Age Differences in Children's Referential Communication Performance: An Investigation of Task Effects. Technical Report No. 96.

Autor/inn/en	Wigfield, Allan; Asher, Steven R.
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Age Differences in Children's Referential Communication Performance: An Investigation of Task Effects. Technical Report No. 96.
Quelle	(1978), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Communication Research; Communication Skills; Communication (Thought Transfer); Elementary Education; Grade 3; Grade 5; Intelligence; Perceptual Development; Performance Factors; Reading Achievement; Relationship; Task Performance; Word Recognition + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kommunikationsforschung; Kommunikationsstil; Communication; thought; Kommunikation; Gedanke; Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Intelligenz; Klugheit; Wahrnehmungsentwicklung; Leistungsindikator; Leseleistung; Wechselbeziehung; Worterkennung
Abstract	To assess the effects of age differences, type of task, intelligence (IQ), and reading achievement on referential communication performance, third and fifth grade children were asked to communicate messages for three types of tasks: word pairs, picture descriptions, and school-locations directions. The latter was specifically designed to assess how children perform on a more ecologically valid task than is typically used in referential communication studies. Results indicated that age differences in communication accuracy were greatest on the more ecologically valid task, that performance on the three communication tasks was more highly correlated in fifth than in third grade (although the relationships were not exceptionally strong at either grade level), and that reading achievement was found to correlate significantly with communication accuracy scores, despite the fact that IQ and communication accuracy were not significantly related. (Tables and figures are appended.) (Author/MAI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC