ERIC Number: ED146529
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
Training Referential Communication Skills: The Relative Effects of Plans and Modeling.
Cosgrove, J. Michael; Patterson, Charlotte, J.
This study investigates both immediate and delayed effects of two different training procedures on children's listener behavior in a referential communication setting. Using a 2 x 2 design, the presence and absence of a plan for effective listening and modeling of appropriate listener behavior were varied, and the effects of these variations on 40 first graders' performances as listeners were assessed. An immediate test employed referent items which were both similar and dissimilar to those used in the training phase. The delayed test, using new referent items, was presented two to three days after training. In accord with predictions, results showed that children who had received training gave considerably more adequate listener performances than no-training control subjects on the immediate test, with both types of referent items. Moreover, effects of training were undiminished on the delayed test. Contrary to prediction, however, presentation of both types of training together was no more effective than either type separately. Since these findings stand in sharp contrast to the generally negative findings of previous attempts to train children's communication skills, possible explanations for the relative power of the present procedures are considered. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Mental Health (DHEW), Rockville, MD.
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the Eastern Psychological Association (April 13-16, 1977, Boston, Massachusetts); For related document see CG 011 976