The Development of Conceptual Understanding-Response Strategies.

Autor/in	DiGennaro, Melissa
Titel	The Development of Conceptual Understanding-Response Strategies.
Quelle	(1977), (8 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Child Language; Cognitive Processes; Communication (Thought Transfer); Communicative Competence (Languages); Comprehension; English; Form Classes (Languages); Intellectual Development; Language Acquisition; Language Proficiency; Language Usage; Listening Comprehension; Native Speakers; Psycholinguistics; Responses; Semantics + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Cognitive process; Kognitiver Prozess; Communication; thought; Kommunikation; Gedanke; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Verstehen; Verständnis; English language; Englisch; Analytischer Sprachbau; Mental development; Geistige Entwicklung; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Hörverständnis; Muttersprachler; Psycholinguistik; Semantik
Abstract	The paper provides a brief discussion of research conducted in child language acquisition at the University of California at Davis in the winter and spring of 1977. The research was directed at children's comprehension of WHY questions. It was an attempt to define when and how children come to understand abstract concepts, such as WHY questions. During the course of the investigation it was discovered that there were some regular patterns characterizing children's answers to difficult WHY questions. When confronted with questions beyond their comprehension, children seem to resort to particular means to disguise their lack of knowledge or to increase their knowledge of specific topics in question. They are sensitive to their role as respondents, and will try to perform in these linguistic exchanges as well as they can (in other words, they will generally try to offer some type of verbal answer). Perhaps children know the limitations of their own comprehension, and they are able to adjust their linguistic activity accordingly (in dialogues). (Author/CLK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC