement levels in the extent to which the cues present in pedagogical contexts were used in defining the problem. A crucial aspect of what are conventionally conceived as differences in mathematical ability seems, judging from the present results, to have more to do with the capacity to decipher ambiguous communicative situations than with the mastery of a mathematical algorithm per se.
22 citations
TL;DR: The key elements underlying Feuerstein's Instrumental Enrichment Programme are described together with the programme's aims in this paper, and a summary of most of the available large and small scale research prior to 1986 is given.
Abstract: The key elements underlying Feuerstein’s Instrumental Enrichment Programme are described together with the programme’s aims. Suggestions are made as to appropriate ways of evaluating the programme’s effectiveness and a summary of most of the available large and small scale research prior to 1986 is given. This research is itself evaluated in the light of previous suggestions and found to be deficient on a number of counts. Nevertheless, a degree of cautious optimism with regard to the potential effects of FIE is considered warranted. Suggestions are made as to how future research might overcome the pitfalls of earlier studies by the application of alternative evaluation strategies.
21 citations
TL;DR: In this paper, the authors examined whether the adolescent's involvement in a deviant peer context, proneness to commit transgressions, and perceived peer rejection were influenced by family income change (loss, gain, or no change) and adolescent perceptions of parental acceptance.
Abstract: The present investigation examined whether the adolescent's involvement in a deviant peer context, proneness to commit transgressions, and perceived peer rejection were influenced by family income change (loss, gain, or no change) and adolescent perceptions of parental acceptance. The sample consisted of 110 families selected from a longitudinal study of adolescents in Berlin, West Germany. A multivariate analysis of covariance, controlling for sex of the adolescent, revealed a significant interaction between income change and perceived parental acceptance. Followup univariate tests showed that adolescents in families experiencing a loss or no change in income were more prone to committing transgressions when there was low parental acceptance. Adolescents who felt accepted by parents were uniformly low on transgression proneness, regardless of income change status. The role of perceived parental acceptance in buffering the adolescent from the potentially adverse effects of economic hardship is discussed.
16 citations
TL;DR: This article estimated duration models of the time elapsed since first leaving school to the first full-time civilian job and jobs held at ages 24-25 and 28-29 and found that the effects of drug use on entry into the labor force and subsequent socioeconomic achievement.
Abstract: To determine the effects of drug use on entry into the labor force and subsequent socioeconomic achievement, we estimated duration models of the time elapsed since first leaving school to the first fulltime civilian job and jobs held at ages 24–25 and 28–29.
16 citations
TL;DR: In this paper, the authors reported that emphasising fairness through the device of a competitive game did increase the frequency of correct responses for the conservation question and that the introduction of a second experimenter to ask the question also had a significant, if more limited, facilitative effect.
Abstract: Modifications of conservation tasks designed to increase their ‘social intelligibility’ have frequently been shown to improve young children’s performance. Several studies in this area have involved introducing an emphasis on fairness of distribution, but the significance of this factor has not been independently assessed. Another factor to which attention has recently been drawn concerns the child’s understanding of the experimenter’s intentions in asking the conservation question. Perner (1984) has reported that young children responded more accurately when the question was asked by an experimenter who had not witnessed the earlier stages of the procedure. This paper reports an experiment in which these two factors — the emphasis on fairness and the introduction of a naive experimenter—were manipulated independently. One hundred and twelve 4–6 year olds were divided between four conditions and tested in pairs on a task involving conservation of discontinuous quantity. The results offered clear evidence that emphasising fairness through the device of a competitive game did increase the frequency of correct responses. The introduction of a second experimenter to ask the conservation question also had a significant, if more limited, facilitative effect. Possible social and cognitive processes underlying these results are discussed.
16 citations
TL;DR: In this article, the authors analyse the impact of the risk of educational downward mobility as well as some related characteristics on substance use among adolescents, using LISREL VI, and show that this type of educational career pattern, actual or anticipated, substantially contributes to the consumption of legal drugs.
Abstract: In modern, competitive societies the social organisation of «youth» implies both the chance and risk of (intergenerational) vertical social mobility. It is suggested that it is precisely this basic feature that to a considerable extent gives rise to substance use. In particular the paper aims at analysing the impact of the risk of educational downward mobility as well as some related characteristics. Using LISREL VI, it is shown that this type of educational career pattern, actual or anticipated, substantially contributes to the consumption of legal drugs. Weight is given to an extended analysis of the mode of action involved in the relationship between substance use and the career pattern as well as associated characteristics, respectively. As far as home is concerned, social conflict and associated feelings on the side of the adolescents turn out to be a major ‘mechanism’ through which the observable impact of educational downward mobility can be traced back. Integration into both the cultural system of «legalized» drug use and subcultural contexts as provided by social cliques is a further condition that strongly influences substance use among adolescents.
15 citations
TL;DR: This article examined critical features important for transforming large-scale educational assessment into effective policy research, including a developmental orientation to time-ordered data, empirically-grounded construct interpretations of measures and relationships, speculative inquiry into the role of diverse contributing factors, and appraisal of alternative perspectives on both the questions and the findings.
Abstract: Critical features important for transforming large-scale educational assessment into effective policy research are examined. These include a developmental orientation to time-ordered data, empirically-grounded construct interpretations of measures and relationships, speculative inquiry into the role of diverse contributing factors, and appraisal of alternative perspectives on both the questions and the findings.
TL;DR: In this paper, a recherche vise a etudier l'efficacite des confrontations socio-cognitives entre enfants sur leurs competences a resoudre des problemes d'organisation de produits de de two ensembles.
Abstract: Cette recherche vise a etudier l'efficacite des confrontations socio-cognitives entre enfants sur leurs competences a resoudre des problemes d'organisation de produits de deux ensembles. Elle est plus particulierement centree sur l'analyse du role des conditions d'organisation de l'interaction et des mecanismes permettant de rendre compte des progres individuels.
TL;DR: In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared as mentioned in this paper, and at five schools (control condition) pupils did spelling exercises as usual, i.e., individually; at five other schools the pupils also worked individually, but checked each other's work after which they had the opportunity to correct their own mistakes.
Abstract: In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared. At five schools (control condition) pupils did spelling exercises as usual, i. e. individually; at five other schools the pupils also worked individually, but checked each other’s work after which they had the opportunity to correct their own mistakes.
TL;DR: In this article, the authors present a prospective study on the career of young opiate dependent persons, first contacted in selected abstinence and maintenance programs and in selected prisons, in all regions of Switzerland.
Abstract: The present paper addresses the design and description of a prospective study on the career of young opiate dependent persons, first contacted in selected abstinence and maintenance programs and in selected prisons, in all regions of Switzerland. The interpretation of results after the 2-year follow-up is made concerning various aspects of psychosocial functioning (substance use, work performance, financial autonomy, delinquency, leisure activities, social contacts with family and peers). Addicts of the German speaking sample are compared with a non-dependent control group concerning the psychosocial development over a period of 2 years. The discussion addresses implications for intervention programs.
TL;DR: In this article, the authors described the theoretical basis, the development and the use of an inventory designed to measure styles of learning and motivation, where items within the inventory were located on 20 sub-scales.
Abstract: The theoretical basis, the development and the use of an inventory designed to measure styles of learning and motivation are described. On the basis of previous research, items within the inventory were located on 20 sub-scales. The ten motivation sub-scales were derived from a theory of school motivation which was based on extensive interview and inventory work carried out in Hungary with children, their parents and teachers. The ten scales describing styles of learning were derived from concepts describing learning approaches and styles which emerged from interviews and experimental research with students in British and Swedish higher education.
TL;DR: This paper found that adolescents who saw themselves as more addicted, those who anticipate more difficulty in stopping and/or reported more craving for cigarettes had more «external control» beliefs about their health, emphasized to a greater extent intrinsic enjoyment and the calming effect of smoking and rejected ideas that smoking by young people is motivated by the desire to look grown up or feel important.
Abstract: Results from a survey of smoking prevalence and smoking beliefs among 10,579 pupils from 10 co-educational comprehensive schools from the Bristol conurbation suggest that there is more to adolescent smoking than a vulnerability to peer group pressure. Those adolescents who saw themselves as more addicted, those who anticipate more difficulty in stopping and/or reported more craving for cigarettes had more «external control» beliefs about their health, emphasized to a greater extent intrinsic enjoyment and the calming effect of smoking and rejected ideas that smoking by young people is motivated by the desire to look grown up or feel important. Young smokers appear to attribute their behaviour to the intrinsic benefits of smoking itself rather than to external pressure or to the desire to conform to peer group norms. The implications of these findings for health education programmes are discussed.
TL;DR: In this article, an etiological study was designed to investigate the onset and development of drinking and driving among adolescents who recently received their driver's license, and a theoretical framework, derived from Problem Behavior Theory, was applied in order to identify environmental, personality and behavioral factors associated with drinking.
Abstract: An etiological study was designed to investigate the onset and development of drinking and driving among adolescents who recently received their driver’s license. A theoretical framework, derived from Problem Behavior Theory, was applied in order to identify environmental, personality and behavioral factors associated with drinking and driving. Among students who reported that they had driven a motor vehicle in the past three months (N=1416), 33 percent of the males and 22 percent of the females (who averaged 16.7 years) reported “drinking at least two drinks on a single occasion prior to driving” at least once in the previous three months. Personality factors (including perceived ability to drive after drinking, tolerance of drinking and driving, and lack of self-confidence in avoiding drinking and driving situations), perceived environmental factors (perceived car availability and friends modelling of drinking and driving) and behavioral factors (riding with a drinking driver and marijuana use) accounted for a large proportion (49%) of the variance in reported drinking and driving. It is recommended that school-based, peer-led educational programs be designed which target young adolescents prior to the age at which legal driver license is obtained. The programs should be broad-based and consider drinking and driving within the larger context of drinking and driving related behaviors and traffic safety in general.
TL;DR: This paper found that the second recall yielded substantial additional material and was expecially effective in recalling alternative perspective related ideas and this most markedly so if the instructions were to recall using the alternative perspective.
Abstract: Three hundred College students read a 760 word text under one of two instructed perspectives. After full recall, an additional recall (squeeze) was requested under either the same (unchanged) or the alternative perspective. The first recall confirmed earlier results: a strong bias towards perspective related ideas. The second recall yielded substantial additional material. It was expecially effective in recalling alternative perspective related ideas and this most markedly so if the instructions were to recall using the alternative perspective. These results confirm and complement the results of Anderson & Pichert (1978) in so far as it is both the chance of a second recall as well as the change in perspective that raises the amount of recalled material.
TL;DR: In this article, two experiences on ete conduites en vue d'etudier le fonctionnement textuel de la ponctuation et de certains connecteurs, et son developpement.
Abstract: Deux experiences on ete conduites en vue d’etudier le fonctionnement textuel de la ponctuation et de certains connecteurs, et son developpement. Des sujets de 7, 9, 11 et 13 ans ont eu a recopier en les ponctuant quatre recits construits selon la «grammaire narrative» de Mandler et Johnson (1977) et presentes sans ponctuation. Les resultats montrent que le taux de ponctuation varie en fonction du site: fort en debut et fin de texte, il diminue tres significativement au milieu. D’autre part, l’insertion de et entraine une forte chute de ponctuation.Alors etapres restent, eux, le plus souvent ponctues maisalors s’associe surtout a des virgules. Ces tendances ne sont significatives qu’a partir de 11 ans (sauf pour l’impact deet, avere des 7 ans).
TL;DR: In this paper, a study was conducted in Finland and the USSR (Estonia) with two birth cohorts (14 and 17 years old) and their parents and the results supported the hypothesis that adolescent drinking is an age-related behaviour aimed at active coping efforts to adopt adult-like behaviour.
Abstract: The present study was conducted in Finland and the USSR (Estonia) with two birth cohorts (14 and 17 years old) and their parents. The subjects, 504 in Finland and 329 in Estonia, were drawn from urban and rural areas. 85% of the Estonian and 55% of the Finnish parents returned the questionnaire. The results supported the hypothesis that adolescent drinking is an age-related behaviour aimed at active coping efforts to adopt adult-like behaviour. In both countries abstinence decreased with age, and the use of alcohol was seen as behaviour which became acceptable at an older age than the age when the actual initiation occurred. However, the use of alcohol remained occasional through the ages of 17 to 18. Adolescents’ drinking correlated strongly with their conceptions of the accepted motives for drinking which, in turn, correlated with observations of the parents’ use of alcohol. In Estonia, boys with high self-esteem were most active in adopting customary adult drinking. In Finland, drinking was typical of boys who were active in the use of leisure time, whereas abstinence, was typical of passive users of leisure time. The Finnish adolescents did not make a distinction between moderate and heavy drinking as clearly as the Estonian ones. Traditional sex differences in the use of alcohol still existed in Estonia, but Finnish girls’ drinking did not differ from Finnish or Estonian boys’ drinking. The influences of parental modelling were strongest for Finnish girls. There were few indicators of reactive coping efforts for strains from the environment, but a conflicted home atmosphere was a risk factor of the early onset of alcohol drinking.
