Children's Knowledge about Social Situations: From Causes to Consequences. Technical Report No. 147.

Autor/inn/en	Stein, Nancy L.; Goldman, Susan
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Children's Knowledge about Social Situations: From Causes to Consequences. Technical Report No. 147.
Quelle	(1979), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Cognitive Processes; Comprehension; Concept Formation; Elementary Education; Friendship; Interpersonal Competence; Knowledge Level; Problem Solving; Reading Comprehension; Reading Research; Research Reports; Social Development; Social Relations; Story Reading + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Concept learning; Begriffsbildung; Elementarunterricht; Freundschaft; Interpersonale Kompetenz; Wissensbasis; Problemlösen; Leseverstehen; Leseforschung; Research report; Forschungsbericht; Soziale Entwicklung; Soziale Beziehung
Abstract	The theme of this report is that recent theory and research related to the cognitive domain of children's comprehension of stories have implications for the social domain of children's understanding of interpersonal interaction, since there are important overlaps between the abilities necessary to comprehend stories about social events and those necessary in actual social situations. The report first discusses overlap at a theoretical level by describing similarities in the processes involved in understanding stories and in understanding social interactions; it concludes that comprehension in each domain involves the ability to make causal inferences among events, a process frequently dependent on the comprehender's prior knowledge about specific actions. It next discusses overlap at a structural level by comparing the event structure of simple stories to that of actual social events, and it shows that event structure has implications for research on the development of social skills as well as for research on the development of story comprehension skills. Finally, the report describes some research that used a storytelling procedure to ascertain children's prior knowledge about one type of social event, friendship. Throughout, the report discusses how such cognitive research overlaps with other efforts to describe and train behavioral characteristics of successful friendship interactions. (Author/GT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC