Literaturnachweis - Detailanzeige
| Autor/inn/en | Booth, James R.; Hall, William S. |
|---|---|
| Institution | National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. |
| Titel | A Hierarchical Model of the Mental State Verbs. Reading Research Report No. 42. |
| Quelle | (1995), (31 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; Developmental Stages; Early Childhood Education; Elementary Education; Language Research; Models; Reading Research; Verbs; Vocabulary Development |
| Abstract | A study investigated children's understanding (3-, 6-, 9-, and 12-year-olds) of the different levels of meaning of the cognitive verb "know" as defined by the abstractness and conceptual difficulty hierarchy of W. S. Hall, E. K. Scholnick, and A. T. Hughes. Results indicated that cognitive verb knowledge increased with development and that certain low levels of meaning were mastered before certain high levels of meaning irrespective of the medium of presentation: video-taped "skits" and audiotaped "stories." However, children developed an understanding of low levels of meaning at a more rapid rate than high levels of meaning. This resulted in a more differentiated and hierarchical cognitive verb knowledge in older children. Finally, results indicated that the audiotaped stories were more difficult than the videotaped skits, and that both tasks were significantly correlated with a standardized vocabulary measure for all ages except the 3-year-olds. (Contains 44 references, and 2 tables and 1 figure of data. Appendixes present the setting, tester prompts, and "correct" answers for the 6 levels of meaning for 6 videotaped and 6 audiotaped stories.) (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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