How Adolescents Interpret the Moral Messages of Fables: Examining the Development of Critical Thinking.
Purpose: Critical thinking pervades formal educational benchmarks in the United States, including the Common Core State Standards. However, little information is available on how it develops. Hence, the primary purpose of this study was to examine the development of critical thinking in adolescents...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 63; no. 4; pp. 1212 - 1227 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Apr2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=142935597&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 142935597 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Apr2020 vid: 63 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 142935597 10.1044/2019_JSLHR-19-00168 ppf: 1212 ppct: 15 formats: fmt: @attributes: type: P size: 1MB tig: atl: How Adolescents Interpret the Moral Messages of Fables: Examining the Development of Critical Thinking. aug: au: Nippold, Marilyn A. LaFavre, Scott Shinham, Kristin affil: Communication Disorders and Sciences Program, University of Oregon, Eugene. su: Fables Ethics Language acquisition Moralities Critical thinking in adolescence Fisher exact test Data analysis Repeated measures design sug: subj: Fables Ethics Language acquisition Moralities Critical thinking in adolescence Fisher exact test Data analysis Repeated measures design ab: Purpose: Critical thinking pervades formal educational benchmarks in the United States, including the Common Core State Standards. However, little information is available on how it develops. Hence, the primary purpose of this study was to examine the development of critical thinking in adolescents using a written language-sampling task. We also examined related aspects of development: verbal productivity, syntactic complexity, and metacognitive verb use. Method: The participants included two groups of adolescents, aged 13 and 16 years (n = 40 per group). All testing took place in classrooms at a middle school or high school. Participants read four fables by the Greek storyteller Aesop (circa 620– 560 B.C.) and explained in writing why they agreed or disagreed with the moral message of each story. To examine critical thinking, we evaluated their explanations using a unique 0- to 4-point scoring system. We also examined each participant’s transcript for verbal productivity, syntactic complexity, and metacognitive verb use. Results: On the critical thinking task, the 16-year-olds outperformed the 13-year-olds, providing explanations that were more elaborate and detailed. However, there were many individual differences within groups, and even the older group did not consistently perform at the highest level, indicating that critical thinking is a late-developing ability. Age-related gains also occurred on verbal productivity and metacognitive verb use but not on syntactic complexity. Conclusion: Information gleaned from this study demonstrates how critical thinking develops during adolescence but remains incomplete. The study also has implications for assessing critical thinking in adolescents and knowing how to prompt complex language and thought. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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