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ERIC Number: ED146257
Record Type: RIE
Publication Date: 1976
Pages: 192
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Development of Role-Taking Abilities and Sociolinguistic Competence in Three Interpersonal Communication Domains Among Caucasian, Black, and Spanish-American Fourth, Fifth, and Sixth-Grade Children.
Nicholson, James L.
This dissertation examined the acquisition and development of children's social/symbolic and strategic communication abilities within a sociolinguistic model of communication competence. The major theoretical perspective was derived from the symbolic interactionism of Mead and the cognitive developmental theories of Piaget and Werner. The sample consisted of 61 grade school children from three ethnic groups: Caucasian, black, and Spanish American. The major results of the study are as follows: (1) older children demonstrated significantly greater role taking ability in two of the three major communication task domains, (2) there were very few significant differences on communication construct usage across grades, (3) the ability to manage the on going task situation across tasks showed a significant developmental increase, (4) highly significant intercorrelations were found among tasks calling for role taking behavior, indicating that a general role taking ability operates across task situations and conceptual domains, (5) significant intercorrelations were also found between communication construct and role taking scores, indicating that a subject's role taking ability can be inferred from and is in part related to his communicative performance on tasks that require conceptual role taking ability, and (6) for all major role taking communication task domains, as well as two role taking related sub skill measures, a significantly higher level of performance was achieved by Caucasian children. (Author/AM)
University Microfilms, P.O. Box 1764, Ann Arbor, Mich. 48106 (Order No. 76-16,172)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A