For citation:
Medvedeva D. S., Khotinets V. Y. Моделирование развития речемыслительной деятельности младших школьников с естественным билингвизмом. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 3, pp. 261-269. DOI: 10.18500/2304-9790-2018-7-3-261-269
Моделирование развития речемыслительной деятельности младших школьников с естественным билингвизмом
In theoretical substantiation of the problem under study it is emphasized that trans-disciplinarity and poly-paradigmality, as fundamental principles in modern psychology, create a cognitive situation in the study of verbal and cognitive activity of bilingual children and allow forming a model for its development that corresponds to modern ideals of post-non-classical rationality. The purpose of the study is to construct and experimentally confirm the model of development of verbal and cogitative activity in naturally bilingual primary schoolchildren with the possibility of developing educational technologies for modern educational conditions. Naturally bilingual primary school children participated in the forming experiment (acquisition of two languages from early childhood occurred naturally as a result of communication in the bilingual environment: Udmurt-Russian (43 people), Tatar-Russian (31 people)). They were students of “national” classes from educa-tional institutions of Izhevsk. Based on the results of the experiment we designed a development model for verbal and cogitative activity of naturally bilingual primary school children under specially organized training conditions, i.e. a complex and self-developing system subordinate to a set of external and internal causes, conditions and relationships between them: 1) cultural environment as an external cause, psychological mechanisms for development of speech and cognition as internal conditions, 2) verbal and cogitative activity as an internal cause, cultural environment as an external condition. The study revealed compensatory development mechanism for verbal and cogitative activity of bilingual primary school children by type of inversion replacement of verbal and cogitative processes.
1. Danilyuk A. Ya., Kondakov A. M., Tishkov V. A. Kontseptsiya dukhovno-nravstvennogo razvitiya i vospitaniya lichnosti grazhdanina Rossii [The concept of spiritual and moral development and education of the personality of a citizen of Russia]. Moscow, 2009. 23 p. (in Russian).
2. Khotinets V. Yu. Stanovlenie polikul’turnoy kompetentnosti starsheklassnikov vk hode proektno-issledovatel’skoy deyatel’nosti [Formation of multicultural competence of senior pupils in the course of design and research activity]. Obrazovanie i nauka [The Education and Science Journal], 2009, no. 10 (67), pp. 59–69 (in Russian).
3. Adesope O. O., Lavin T., Thompson T., Ungerleider C. A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism. Review of Educational Research, 2010, vol. 80 (2), pp. 207–245.
4. Bialystok E., Craik F. I. M., Luk G. Cognitive Control and Lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, memory, and cognition, 2008, vol. 34, pp. 859–873.
5. Costa A., Hernandez M., Sebastián-Gallés N. Bilingualism aids confl ict resolution: Evidence from the ANT task. Cognition, 2008, vol. 106, pp. 59-86.
6. Zalevskaya A. A. Vvedenie v psikholingvistiku [Introduction to Psycholinguistics]. 2nd ed., revised and updated. Moscow, 2007. 559 p. (in Russian).
7. Tseytlin S. N. Grammaticheskie oshibki v osvoenii russkogo yazyka kak pervogo i kak vtorogo [Grammar errors in mastering the Russian language as the fi rst and second]. Vopr. psikholingvistiki [Journal of Psycholinguistics], 2009, no. 9, pp. 43–53 (in Russian).
8. Aitchison J. Words in the mind: An introduction to the mental lexicon. Malden, MA, 3rd ed. 2003. Vol. 7. 328 p.
9. Dewaele J. M., Housen A., Wei L. Bilingualism: Beyond basic principles. Clevedon, UK, 2003. 233 p.
10. Kecskes I., Albertazzi L. Cognitive Aspects of Bilingualism. Dordrecht, 2007. 362 p.
11. Robinson P. Cognition and second language instruction. Cambridge, 2001, 465 p.
12. Sanz C. Mind and content in adult second language acquisition: methods, theory, and practice. Georgetown, DC, 2005. 322 p.
13. Protasova E. Yu., Rodina N. M. Mnogoyazychie v detskom vozraste [Multilingualism in childhood]. St. Petersburg, 2011. 274 p. (in Russian).
