Critical Thinking about Fables: Examining Language Production and Comprehension in Adolescents

Autor/inn/en	Nippold, Marilyn A.; Frantz-Kaspar, Megan W.; Cramond, Paige M.; Kirk, Cecilia; Hayward-Mayhew, Christine; MacKinnon, Melanie
Titel	Critical Thinking about Fables: Examining Language Production and Comprehension in Adolescents
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 2, S.325-335 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-14-0129
Schlagwörter	Critical Thinking; Thinking Skills; Adolescents; Interpersonal Communication; Syntax; Responses; Comparative Analysis; Language Processing; Comprehension; Literary Genres + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonale Kommunikation; Sprachverarbeitung; Verstehen; Verständnis; Literarische Form
Abstract	Purpose: This study was designed primarily to determine if a critical-thinking task involving fables would elicit greater syntactic complexity than a conversational task in adolescents. Another purpose was to determine how well adolescents understand critical-thinking questions about fables. Method: Forty adolescents (N = 20 boys and 20 girls; mean age = 14 years) with typical language development answered critical-thinking questions about the deeper meanings of fables. They also participated in a standard conversational task. The syntactic complexity of their responses during the speaking tasks was analyzed for mean length of communication unit (MLCU) and clausal density (CD). Results: Both measures of syntactic complexity, MLCU and CD, were substantially greater during the critical-thinking task compared with the conversational task. It was also found that the adolescents understood the questions quite well, earning a mean accuracy score of 80%. Conclusions: The critical-thinking task has potential for use as a new type of language-sampling tool to examine language production and comprehension in adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01