ERIC Number: ED116795
Record Type: Non-Journal
Publication Date: 1975-Jul
Reference Count: N/A
Communication Skills and Social-Cognitive Development. Tech Report Series Report No. 7.
Shantz, Carolyn Uhlinger
This paper reviews nine studies which report conflicting results in assessing the relationship between children's role-taking ability and communication skills. The studies included satisfy three criteria: (1) role-taking and communication efficiency are measured independently; (2) tasks used to measure the two skills are significantly different in content and type of response required; and (3) abilities are related with chronological age held constant, either by examining the relation between skills within age groups, or by partialling out chronological age. Three studies show consistent, significant positive relationships between communication performance and role-taking, four studies have mixed results (showing some significant results and some nonsignificant results), and two studies show consistent, nonsignificant relationships between the two abilities. Conflicting results are attributed to (1) some third variable (e.g., intelligence) with which role-taking and communication are related independently, (2) statistical factors such as reliability of the tasks, (3) differing methods of measuring the two abilities, and (4) other variables besides role-taking ability which may determine communication skill. Language development, spatial role-taking skills, perspective-taking, and patterns of children's errors during tasks in these areas are discussed as they apply to the relationship between role-taking and communication. (BRT)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Wayne State Univ., Detroit, MI. Center for the Study of Cognitive Processes.