14. Filatova Yu. O. Psikhologo-pedagogicheskie kriterii vyyavlenie klatteringa u shkol’nikov [Psychological and pedagogical criteria revealing clattering of school children]. Diss. Cand. Sci. (Pedag.). Moscow, 2002. 141 p. (in Russian).
15. Zalevskaya A. A. Dinamika aktsentov v zarubezhnykh teoriyakh ovladeniya vtorym yazykom i kul’turoy: obzor [Dynamics of accents in foreign theories of mastering a second language and culture: an overview]. Vestn. Tver. gos.un-ta. Ser. Filologiya. Vyp. Lingvistika i mezhkulturnaya kommunikatsiya [Bulletin of Tver State University. Ser. Philology. Iss. Linguistics ana Intercultural Communication], 2009, no. 1, pp. 135–157 (in Russian).
16. Pogozhina I. N. Determinatsiya formirovaniya i razvitiya poznavatel’nykh struktur v sisteme postneklassicheskoy ratsional’nosti[Determination of the formation and development of cognitive structures in the system of post-nonclassical rationality]. Diss. Dr. Sci. (Psychol.). Moscow, 2016. 531 p. (in Russian).
17. Gusel’tseva M. S. Printsip razvitiya v psikhologii: vyzovy poliparadigmal’nosti i transdistsiplinarnosti [Principle of development in psychology: challenges of polyparadigmality and transdisciplinarity]. In: Printsip razvitiya v sovremennoy psikhologii [The Principle of Development in Modern Psychology]. Eds. A. L. Zhuravlev, E. A. Sergienko. Moscow, 2016, pp. 31–37 (in Russian).
18. Kornilova T. V., Smirnov S. D. Metodologicheskie osnovy psihologii [Methodological basis of psychology]. Moscow, 2011. 483 p. (in Russian).
19. Asmolov A. G. Psikhologiya sovremennosti: vyzovy neopredelennosti, slozhnosti i raznoobraziya (Psychology of modernity: the challenges of uncertainty, complexity and diversity). Psikhologicheskie issledovaniya (Psychological research), 2015, vol. 8, no. 40. P. 1. Available at: http:// psystudy.ru (accessed 1 February 2018) (in Russian).
20. Kornilova T. V. Printsip neopredelennosti v psikhologii vybora i riska (The principle of uncertainty in the psychology of choice and risk). Psihologicheskie issledovaniya (Psychological research), 2015, vol. 8, no. 40. P. 3. Available at: http://psystudy.ru/ (accessed 1 February 2018) (in Russian).
21. Podd’yakov A. N. Komplikologiya: sozdanie razvivayushchikh, diagnostiruyushchikh i destruktivnykh trudnostey [Complicology: the creation of developmental, diagnostic and destructive diffi culties]. Moscow, 2014. 284 p. (in Russian).
22. Sergienko E. A. Realizatsiya printsipa razvitiya v issledovaniyakh psikhologii sub”ekta [Realization of the principle of development in the study of subject psychology]. Psihol. zhurn. [Psychological Journal], 2017, vol. 38, no. 4, pp. 5–18 (in Russian).
23. Vygotskiy L. S. Myshlenie i rech’. Psikhika, soznanie, bessoznatel’noe. Sobr. tr. [Thinking and speaking. Psyche, consciousness, unconscious. Collection of works]. Moscow, 2001. 368 p. (in Russian).
24. Medvedeva D. S., Khotinets V. Yu., Vyatkin B. A. Nerav novesnost’ integratsii i differentsiatsii reche myslitel’nykh funktsij u detey-bilingvov v period posle doshkol’nogo vozrasta [Nonequilibrium of integration and differentiation of rechemislative functions in bilingual children in the period after preschool age]. In: Fundamental’nye i prikladnye issledovaniya sovremennoy psikhologii: rezul’taty i perspektivy razvitiya [Fundamental and applied research of modern psychology: results and prospects of development]. Eds. A. L. Zhuravlev, V. A. Kol’tsova. Moscow, 2017, pp. 1354–1361 (in Russian).