The development of planning abilities: Influence of joint activity;Le développement de la planification: Influence d'une activité conjointe

Enfance

Volumn 54, Issue 4, 2002, Pages 341-361

  St Laurent, Diane ^a   Moss, Ellen ^b  

^a UNIVERSITÉ DU QUÉBEC À TROIS RIVIÈRES   (Canada)

^b UNIVERSITÉ DU QUÉBEC À MONTRÉAL   (Canada)

Author keywords

Mother child interaction; Planning abilities; School age period

Indexed keywords

EID: 41849118203     PISSN: 00137545     EISSN: None     Source Type: Journal    
DOI: 10.3917/enf.544.0341     Document Type: Article

References (77)

1. Anderson, V. (1998). Assessing executive functions in children: Biological, psychological, and developmental considerations. Neuropsychological Rehabilitation, 8, 319-349
2. Atance, C. M., & O'Neill, D. K. (2001). Planning in 3-year-olds: A reflection of the future self? In C. Moore & K. Lemmon (Eds), The self in time: Developmental perspectives (pp. 121-140). Mahwah, NJ: Lawrence Erlbaum
3. Baker-Sennett, J., Matusov, E., & Rogoff, B. (1993). Planning as a developmental process. In H. W. Reese (Ed.), Advances in child development and behavior, vol. 24 (pp. 253-281). New York: Academic Press
4. Bauer, P. J., Schwade, J. A., Wewerka, S. S., & Delaney, K. (1999). Planning ahead: Goaldirected problem solving by 2-year-olds. Developmental Psychology, 1321-1337
5. Bruner, J. S. (1982). The organization of action and the nature of adult-infant interaction. In E. Z. Tronick (Ed.), Social interchange in infancy: Affect cognition, and communication (pp. 23-35). Baltimore: University Park Press
6. Bruner, J. S. (1983). Le développement de l'enfant: savoir faire, savoir dire. Paris: PUF
7. Bull, R., Johnston, R. S., & Roy, J. A. (1999). Exploring the roles of the visuo-spatial sketch pad and central executive in children's arithmetical skills: View from cognition and developmental neuropsychology. Developmental Neuropsychology, 15, 421-442
8. Cohen, G. N., Bronson, M. B., & Casey, M. B. (1995). Planning as a factor in school achievement. Journal of Applied Developmental Psychology, 16, 405-428
9. e éd.). Hillsdale, NJ: Erlbaum
10. Conner, D. B., Knight, D. K., & Cross, D. R. (1997). Mothers'and fathers'scaffolding of their 2-year-olds during problem-solving and literacy interactions. British Journal of Developmental Psychology, 15, 323-338
11. De la Ossa, J. L., & Gauvain, M. (2001). Joint attention by mothers and children while using plans. International Journal of Behavioral Development, 25, 176-183
12. Dempster, F. N. (1992). The rise and fall of the inhibitory mechanism: Toward a unified theory of cognitive development and aging. Developmental Review, 12, 45-75
13. Dreher, M., & Œrter, R. (1987). Action planning competencies during adolescence and early adulthood. In S. L. Friedman, E. K. Scholnick, & R. R. Cocking (Eds), Blueprints for thinking (pp. 321-355). Cambridge: Cambridge University Press
14. Ellis, S., & Rogoff, B. (1982). The strategies and efficacy of child vs adult teachers. Child Development, 53, 730-735
15. Ellis, S., & Rogoff, B. (1986). Problem solving in children's managment of instruction. In E. Mueller & C. Cooper (Eds), Process and outcome in peer relationships (pp. 301-325). New York: Academic Press
16. Freund, L. S. (1990). Maternal regulation of children's problem solving behavior and its im-pact on children's performance. Child Development, 61, 113-126
17. Fuster, J. M. (1989). The prefrontal cortex. New York: Raven Press
18. Gardner, W., & Rogoff, B. (1990). Children's deliberateness of planning according to task circumstances. Developmental Psychology, 26, 480-487
19. Gauvain, M. (1992). Social influences on the development of planning in advance and during action. International Journal of Behavioral Development, 15, 377-398
20. Gauvain, M. (2001). The social context of cognitive development. New York: Guilford Press
21. Gauvain, M., & Rogoff, B. (1989). Collaborative problem-solving and children's planning skills. Developmental Psychology, 24, 139-151
22. Haith, M. M. (1997). The development of future thinking as essential for the emergence of skill in planning. In S. L. Friedman & E. K. Scholnick (Eds), The developmental psychology of planning (pp. 25-42). Mahwah, NJ: Erlbaum
23. Hudson, J. A., & Fivush, R. (1991). Planning in the preschool years: The emergence of plans from general event knowledge. Cognitive Development, 6, 393-415
24. Hudson, J. A., Shapiro, L. R., & Sosa, B. B. (1995). Planning in the real world: Preschool children's scripts and plans for familiar events. Child Development, 66, 984-998
25. Kermani, H., & Brenner, M. E. (2001). Maternal scaffolding in the child's zone of proximal development across tasks: Cross-cultural perspectives. Journal of Research in Childhood Education, 15, 30-52
