ERIC Number: ED448926
Record Type: Non-Journal
Publication Date: 1996-Mar
Reference Count: N/A
Episodes of Pragmatic Behaviors in Parent-Child Interactions.
Graham, James A.; Sell, Marie A.
Noting the importance of pragmatic behavior, or the socially-appropriate use of language, to parents of preschool children, this study examined developmental changes in the pragmatic teaching of preschoolers and differences in parents' goals for pragmatic teaching in private versus public interactions. Participating in the study were 29 parent-child dyads (with children ranging in age between 30 and 70 months), who were videotaped for 30 minutes. Transcripts were coded for episodes of pragmatic behavior that occurred in the dyadic interaction. Findings indicated that pragmatic behaviors across the age groups largely focused on issues of what to say and how to say it. The teaching use of pragmatic behaviors in public interactions was relatively important to parents of children between 2.5 and 4 years. The proportion of spontaneous pragmatic behaviors increased dramatically between the youngest group (54 percent for 30- to 35-month-olds) and older children (at least 75 percent). The spontaneous use of pragmatic behaviors was the most common form of input (78 percent overall), followed by direct prompts (12 percent), and indirect prompts (8 percent). Pragmatic behaviors were more often prompted with direct, as opposed to indirect, comments. The direct prompts used were relatively routine and dealt with either a linguistic or behavioral social norm or a pragmatic elaboration or clarification. When pragmatic episodes focused on correcting the child's linguistic misbehavior, the prompts were indirect. (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A