Peculiarities of the Semantic Component of Communication Activities in Preschoolers with Developmental Delay

Iryna Omelchenko

Abstract


The article examines the peculiarities of the semantic component of communication activity of preschoolers with developmental delay. We have determined that an emotional attitude to an interlocutor introduced into communicative actions, together with the understood meanings of created messages, means transition to the semantic level of communication. We have theoretically and experimentally substantiated that this semantic level presupposes that an interacting subject is able to express emotional attitudes towards partners, to interpret and understand their mental states, which contribute to an understanding of any event or socio-communicative situation. To study the semantic level (component) of communication activities, we examined implicit and explicit mentalization. Implicit mentalization included the respondents’ assessment of the mental properties of objects proposed as partners; recognition by them of emotions and mental causes of these emotions in socio-communicative situations. Explicit mentalization means the respondents’ ability to understand causes of behaviour based on knowledge of people’s mental states, the ability to predict other people’s behaviour based on knowledge of their own and others’ mental states, the ability to understand the moral and ethical aspects of the Other’s behaviour. We have determined experimentally that children with the mentally deficient type of communication activity are characterized by difficulties in communicative prediction, misunderstanding of the causes of behaviour, low level of implicit and explicit mentalization. Hence, these children often get into conflict situations due to misconceptions about the results of their own actions or the actions of others. The identified patterns of implicit and explicit mentalization will be the basis for the technology forming communicative activity, in particular its semantic component in preschoolers with developmental delay.


Keywords


communication activities; semantic component of communication activity; implicit mentalization; explicit mentalization; developmental delay; preschoolers

Full Text:

PDF

References


LITERATURE

Barret, L.F., Fossum, T. (2001). Mental Representations of Affect Knowledge. Cognition and Emotion, vol. 15(3), 333–363, DOI: https://doi.org/10.1080/02699930125711.

Bodalev, A. (1995). Lichnost i obshchenie [Personality and Communication]. Moskva: Mezhdunarodnaya pedagogicheskaya akademiya. (In Russian)

Bylkina, N., Lyusin, D. (2000). Razvitie predstavlenij detej ob emociyah v ontogeneze [Development of Children’s Ideas about Emotions in Ontogenesis]. Voprosy psihologii, vol. 5, 59–62. (In Russian)

Dorfman, L. (1997). Emocii v iskusstve: teoreticheskie podhody i empiricheskie issledovaniya [Emotions in Art: Theoretical Approaches and Empirical Research]. Moskva: Smysl. (In Russian)

Ekman, P. (2010). Psihologiya emocij. Yа znayu, chto ty chuvstvuesh [Emotions Revealed: Recognizing Faces and Feelings to Improve Communication and Emotional Life]. Sankt-Peterburg: Piter. (In Russian)

Ekman, P., Friesen, W. (2019). Uznaj lzheca po vyrazheniyu lica [Unmasking the Face: A Guide to Recognizing Emotions from Facial Clues]. Sankt-Peterburg: Piter. (In Russian)

Fejgenberg, I., Asmolov, A. (1994). Kulturno-istoricheskaya koncepciya i vozmozhnosti ispolzovaniya neverbalnoj kommunikacii v vosstanovitelnom vospitanii lichnosti [Cultural-Historical Concept and the Possibilities for the Use of Non-Verbal Communications in the Recovery Education]. Voprosy psihologii, vol. 6, 74–79. (In Russian)

Gostev, A. (2007). Psihologiya vtorichnogo obraza [Secondary Image Psychology]. Moskva: Izd-vo «Institut psihologii RAN». (In Russian)

Grachev, V. (2008). Fenomen sociokulturnoj kommunikacii v sovremennoj hudozhestvennoj kulture: informacionno-aksiologicheskij analiz [The Phenomenon of Social-Cultural Communication in the Modern Art Culture: The Informational-Axiological Analysis]. Doctoral dissertation. Kulturologiya Moskovskij gosudarstvennyj universitet kultury i iskusstv. Sankt-Peterburg. (In Russian)

Holmogorova, A.B. (2016). Znachenie kulturno-istoricheskoy teorii razvitiya psihiki L.S. Vyigotskogo dlya razrabotki sovremennyih modeley sotsialnogo poznaniya i metodov psihoterapii [The Importance of L.S. Vygotsky’s Cultural-Historical Theory of Psyche Development for the Development of Modern Models of Social Cognition and Psychotherapy Methods]. Kulturno-istoricheskaya psihologiya, vol. 12(3), 58–92. (In Russian)

Izard, C. (2012). Psihologiya emocij [The Psychology of Emotions]. Sankt-Peterburg: Piter. (In Russian)

Kahiani, S. (1985). Ekspresivnost emocij cheloveka [Expressiveness of Human Emotions]. Tbilisi: Helovneba. (In Russian)

Labunskaya V. (1986). Neverbalnoe povedenie (socialno-perceptivnyj podhod) [Non-Verbal Behaviour (the Social-Perceptual Approach)]. Rostov: Izd-vo Rostovskogo un-ta. (In Russian)

Logvinova, I. (2010). Do problemy formuvannya neverbalnyx zasobiv komunikatyvnoyi diyalnosti ditej z rozladamy spektra autyzmu [On the Problem of Formation of Non-Verbal Communication Means in Children with Autism Spectrum Disorders]. Logopediya, vol. 2, 40–44. (In Russian)

Omelchenko, I. (2018). The Psychological Mechanisms for Implementation of the Reflective Component of Preschoolers’ Deliberated Communicative Activities. Annales UMCS. Sectio N – Educatio Nova, no. 3, 37–48, DOI: http://dx.doi.org/10.17951/en.2018.3.37-48.

Panferov, V. (1982). Kognitivnye etalony i stereotipy vzaimopoznaniya lyudej [Cognitive Patterns and Stereotypes of People’s Mutual Understanding]. Voprosy psihologii, vol. 5, 139–141. (In Russian)

Parkinson, B. (1998). What We Think about When We Think about Emotion. Cognition and Emotion, vol. 12(4), 615–624, DOI: https://doi.org/10.1080/026999398379592.

Polyakov, A.M. (2014). Subekt i simvol [A Subject and a Symbol]. Minsk: BGU. (In Russian)

Prusakova, O.V., Sergienko, E.A. (2006). Ponimanie emotsiy detmi doshkolnogo vozrasta [Understanding Emotions by Preschool Children]. Voprosy psihologii, vol. 4, 24–36. (In Russian)

Sergienko, E.A. (2002). Kognitivnoe razvitie [Cognitive Development]. In: V. Druzhinia, D. Ushakova (red.), Kognitivnaya psihologiya [Cognitive Psychology]. Moskva: PERSE. (In Russian)

Sergienko, E.A., Lebedeva, E., Prusakova, O. (2009). Model psihicheskogo kak osnova stanovleniya ponimaniya sebya i drugogo v ontogeneze cheloveka [A Mental Model as the Basis for Understanding of Oneself and the Other in Human Ontogeny]. Moskva: Izd-vo «Institut psihologii RAN». (In Russian)

Sinigaglia, C., Rizzolatti, G. (2011). Through the Looking Glass: Self and Others. Consciousness and Cognition, vol. 20(1), 64–74, DOI: https://doi.org/10.1016/j.concog.2010.11.012.

Tomasello, M. (2014). A Natural History of Human Thinking. Cambridge: Harvard University Press.

Ulanova, A. (2015). Model psihicheskogo kak mentalnaya osnova vospriyatiya partnera po kommunikacii [A Mental Model as a Mental Basis for the Perception of a Communicative Partner]. Psihologicheskie issledovaniya, vol. 8(39), 9. (In Russian)

Vilyunas, V.K. (1990). Psihologicheskie mehanizmyi motivatsii cheloveka [The Psychological Mechanisms of Human Motivation]. Moskva: MGU. (In Russian)

Wellman, H.M., Gelman, S.A. (1992). Cognitive Development: Foundational Theories of Core Domains. Annual Review of Psychology, vol. 43, 337–375, DOI: https://doi.org/10.1146/annurev.ps.43.020192.002005.

Zotkin, N.V. (2000). Smyislopolaganie v situatsiyah neopredelennosti [Meaningfulness in Uncertain Situations]. An abstract of doctoral dissertation. Moskva: Psihologiya lichnosti. (In Russian)

NETOGRAPHY

Nikolskaya, O.S. (2016). Emotsionalno-smyislovoy podhod k korrektsii rasstroystv autisticheskogo spektra [The Emotional-Semantic Approach to the Correction of Autism Spectrum Disorders]. Almanah Instituta korrektsionnoy pedagogiki. Retrieved from: http://alldef.ru/ru/articles/almanah-26/emoczionalno-smyislovoj-podxod-k-korrekczii-rasstrojstv-autisticheskogo-spektra [access: 20.05.2020]. (In Russian)

Sergienko, E.A. (2015). Model psihicheskogo i sotsialnoe poznanie [A Mental Model and Social Cognition]. Psihologicheskie issledovaniya, vol. 8(6). Retrieved from: http://psystudy.ru/index.php/num/2015v8n42/1163-sergienko42.html [access: 20.05.2020]. (In Russian)

Talanova, N. (2011). Ponimanie doshkolnikami televizionnoj reklamy i socialnyh vzaimodejstvij [Preschoolers’ Understanding of Television Advertising and Social Interactions]. Psihologicheskie issledovaniya, vol. 4(18), 9. Retrieved from: http://psystudy.ru/index.php/num/2011n4-18/517-talanova18.html [access: 20.05.2020]. (In Russian)

Vilenskaya, G., Lebedeva, E. (2014). Razvitie ponimaniya mentalnogo mira i kontrolya povedeniya v doshkolnom vozraste [Development of Mental World Understanding and Behavioural Control at the Preschool Age]. Psihologicheskie issledovaniya, vol. 7(38). Retrieved from: http://psystudy.ru/index.php/num/2014v7n38/1064-vilenskaya38.html [access: 20.05.2020]. (In Russian)




DOI: http://dx.doi.org/10.17951/en.2021.6.345-358
Date of publication: 2021-09-22 09:55:45
Date of submission: 2020-05-25 17:41:50


Statistics


Total abstract view - 1329
Downloads (from 2020-06-17) - PDF - 0

Indicators



Refbacks

  • There are currently no refbacks.


Copyright (c) 2021

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.