Increasing Requests for Information by Preschoolers with and without Language-Based Disabilities

Autor/inn/en	Speckman, JeanneMarie; Du, Lin; Greer, R. Douglas
Titel	Increasing Requests for Information by Preschoolers with and without Language-Based Disabilities
Quelle	In: Education Sciences, 11 (2021), Artikel 94Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Information Seeking; Questioning Techniques; Personality Traits; Preschool Children; Familiarity; Stimuli; Novelty (Stimulus Dimension); Peer Relationship; Positive Reinforcement; Cognitive Development; Intelligence Tests; Delayed Speech; Preschool Education; New York; Preschool Language Scale; Wechsler Preschool and Primary Scale of Intelligence; Boehm Test of Basic Concepts + Suchen Sie Ihr Suchwort? Informationserschließung; Befragungstechnik; Fragetechnik; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Anreizsystem; Peer-Beziehungen; Kognitive Entwicklung; Intelligence test; Intelligenztest; Sprachverzögerung
Abstract	We report two experiments on the emission of questions to request the names of unfamiliar stimuli by preschoolers. In the first experiment, 19 preschoolers with and without disabilities served as participants. Experiment 1 was a descriptive analysis of whether or not the 19 participants asked questions about unfamiliar pictures and objects in one-to-one and group settings. These were dependent variables in the second experiment as well. Four participants, who did not ask any questions in the first experiment, served as participants in the second experiment. During the intervention, the participants observed the peer confederates (1) ask questions (e.g., "What is that?"), (2) receive information from the experimenter, and (3) receive praise and tokens contingent on asking a question. A multiple probe design across participants was used. The data showed that the participants increased the number of questions when we returned to baseline conditions. Results are discussed in terms of where the reinforcement exists for asking questions about unfamiliar things in one's environment, and whether this truly measures the "need to know". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01