NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED229132
Record Type: RIE
Publication Date: 1983-Apr
Pages: 32
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Developing Referential Communication Skills: The Interaction of Role-Switching and Difference Rule Training.
Sonnenschein, Susan; Whitehurst, Grover J.
It was generally hypothesized that two procedural deficiencies underlie the failure of most preschoolers to produce informative referential communications or to understand that ambiguous communications directed toward them are faulty. The first is a deficiency in understanding the difference rule (the fact that an informative message should describe the difference between a referent and other similar events with which it may be confused). The second concerns role combination (the fact that the roles of speaker and listener are complementary and that experience gained in one mode is relevant to performance in the other). It was expected (1) that if the child is taught the difference rule, role-switching will enhance transfer of speaking experience to listening, or vice-versa; (2) that difference-rule training alone should be successful intramodally but not cross-modally; and (3) that role-switching alone should have no effects. The design for testing these specific hypotheses involved orthogonal variation in the number of role-switching episodes children received and variation in the way they received difference-rule feedback training (in the speaking mode, the listening mode, or not at all). A total of 60 kindergarten children from two private schools were first tested on two stimulus discrimination tasks. One week after initial testing, subjects participated in similar speaking and listening tasks and evaluation tasks. Results are discussed. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Referential Communication; Rule Learning
Note: Portions of this paper were presented at the Biennial Meeting of the Society for Research in Child Development (Detroit, MI, April 21-23, 1983).