TL;DR: In this paper, a group of 75 children, originally selected as dyslectic on the basis of their reading and/or spelling problems relative to a total group of 1000 4.th grade children in the city of Trondheim, blood tests were obtained on 35 children.
Abstract: From a group of 75 children, originally selected as dyslectic on the basis of their reading and/or spelling problems relative to a total group of 1000 4.th grade children in the city of Trondheim, blood tests were obtained on 35 children. A control group of 45 children was drawn among the 1000 children. Among the 12 different hormones measured, significant differences came out on cortisol, triiodothyronine (T. 3), prolactin, and human growth hormone (HGH, somatotrophin) in boys and girls separately. A follow-up study of 22 dyslectic children from the same cohort gave results consistent with those obtained in the original study. The higher values of the dyslectic group on cortisol and prolactin may suggest the dyslectics to be in a stressful situation, possibly due to their language problems in school. The most striking difference, however, was the very low levels of HGH in the dyslectic group—to the extent that there was little overlap in the two distributions. This result was totally unexpected and is, in fact, opposite of what to be expected on the basis of at least short — time stress events. The results holds up when age and pubery development are controlled for.
TL;DR: On a etudie and compare les representations de soi des eleves de 4 classes: CM2 (10-11 ans), 6eme (11-12 ans), 5eme (12-13 ans), 4eme (13-14 ans) as discussed by the authors.
Abstract: On a etudie et compare les representations de soi des eleves de 4 classes: CM2 (10–11 ans), 6eme (11–12 ans), 5eme (12–13 ans), 4eme (13–14 ans). On a distingue dans chaque classe les bons eleves (E +) et les mauvais eleves (E−) a partir de leurs performances scolaires. On demande a chaque enfant de s'evaluer sur 12 echelles de personnalite et d'attitude en se placant de son point de vue (image propre IP) du point de vue du maitre, de ses parents et de ses camarades (images sociales attribuees a autrui: ISM, ISP, ISC). On demande egalement aux maitres d'evaleur les enfants sur les 12 echelles (image reelle du maitre IRM).
TL;DR: In this article, the main effects of the evaluator's cognitive functioning on the assessment made, as well as the models that have been proposed to account for them, are discussed.
Abstract: When assessment of knowledge acquisition is done by a human expert, the cognitive functioning of the expert is a variable of the assessment. The present article reviews research in experimental psychology that has studied this phenomenon. The main effects of the evaluator’s cognitive functioning on the assessment made, as well as the models that have been proposed to account for them, are discussed. The effects on how student performance modifications are taken into account are then discussed. Lastly, a few paradoxes concerning the applications of research findings in this field are brought up.
TL;DR: In this article, a psychologie sociale experimentale is used to evaluate a maitrise and an eleve, aboutissant a suite d'un nombre d'interactions impredictible a l'atteinte de l'objectif pedagogique.
Abstract: Les propositions des psychologues pour ameliorer l’evaluation scolaire aboutissent a la creation de tests pedagogiques ou d’echelles de developpement. Pour l’evaluation formative en classe, les besoins des enseignants semblent differents. Ce n’est pas une mesure qu’ils recherchent, mais une information qualitative, de type diagnostique, qui suggere des hypotheses de travail sur les demarches correctives a utiliser. Il est rare que l’information concernant un eleve permette de le situer sur une echelle de progression continue, parce que l’apprentissage n’est justement pas lineaire. L’evaluation en classe est bien davantage a considerer comme un processus de communication entre maitre et eleves, aboutissant a la suite d’un nombre d’interactions impredictible a l’atteinte de l’objectif pedagogique. Comme la psychologie sociale experimentale l’a recemment demontre, cette maitrise n’est pas une caracteristique propre de l’eleve, mais le resultat de son adaptation a sa situation sociale. Toute generalisation a partir de cette evaluation risque donc d’etre abusive.
TL;DR: In this paper, an 11-parameter Markov model of stages of learning was used to examine the contribution of various LTM processes to Schooltype and Age differences in a word-pair memorization experiment.