26. Klahr, D., & Robinson, M. (1981). Formal assessment of problem solving and planning processes in preschool children. Cognitive Psychology, 13, 113-148
27. Labrell, F., Bergonnier-Dupuy, G., & Deleau, M. (1999). Comment analyser les interactions de tutelle parent-enfant durant les premières années? In M. Gilly, J.-P. Roux, & A. Trognon (Eds), Apprendre dans l'interaction (pp. 389-404). Nancy, France: Presses Universitaires de Nancy
28. Larivée, S., Normandeau, S., Bouffard-Bouchard, T., Peyrade, T., Parent, S., & Tremblay, R.-E. (1994). Six years in the cognitive and metacognitive life of 71 families. International Journal of Psychology, 29, 367-391
29. Lyon, G. R. (1996). The need for conceptual and theoretical clarity in the study of attention, memory, and executive function. In G. R. Lyon & N. Krasnegor (Eds), Attention, memory, and executive function (pp. 3-9). Baltimore, MD: Paul H. Brookes Publishing Co., Inc
30. Moss, E., Parent, S., Gosselin, C., & Dumont, M. (1993). Attachment and the development of metacognitive and collaborative strategies. International Journal of Educational Research, 19, 555-571
31. Normandeau, S. (1992). Développement des stratégies cognitives et des habiletés d'autocontrôle chez les enfants de 8 à 14 ans. Revue canadienne de psychologie, 46, 117-137
32. Normandeau, S., Larivée, S., Tremblay, R. E., Gagnon, C., Charlebois, P., & Bouffard-Bouchard, T. (1992). Cognitive monitoring in a joint activity between children and their nonexpert parents on a formal operation task. Learning and Individual Differences, 4, 73-90
33. Oscar-Berman, M., McNamara, P., & Freedman, M. (1991). Delayed-response tasks: Parallels between experimental ablation studies and findings in patients with frontal lesions. In H. S. Levin, H. M. Eisenberg, & A. L. Benton (Eds), Frontal lobe function and dysfunction (pp. 230-255). New York: Oxford University Press
34. Pacifici, C., & Bearison, D. J. (1991). Development of children's self-regulations in idealized and mother-child interactions. Cognitive Development, 6, 261-277
35. Parent, S., & Moss, E. (1994). Différences interindividuelles dans l'étayage maternel des habiletés métacognitives. Archives de Psychologie, 62, 223-246
36. Parent, S., Moss, E., Gosselin, C., & St-Laurent, D. (1995). Grille d'évaluation de la corégulation: manuel d'instruction. Document non publié, Université de Montréal
37. Parrila, R. K., Das, J. P., & Dash, U. N. (1996). Development of planning and its relation to other cognitive processes. Journal of Applied Developmental Psychology, 17, 597-624
38. Pennington, B. F. (1994). The working memory function of the prefrontal cortices: Implications for developmental and individual differences in cognition. In M. M. Haith, J. B. Benson, R. J. Roberts, & B. F. Pennington (Eds), The development of furure-oriented processes (pp. 243-289). Chicago: The University of Chicago Press
39. Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51-87
40. Pratt, M., & Savoy-Levine, K. M. (1998). Contingent tutoring of long division skills in fourth and fifth graders: Experimental tests of some hypotheses about scaffolding. Journal of Applied Developmental Psychology, 19, 287-304
41. Prevost, R. A., Bronson, M. B., & Casey, M. B. (1995). Planning processes in preschool children. Journal of Applied Developmental Psychology, 16, 505-527
42. Radziszewska, B., & Rogoff, B. (1988). Influence of adult and peer collaborators on children's planning skills. Developmental Psychology, 24, 840-848
43. Radziszewska, B., & Rogoff, B. (1991). Children's guided participation in planning imaginary errands with skilled adult or peer partners. Developmental Psychology, 27, 381-389
44. Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press
45. Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guidance and participation in spatial planning. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds), Perspectives on socially shared cognition (pp. 349-364). Washington, DC: APA
46. Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds), Sociocultural studies of mind (pp. 139-164). New York: Cambridge University Press
47. Rogoff, B., & Gardner, W. (1984). Adult guidance of cognitive development. In B. Rogoff & J. Lave (Eds), Everyday cognition: Its development in social context (pp. 95-116). Cambridge, MA: Harvard University Press
48. Rogoff, B., & Gauvain, M. (1986). A method for the analysis of patterns illustrated with data on mother-child instructional interaction. In J. Valsiner (Ed.), The role of the individual subject in scientific psychology (pp. 261-290). New York: Plenum
49. Scholnick, E. K., & Friedman, S. L. (1987). The planning construct in the psychological literature. In S. L. Friedman, E. K. Scholnick, & R. R. Cocking (Eds), Blueprints for thinking (pp. 3-38). Cambridge: Cambridge University Press
