The problem of studying
sign
-
symbolic activity
at school age
Natalya V. Smirnova
Department of Foreign Languages
Russian Federation, St. Petersburg
Higher School of Economics
-
St.Petersburg
,
2011
www.hse.spb.ru
International Conference on Education and Educational Psychology
Istanbul, Turkey
October, 19
-
21, 2011
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Overview
-
Theoretical background and definition of Sign
-
Symbolic activity
-
The nature of sign
-
symbolic mediation
-
Importance of studying SSA
-
Main aims of the research
-
Methodology of the pilot study
-
Future perspectives of the study
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Theory
1. child's development
-
a process of acquiring different sign systems and ways of
information processing
-
Piaget, Bruner, Flavell, Solso, Lindsay & , Anderson, etc.
2. Vygotsky school
-
Galperin (1998), Davydov (1994) and Elkonin (1989) schools
3. Current stage research field
-
Ananyev, Lomov, Gamezo, Salmina, Glotova
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Definition
Sign Symbolic Activity is analyzed as a system of mediation, representation and
relation aiming at reflection and transformation of reality. At the same time it is
considered as an action and belongs to higher psychic functions and is an essential
condition for the human development and life at all ages (Salmina, 1998)
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
SSA nature
-
signs
and
symbols
have
common
structure
and
functioning
SS
functions
:
Communicative
Cognitive
Substitutional
SS
micro
level
functions
:
-
indicative
-
regulative
-
esthetic
-
valuation
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
SSA nature
According to SSA functions Salmina (1998) defines its four types:
Modeling
Schematization
Encoding
Substitution
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Importance of studying SSA
-
complex
educational
program
and
studying
process
at
schools
-
not
the
quantity
of
the
acquired
knowledge
which
is
important
but
how
well
children
can
find
and
process
new
knowledge
by
themselves
-
investigate
the
processes
which
allow
learners
to
encode/decode
information
in
different
sign
systems
quickly,
independently,
fully,
accurately
and
consciously
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Aims of the research
-
analyze
SSA
nature
(its
structure,
types,
and
functions)
-
Study
SSA
dynamics
with
relation
to
the
learners’
age
,
individual
characteristics
,
their
general
cognitive
level
without
creating
any
specific
learning
environment
and
without
taking
into
account
any
external
factors
.
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Methodology of the pilot study
-
theoretical
literature
analysis
-
study
and
analysis
of
the
research
papers
in
the
field
of
developmental,
pedagogical
and
general
psychology
-
development
of
a
set
of
criteria
to
assess
the
level
of
SSA
-
development
of
an
original
experimental
methodology
to
investigate
SSA
dynamics
with
different
age
groups
-
development
of
an
original
experimental
methodology
to
study
the
learning
success
and
progress
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
original
experimental
methodology
to
investigate
SSA
dynamics
:
e.g. Schematization/ Native language
–
Russian/ 7
th
school grade
1
.
Make
a
scheme
of
the
following
sentence
(verbal
–
non
verbal)
.
2
.
Look
at
the
words
:
cat,
lake,
sister,
table,
etc
.
Systematize
them
according
to
their
case
and
declination
(verbal
–
non
verbal)
3
.
Make
words
according
to
the
following
schemes
(non
verbal
-
verbal)
:
4
.
Make
a
sentence
according
to
the
following
scheme
(non
verbal
-
verbal)
:
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
SSA development level indicators
based on Matveeva, 1989; Gamezo,
1975; Lomov, 1959; Salmina, 1988; Glotova, 1990:
-
Degree of correctness of SSA
-
Learner’s speed of SS mediation
-
Learner’s independence of SS mediation
-
Learner’s consciousness of SS mediation
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Analysis of the learning progress of students
4 learning progress variables
-
successful acquisition of new notions in the subject
-
general progress in studies
-
teachers of English and Russian assessment of students’ learning progress
-
self
-
assessment of their own learning progress
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
Future perspectives of the study
-
study SSA features and correlations of SSA and learners’ study progress in
connection with their individual characteristics
-
to investigate the relationship of learning progress and SSA level development
according to the following primary indicators: consciousness, accuracy, and speed,
independence of using SS tools and according to the secondary (derived) indicators:
SSA consistency and frequency
-
to investigate gender differences in the SSA process with primary school learners
and if these difference disappear with age
-
to study the relationship between SSA level and learners’ general cognitive level of
development
Higher School of Economics ,
St.Petersburg
,
2011
The problem of studying sign
-
symbolic activity
at school age
photo
photo
photo
References
Anderson, G.R. (2002). Cognitive psychology. ( p. 496). St. Petersburg: Piter.
Bruner, G. (1997) Psychology of cognition: Beyond the limits of immediate information.
Translation from English
. (p.412). Moscow: Progress.
Davydov, V.V. (1994) Psychological problems in teaching young learners. Age psychology. (pp.160
-
163).
Edited by Feldshtein D.I.
Moscow.
Elkonin, D.B. (1989). Collection of works on psychology. (p.554). Moscow: Pedagogika.
Eremeeva, V.D., Chrisman, T.P. (2001). Boys and girls
–
two worlds apart. (p.184). St. Petersburg: Tuskarora.
Flavell, G.H. (1967). Genetic psychology by J.Piege. (p.623). Moscow: Prosvechenye.
Galpirin, P.J. (1998). Psychology as objective science. Collection of works on psychology.
Edited by Podolsky A.I.
(p.480). Voronezh.
Gamezo, M.V. (1975). Theoretical issues of managing human cognitive processes. About the role and functions of signs and sign
mo
dels in
managing human cognitive processes. Moscow.
Glotova, G.A. (1990). Human and sign. Semiotic
-
psychological aspects of human ontogenesis. (p.253). Sverdlovsk: Izdatelstvo Ural
skogo
Universiteta.
Korshunov, A.M. (1979). Reflection, activity, cognition. (p.216). Moscow: Politizdat.
Leontyev, A.N. (1983). Collection of works on psychology. Moscow: Pedogogika.
Lindsay, P.H.,
Norman, D.A. (1974). Human information processing. (p.550). Moscow: Mir.
Lomov, B.F. (1959). Forming graphical knowledge and skills with school learners. (p.206). Moscow: Izdatelstvo APN RSFCR.
Matveeva, L.A. (1989). Young learner as an object and a subject of pedagogical influence. Encoding, prediction and projection
as
characteristics
of the young learner being the subject of learning process. (pp.14
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30). Leningrad: LSPI.
Piege, J. (1997). Speech and cognition of a child. (p.250). St. Petersburg: Souz.
Raev, A.I. (1983). The problem of developing cognitive processes. Prediction, encoding, and projection as cognitive processes
. (
pp.21
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33).
Leningrad.
Rubinshtein, S.L. (1999) The foundations of psychology. (p.720). St.Petersburg: Piterkom.
Salmina, N.G. (1988). Sign and symbol in learning process. (p.287). Moscow: MSU.
Solso, R.L. (1996). Cognitive psychology. (p.600). Moscow: Trivola.
Turchin, A.S. (2006). Peculiarities of sign
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symbolic development in ontogenesis. (pp.65
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71). Vestnik KSU by N.A.Nekrasov. Psyc
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th
issue, #4).
Vygotsky, L.S. (1983). The history of development of higher psychic functions.
(3
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issue
).
Moscow
.
Zakharov, A.I. (2000). Nature of child’s neurosis and psychotherapy. (p.448). Moscow: Izdatelstvo EKSMO
-
Press.
Zinchenko, T.P. (1981) Recognizing and encoding. (p.183). Leningrad: Izdatelstvo Leningradskogo Universiteta.
55/2, Sedova str.,
St.Petersburg
, Russia,
193171
www.hse.spb.ru
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