ERIC Number: ED341455
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Task-Related Discourses as an Indicator of Elementary "Expertise."
Biemiller, Andrew; Meichenbaum, Donald
This study examined children's dialogue about tasks in grades 1 through 6. Sentences produced by 14 children who were rated as having high or low self-direction by their teachers were observed and coded for dialogue features, task features, and emotional tone. Dialogue features included: (1) initiation, which was spontaneous or elicited; (2) mode, which was declarative or interrogative; (3) direction, which was to self or other; (4) task ownership, which was the child's or someone else's; and (5) knowledge content, which was current or elaborative. Task features included which function or object of the task was discussed. Results indicated that children with high self-direction had higher rates of statements, but not of questions, per hour than did children with low self-direction. This was especially true of spontaneous statements. Children with high self-direction used more sentences that involved the task function of planning than did children with low self-direction. Results are interpreted to mean that there is a greater self-level of expertise among children with high self-direction than among those with low self-direction. A list of 29 references is provided. (Author/BC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Laidlaw Foundation, Peoria, IL.
Authoring Institution: N/A
Identifiers: Affective Response; Expertise; Self Direction; Task Characteristics; Task Planning
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991).