Talk and task mastery: the importance of socially shared talk during computer-based problem solving.
In order to examine more closely the ways that children use socially constructed dialogue to mediate task mastery a hierarchical set of computer tasks were presented in an animated game format (ToonTalk) to three adult/child (US Kindergarten) dyads over five sessions. Transcriptions of the adult-chi...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 20; no. 7/8; pp. 591 - 599 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2006
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106263273&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106263273 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Sep2006 vid: 20 iid: 7/8 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106263273 106263273 2009363380 10.1080/02699200500266554 NLM17056490 106263273 ppf: 591 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Talk and task mastery: the importance of socially shared talk during computer-based problem solving. aug: au: Hagstrom F White M affil: Department of Rehabilitation, Human Resources & Communication Disorders, University of Arkansas, 410 Arkansas Avenue, Fayetteville, AR 72701; fhagstr@uark.edu sug: subj: Adult-Child Relations Computers and Computerization Utilization Conversation Evaluation Problem Solving Adult Child, Preschool Communication Skills Discourse Analysis Social Skills Software Videorecording Human Adult: 19-44 years Child, Preschool: 2-5 years ab: In order to examine more closely the ways that children use socially constructed dialogue to mediate task mastery a hierarchical set of computer tasks were presented in an animated game format (ToonTalk) to three adult/child (US Kindergarten) dyads over five sessions. Transcriptions of the adult-child talk were used to determine (1) the types of discourses utilized by the children (i.e., procedural, conversation, narrative) during problem solving and (2) the relationship of this talk to task mastery. It was found that (1) shared talk was associated with more successful problem solving; (2) socially shared talk did not have to be on task to be beneficial; and (3) procedural discourse was more successfully and frequently used for independent problem solving if first requested by the child. These results highlight the importance of socially shared talk in the development of problem solving strategies even when using computer technology. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|