Abstract: An 11-parameter Markov model of stages of learning, which was developed by Brainerd et al., will be presented. The focus will be on parameter interpretation in terms of long-term memory (LTM) processes. Next the model will be used to examine the contribution of these various LTM processes to Schooltype and Age differences in a word-pair memorization experiment. Subjects were 8 and 11-year-old normal-achieving (NA) children from regular elementary schools and 8 and 11-year-old children from special schools for learning disabled (LD) children. One of the main conclusions is that the Schooltype × Age interaction which was demonstrated for traditional performance measures, can be explained by LD children's little developmental progress in storage processes and deviations from normal development in aspects of the acquisition of retrieval algorithms. No deficiences were, however, detected in the LD children's rerention ability early in the task, and in the so-called heuristic retrieval operations.
TL;DR: In this paper, a life skills perspective for understanding substance use, in which generative and context based competences and control strategies are central, was proposed for 360 young people (144 males, 216 females) aged 18-20 years.
Abstract: The paper proposes a life skills perspective for understanding substance use, in which generative and context based competences and control strategies are central. Within that framework, reasons for substance use, general goal related competence, and specific strategies used to control substance use were examined for 360 young people (144 males, 216 females) aged 18–20 years. Relationships were established between frequency of use of alcohol, tobacco, and other drugs and participants’ self reported knowledge of methods and effects of use, as well as of how much use was made of knowledge of effects in social situations. Participants also answered short tests on actual knowledge of effects and results on these were related to the extent of use reported. Finally perceptions of the best ways to learn about the effects of using these substances were related to patterns of reported use. The results supported the application of the life skills perspective to the domain of substance use in six areas; goal orientation; perceived competence; control over one’s actions; contextual competence; personality traits; and utilisation of knowledge. Educational strategies to develop this perspective were suggested.
TL;DR: In this paper, the authors assess whether social marking (i.e., the correspondence between the correct solution of a task and some known social rule) is a mechanism of cognitive progress which depends on specific forms of rule represented in the task material.
Abstract: The present study is concerned with assessing whether social marking (i.e. the correspondence between the correct solution of a task and some known social rule) is a mechanism of cognitive progress which depends on specific forms of rule represented in the task material. Results of an experiment on a spatial transformation task (N=sixty-four non-conserving 5–6-year-olds) showed no significantly different levels of cognitive progress for subjects who transformed the spatial arrangement of a classroom or of a theatre. Significant difference emerged only when a deviation from the normally regulated arrangement were represented. In the condition where the deviation concerned the theatre subjects showed the lower level of progress. It was concluded that the beneficial effect of social marking may depend on the form of rule represented. Results were discussed with respect to children’s knowledge of the relative alterability of different types of rules.
TL;DR: In this article, the authors presente brievement une investigation sur l'apprentissage de la numeration a l'ecole primaire, investigation qui le conduit a sinterroger sur certaines caracteristiques du fonctionnement cognitif de l'eleve.
Abstract: Dans un premier temps, l’auteur presente brievement une investigation sur l’apprentissage de la numeration a l’ecole primaire, investigation qui le conduit a s’interroger sur certaines caracteristiques du fonctionnement cognitif de l’eleve. En particulier, la maniere dont les savoir-faire de l’eleve s’inscrivent et prennent sens dans l’histoire de ses propres experiences du travail scolaire, retient l’attention comme question encore largement a explorer.
TL;DR: In this article, parent-child communication was studied in different contexts (home vs laboratory, variation between and within the tasks, dyad vs triad) in different Finnish families with a four-year-old child.
Abstract: Parent-child communication was studied in different contexts (home vs laboratory, variation between and within the tasks, dyad vs triad). The subjects were 48 Finnish families with a four-year-old child. The families were divided into euqual groups of lower and higher parental education. The experiments were carried out in two stages: the first in the laboratory setting and the second in the laboratory setting or at home. The videotaped situations consisted of different cooperative tasks. The first result based on global ratings of dyads and triads (initiation/guidance, cooperation, emotionality) and on evaluation of parents’ teaching styles showed only minor differences in interactional measures, whereas the higher education parents used more mentally demanding teaching styles than the lower education parents. In addition, the particular nature of the tasks and the phase of the task was found to be essential to the forms of interaction.