50. Sigel, I. E. (1970). The distancing hypothesis: A causal hypothesis for the acquisition of representational thought. In M. R. Jones (Ed.), Miami symposium on the prediction of behavior, 1968: Effects of early experience (pp. 99-118). Coral Gables, FL: University of Miami Press
51. Sigel, I. E. (1982). The relationship between parents'distancing strategies and the child's cognitive behavior. In L. M. Laosa & I. E. Sigel (Eds), Families as learning environments for children (pp. 47-86). New York: Plenum
52. Sigel, I. E. (1993). The centrality of a distancing model for the development of representational competence. In R. R. Cocking & K. A. Renninger (Eds), The development and meaning of psychological distancing (pp. 141-158). Hillsdale, NJ: Erlbaum
53. Sigel, I. E., & Cocking, R. R. (1977). Cognition and communication: A dialectic paradigm for development. In M. Lewis & L. A. Rosenblum (Eds), The origins of behavior, vol. 5: Interaction, conversation, and the development of language (pp. 207-226). New York: Wiley
54. Sigel, I. E., McGillicuddy-DeLisi, A. V., Flaugher, J., & Rock, D. A. (1983). Parents as teachers of their own learning disabled children (ETS RR 83-21). Princetown, NJ: Educational Testing Service
55. Sigel, I. E., McGillicuddy-DeLisi, A. V., & Johnson, J. E. (1980). Parental distancing, beliefs and children's representational competence within family context (ETS RR 80-21). Princetown, NJ: Educational Testing Service
56. Sigel, I. E., Stinson, E. T., & Flaugher, J. (1991). Socialization of representational competence in the family: The distancing paradigm. In L. Okagaki & R. J. Sternberg (Eds), Directors of development: Influences on the development of children's thinking (pp. 121-144). Hillsdale, NJ: Erlbaum
57. Smith, K. E., Landry, S. H., & Swank, P. R. (2000). Does the content of mothers' verbal stimulation explain differences in children's development of verbal and nonverbal cognitive skills? Journal of School Psychology, 38, 27-49
58. Stuss, D. T. (1992). Biological and psychological development of executive functions. Brain and Cognition, 20, 8-23
59. Stuss, D. T., & Benson, D. F., 1986. The frontal lobes. New York: Raven Press
60. Szepkouski, G. M., Gauvain, M., & Carberry, M. (1994). The development of planning skills in children with and without mental retardation. Journal of Applied Developmental Psychology, 15, 187-206
61. Tudge, J. R. H. (1992). Processes and consequences of peer collaboration: A Vygotskian analysis. Child Development, 63, 1364-1379
62. van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Blackwell
63. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press
64. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press
65. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet Psychology (pp. 144-188). Armonk, NY: Sharpe
66. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, vol. 1: Problems of general psychology. New York: Plenum
67. Wellman, H., Fabricius, W., & Sophian, C. (1985). The early development of planning. In H. Wellman (Ed.), Children's searching: The development of search skills and spatial representation (pp. 123-149). Hillsdale, NJ: Erlbaum
68. Welsh, M. C. (1991). Rule guided behavior and self-monitoring on the Tower of Hanoi disktransfer task. Cognitive Development, 6, 59-76
69. Welsh, M. C., & Pennington, B. F. (1988). Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology, 4, 199-230
70. Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative-developmental study of executive function. Developmental Neuropsychology, 7, 131-149
71. Wertsch, J. V. (1984). The zone of proximal development: Some conceptual issues. In B. Rogoff & J. V. Wertsch (Eds), Children's learning in the «zone of proximal development» (pp. 7-18). New Directions for Child Development, no. 23. San Francisco: Jossey-Bass
72. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press
73. Wertsch, J. V., McNamee, G. D., McLane, J. B., Budwig, N. A. (1980). The adult-child dyad as a problem-solving system. Child Development, 50, 1215-1221
74. Winsler, A., Diaz, R. M., McCarthy, E. M., Atencio, D. J., & Chabay, L. A. (1999). Motherchild interaction, private speech, and task performance in preschool children with behavior problems. Journal of Child Psychology and Psychiatry, 40, 891-904
75. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89-100
76. Wood, D., & Middleton, D. (1975). A study of assisted problem solving. British Journal of Psychology, 66, 181-191
77. Wood, D., Wood, H., & Middleton, D. (1978). An experimental evaluation of four face-to-face teaching strategies. International journal of Behavioral Development, 2, 131-147