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1
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Recenzja

100%
Kosno M.
Psychologia Rozwojowa
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2010
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vol. 15
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issue 1
PL
Social Interaction and the Development of Executive Function, Ch. Lewis, J.I.M. Carpendale (eds.), New Direction for Child and Adolescent Development, 2009, 123
2
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O powiązaniach funkcji zarządzających i dziecięcej teorii umysłu: wnioski z badań metodą mikrogenetyczną

100%
Kosno M.
Psychologia Rozwojowa
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2010
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vol. 15
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issue 1
PL
Relation between executive functions and theory of mind in the light of microgenetic approachResearch of numerous international and Polish development psychologists (Carlson and Moses, 2001; Hughes, 1998; Perner and Lang, 2002; Perner, 1998; Skórska, 2004; Putko, 2004; 2008; Kielar-Turska, Białecka-Pikul and Skórska, 2006; Bazak, 2009) point to a relation between executive functions (EF) and a theory of mind (ToM). Character of this relation is subject to research and scientific disputes (Putko, 2008), but the relation remains hypothetical. Presented research concerns the relation between EF and ToM in children aged 3 to 4 i.e. the period during which both functions develop. Microgenetic approach was used to verify the hypothesis. Children with high and low level of EF were selected from 98 children aged between 3;9 and 4;3. In 10 meetings, participants were solving several types of tasks measuring ToM. Subsequently, the measurement of EF was re-performed. Results of the research confi rm the relation between EF and ToM. Besides, microgenetic approach has made it possible to observe that children aged between 3 and 4 characterised by different levels of EF development differ in acquiring abilities of mental states understanding in other people.
3
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Kompetentny tutor. Znaczenie funkcji zarządzających dla przebiegu tutoringu rówieśniczego

100%
Kosno M.
Psychologia Rozwojowa
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2013
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vol. 18
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issue 4
95–110
EN
The paper presents research on the relationship between different components and aspects of executive functions and the tutor’s behaviors and strategies used during peer tutoring. The research involved 23 pairs of six-year-old children. The tutors’ task was to teach their peers the rules of a board game. There was a signifi cant correlation between the level of the executive functions and the tutor’s behaviors and strategies which supported the student during the tutoring. Significant components of the executive functions included shifting attention, inhibition, working memory and the cool aspect of the executive functions. The tutors applying various strategies (Outside the role, Initiator, Partner, Coordinator) differed significantly in their levels of the executive functions, and especially in the planning component.
4
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Recenzja

100%
Kosno M.
Psychologia Rozwojowa
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2012
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vol. 17
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issue 1
PL
RECENZJASokol B.W. , Müller U., Carpendale J.I.M., Young A.R., Iarocci G. (red.) (2010), Self and Social Regulation. Social Interaction and the Development of Social Understanding and Executive Functions. Oxford: Oxford University Press
5
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Sprawozdanie

100%
Kosno M.
Psychologia Rozwojowa
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2014
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vol. 19
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issue 4
PL
Sprawozdanie z Europejskiej Regionalnej Konferencji IACEP „Cognitive and executive functioning: Concepts, measurement and educational implications” („Poznawcze i zarządzające funkcjonowanie.: Koncepcje, pomiar i edukacyjne implikacje”), Budapeszt, 19‒20 czerwca 2014
6
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Natura, mechanizmy neurofizjologiczne i zmiany rozwojowe funkcji zarządzających

63%
Kielar-Turska M., Kosno M.
Psychologia Rozwojowa
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2013
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vol. 18
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issue 4
9–27
EN
The paper presents an overview of basic issues related to executive functions, the phenomenon being the center of interest to psychologists at the turn of the 20th and 21st centuries, discussed from the historical, neurophysiological and ontogenetic perspectives. It gives basic information about the history of research on the executive functions and their neurophysiological correlates. At fi rst, the research focused on the function of the frontal cortex, which was thought to organize intellectual activity in adults with damage to that part of the brain. Studies in the ontogenetic paradigm have helped to explain the genesis of the executive functions, their complex nature, developmental changes and critical periods. They have also contributed to determining the relationship between the executive functions and other cognitive processes, such as theories of mind, or emotional processes, and to revealing the environmental conditions. The paper describes the complex nature of the executive functions, indicating the fixed components: inhibition, flexibility, working memory and planning, and presents psychological testing methods, pointing out the most commonly used techniques. The authors refer both to foreign and Polish authors studying groups of participants developing normally or with disorders in different periods of development, and they note the cognitive and the practical aspects of research on the executive functions.
7
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Sprawozdanie

51%
Byczewska-Konieczny K., Kosno M., Stępień-Nycz M.
Psychologia Rozwojowa
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2011
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vol. 16
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issue 4
PL
Sprawozdanie z XX Jubileuszowej Ogólnopolskiej Konferencji Psychologii Rozwojowej „Wiedza o rozwoju w poznawaniu człowieka”, Kraków, 13–16 czerwca 2011„Wiedza o rozwoju w poznawaniu człowieka” – pod takim hasłem przebiegała w dniach 13–16 czerwca 2011 roku XX Jubileuszowa Ogólnopolska Konferencja Psychologii Rozwojowej. Spotkania naukowe poświęcone dyskusjom nad zagadnieniami z zakresu psychologii rozwoju człowieka są corocznie organizowane przez Sekcję Psychologii Rozwojowej Polskiego Towarzystwa Psychologicznego. Pierwsza konferencja odbyła się w dniach 8–11 stycznia 1992 roku w Przegorzałach koło Krakowa. Kolejne spotkania psychologów rozwojowych miały miejsce w różnych naukowych ośrodkach w Polsce. Tegoroczna, XX konferencja została zorganizowana w Krakowie przez Sekcję Psychologii Rozwojowej oraz Instytut Psychologii Wydziału Filozoficznego i Instytut Psychologii Stosowanej Wydziału Zarządzania i Komunikacji Społecznej Uniwersytetu Jagiellońskiego.
8
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Sprawozdanie

51%
Byczewska-Konieczny K., Kosno M., Stępień-Nycz M.
Psychologia Rozwojowa
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2014
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vol. 19
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issue 2
PL
Sprawozdanie z XVI Europejskiej Konferencji Psychologii Rozwojowej, Lozanna, Szwajcaria, 3–7 września 2013 roku
9
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Where was it? Working memory as a predictor of passive vocabulary development in the third year of life

51%
Białecka-Pikul M., Kosno M., Byczewska-Konieczny K.
Polish Psychological Bulletin
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2016
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vol. 47
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issue 1
92-102
EN
The objective of the presented research was to test whether working memory, measured using the Spin the Pots task, is an important factor in passive vocabulary development in 2- and 3-year-old children. Two longitudinal studies were conducted. In the first, 135 children participated in the first study. At 18 months their responding to joint attention was measured, and then at 24 months their working memory and passive vocabulary was tested. It was demonstrated that responding to joint attention predicts the level of development of working memory, which in turn influences the extent of the passive vocabulary. In the second study, 113 children participated - at 30 months their working memory was measured, and at 24 months and then 36 months their passive vocabulary was tested. It was observed that at the age of 3 working memory is still a significant predictor of passive vocabulary. The usefulness of the Spin the Pots task for measuring the working memory of young children was shown and discussed in conclusions.
10
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Sprawozdanie

51%
Byczewska-Konieczny K., Kosno M., Stępień-Nycz M.
Psychologia Rozwojowa
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2013
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vol. 18
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issue 3
PL
Sprawozdanie z XXII Ogólnopolskiej Konferencji Psychologii Rozwojowej Społeczny kontekst rozwoju. Od dziecka do dorosłego
11
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Recenzja

50%
Kosno M.
Psychologia Rozwojowa
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2013
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vol. 18
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issue 2
PL
Lucy Henry, 2012, The Development of Working Memory in Children. London: SAGE
12
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Emotional and attentional predictors of self-regulation in early childhood

39%
Stępień-Nycz M., Rostek I., Byczewska-Konieczny K., Kosno M., Białecka-Pikul M., Białek A.
Polish Psychological Bulletin
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2015
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vol. 46
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issue 3
421-432
EN
The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011), it is important to reveal early predictors of self-regulation. The aim of the paper is to present the results of longitudinal studies on the relationships between the functioning of attention, regulation of emotion and later self-regulatory abilities. 310 children were assessed at three time points. At 12 months of age emotional regulation in situation of frustration and attention regulation were assessed. At 18 and 24 months behavioral-emotional regulation in the Snack Delay Task was measured. Additionally parents assessed executive attention using The Early Childhood Behavior Questionnaire when children were 26 months old. Structural equation modelling revealed two different paths to development of self-regulatory abilities at 18 months: emotional (reactive system) and emotionalattentional and only one emotional-attentional path at 24 months. The early ability to focus attention and later executive attention functioning revealed to be important predictors of self-regulatory abilities both at 18 and 24 months of age.
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