Private Speech during Problem-Solving: Tool Innovation Challenges Both Preschoolers’ Cognitive and Emotion Regulation

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Sabine Breyel, S. Pauen
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引用次数: 0

Abstract

ABSTRACT The current study examined children’s spontaneous private speech during the vertical and the horizontal Tube Task to shed light on the cognitive, motivational, and emotional processes underlying tool innovation. Tool innovation is defined as solving a novel problem by using or modifying objects in a new and useful way without prior instructions. Relations between private speech of 3- to 4-year-old children (N = 89) and their task performance (i.e., success and latency to success) were analyzed using Bayesian statistics. Children who were successful at the task produced more metacognitive and cognitive speech compared to children who were unsuccessful at the task. Latency to success did not relate to (meta)cognitive speech, but it was associated to negative speech: Children who expressed negative emotions more often and who evaluated the task as being difficult needed more time to find a solution than children who used less negative speech. These findings indicate that cognitive skills and emotion regulation are closely related in preschoolers’ tool innovation.
解决问题过程中的私人言语:工具创新对学龄前儿童认知和情绪调节的挑战
本研究考察了儿童在垂直和水平管任务中的自发私人言语,以揭示工具创新背后的认知、动机和情感过程。工具创新被定义为在没有事先指示的情况下,以一种新的、有用的方式使用或修改对象来解决新问题。采用贝叶斯统计分析3 ~ 4岁儿童(N = 89)的私人言语与其任务绩效(即成功和延迟成功)的关系。与任务失败的孩子相比,成功完成任务的孩子产生了更多的元认知和认知语言。成功的潜伏期与(元)认知语言无关,但与消极语言有关:与使用较少消极语言的儿童相比,经常表达消极情绪和评价任务困难的儿童需要更多的时间来找到解决方案。这些结果表明,认知技能和情绪调节在学龄前儿童的工具创新中有着密切的关系。
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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