Parent Child Interaction Patterns in Dyadic Problem Solving: An Application of Vygotsky's Double Stimulation Method.

Autor/inn/en	Portes, Pedro R.; und weitere
Titel	Parent Child Interaction Patterns in Dyadic Problem Solving: An Application of Vygotsky's Double Stimulation Method.
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Child Development; Comparative Testing; Cross Cultural Studies; Elementary School Students; Factor Analysis; Family Characteristics; Foreign Countries; Helping Relationship; Intermediate Grades; Learning; Mothers; Nature Nurture Controversy; Parent Child Relationship; Problem Solving; Research Methodology; Test Construction; Peru; United States + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Cultural comparison; Kulturvergleich; Faktorenanalyse; Ausland; Helfende Beziehung; Mittelstufe; Lernen; Mother; Mutter; Umweltdebatte; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Problemlösen; Research method; Forschungsmethode; Testaufbau; USA
Abstract	Patterns of assistance in parent-child dyads were examined by developing measures that could be used to explore the nature of assistance and learner action sequences. A microgenetic approach was adopted in a teaching experiment that may be regarded as a variation of the double stimulation method of L. S. Vygotsky. A second goal was to explore the blending of quantitative, multivariate methods with interpretive methods in advancing the cultural-historical (CH) model. Thirty-two fourth to sixth graders and their mothers from the United States and 32 such pairs from Peru were studied. Parent-child problem solving activity was observed in a laboratory setting where interactions during a categorization task were videotaped. In one study process measures were the focus and in another assistance patterns were examined as a function of children's developmental level, analyzing the relationship between negotiation in the children's zone of proximal development and resulting assisted responses. Findings suggest that the factor score for a given dyad is a prevailing characteristic of a given family setting. Interaction patterns were moderately correlated with a distant measure of development. The combination of research methods is useful in understanding the nature and nurture of cognitive environments. Three tables present study findings. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC