INDUCING AN EFFECTIVE SELF-VERBALIZATION TO FACILITATE THE COMPREHENSION OF A STORY BY PRESCHOOL CHILDREN

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  • 幼児の物語理解を促進する効果的自己言語化の喚起
  • ヨウジ ノ モノガタリ リカイ オ ソクシンスル コウカテキ ジコ ゲンゴカ

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The purpose of this study was to induce a self-verbalization as facilitating a story comprehension by preschool children. The first experiment was to replicate the previous study which restricted the function of overt verbalization to a phonological level of information processing and that of covert verbalization to a semantic level. However, the results indicated that there were no significant differences between overt and covert verbalization, both on the recall of meaningful words likely to be processed semantically and on the recall of less meaningful words being processed phonologically (see FIG. 1). Therefore, in a second experiment, an alternative view was proposed; it was that the function of any type of verbalization should depend on the subject's intention in actual language use and the particular conditions being characteristic of his or her developmental level. According to this,“whispering to oneself”, a new type of verbalization, was modeled on an egocentric speech having ecological validity in children's daily life thinking and developmental validity at their stage of language development. As a result, the whispering-to-oneself facilitated the fiveyear-olders' understanding of causal relations of the events in a story more than overt and covert verbalization had done (see TABLE 2).

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