Literaturnachweis - Detailanzeige
| Autor/inn/en | Henderson, Ronald W.; Garcia, Angela B. |
|---|---|
| Institution | Arizona Univ., Tucson. Arizona Center for Early Childhood Education. |
| Titel | The Effects of a Parent Training Program on the Question-Asking Behavior of Mexican-American Children. |
| Quelle | (1972), (23 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analysis of Variance; Cues; Educational Responsibility; Elementary School Students; Inquiry; Mexican Americans; Models; Parent Child Relationship; Parent Education; Parent Influence; Research; Social Reinforcement; Tables (Data) |
| Abstract | This investigation was designed to assess the effects of parent influences on the question-asking skills of their children. A total of 43 randomly selected, first grade, Mexican-American children were chosen as subjects and divided equally into a control and an experimental group. In each group the children were further subdivided into two groups in which either pre- and posttreatment measurement was conducted or only posttreatment measurement. In the pretreatment group baseline data was taken on each subject's question-asking ability. Instruction and modeling in question-asking techniques were then given and followed by another assessment of the subject's ability. In the next phase the mothers of the experimental subjects were trained in five sessions to use skills such as reinforcement, cues, and modeling that would increase their children's question-asking behavior as well as shift their question-asking from the predominant nominal-physical questions to causal questions. The results indicated that: (1) trained parents had a significant effect on the target behavior of asking causal questions; and (2) the experimenter's modeling procedures in the pretreatment condition also had a significant effect on question-asking behavior. Concluding discussion focuses on the importance of home instruction and support for school children and possible potential use of parent skills. (SDH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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