Referential Communication Accuracy between Mother and Child as a Predictor of Cognitive Development in the United States and Japan

Dickson, W. Patrick; Hess, Robert D.; Miyake, Noriko; Azuma, Hiroshi

doi:10.2307/1129041

Cited by 24 publications

(4 citation statements)

References 11 publications

(11 reference statements)

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“…2 This research also explored the relationship between three social-cognitive measures and social interaction with peers in the mixed-age setting. The Preschool Interpersonal Problem Solving Task (Shure & Spivak, 1974), Peabody Picture Vocabulary Test (Dunn, 1959), and a referential communication task (Dickson, Hess, Miyake, & Azuma, 1979) were administered to all children in the classroom. Pearson product-moment correlations conducted on the scores obtained on these tasks and social interaction with peers revealed consistently low and nonsignificant relationships between the two sets of measures.…”

Section: Discussionmentioning

confidence: 99%

Socialization in a mixed-age experimental program.

Roopnarine¹,

Johnson²

1984

Developmental Psychology

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This report is based on an experimental program conducted at the University of Wisconsin Preschool Laboratory. The research was supported in part by a grant from the University of Wisconsin Graduate School Research Committee. The authors extend their gratitude to Madonna Carr and Sharon Yu for their assistance in collecting the data and the teachers and children of the Preschool Lab for their cooperation.Requests for reprints should be sent to Jaipaul L. Roopnarine, who is now at Child, Family, and

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Section: Discussionmentioning

confidence: 99%

Socialization in a mixed-age experimental program.

Roopnarine¹,

Johnson²

1984

Developmental Psychology

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“…The absence of formal methods of assessing communication is also surprising given the importance of, for instance, listening dulls for children's cognitive development (Dickson et al 1979) and school achievement (Atkin et al 1977). Using a longitudinal design, the latter found that measures of listener skill provided the single best predictor of academic achievement in their sample.…”

Section: The Classroom Contextmentioning

confidence: 99%

The Listening Skills Test ‐ a New Instrument to Assess Children's Pragmatic Ability

Lloyd¹,

Peers²,

Foster³

2001

Intl J Lang & Comm Disor

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Research has established that the development of autonomous (as opposed to collaborative) communication skills, using referential communication speaker and listener tasks, develops only slowly during the primary school years. Such a finding has implications for the classroom which puts a premium on independent language processing. Although the importance of oral language is recognised in the National Curriculum, there has been little attempt to assess the ability formally. The Listening Skills Test is a standardised pragmatic instrument focusing on the 3 1/2-7 years age group. The test is in four parts and assesses the ability to make judgements about the efficacy of verbal messages or instructions. Tasks include relating messages to arrays of pictorial items, making judgements about statements that refer to one complex picture, marking routes on a street plan in response to an extended set of instructions, and the ability to evaluate purely verbal utterances. The overall aim of the test is to assess children's ability to make sense on their own of verbal information in a decontextualised situation thought to represent the nature of much transactional communication in the classroom. Suggestions for remediation that have arisen from research conducted by the authors are also discussed.

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“…In addition, REQGEN is a measure of maternal behavior, whereas COMM is a measure of dyadic functioning. A detailed discussion of COMM was given by Dickson, Hess, Miyake, and Azuma (1979).…”

Section: Reference Variablementioning

confidence: 99%

Processes by which verbal-educational abilities are affected when mothers encourage preschool children to verbalize.

Price¹,

Hess²,

Dickson³

1981

Developmental Psychology

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A measure of mothers' encouragement of child-generated verbal responses was derived from videotapes of 66 mothers teaching a block-sorting task to their 4year-old children. The children were given a number of tests when they were 3 years 8 months, 4, 5, and 6 years old. Correlations and partial correlations of mothers' encouragement of verbalization with children's knowledge of letters and numbers were significantly stronger than those with Verbal and Performance IQ, which were nonsignificant. This pattern of correlations is consistent with a specific verbalization-helps-memory-of-content mechanism and inconsistent with a more global verbalization-generally-helps-thinking mechanism.Certain kinds of language experiences are widely believed to influence children's intelligence and school achievement. Because some aspects of language reflect socioeconomic differences among families, children's language experiences are regarded as partly determining social class differences This article is based on U.S. data from a cross-cultural study of cognitive socialization, which is a collaborative effort between U.S. researchers led by Robert D. Hess and Japanese researchers led by Hiroshi Azuma, a professor in the Faculty of Education at the University of Tokyo. Keiko Watanabe of the Japanese team collaborated in developing the coding framework for the mothers' verbal behavior. Other U.S. participants are

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Referential Communication Accuracy between Mother and Child as a Predictor of Cognitive Development in the United States and Japan

Cited by 24 publications

References 11 publications

Socialization in a mixed-age experimental program.

Socialization in a mixed-age experimental program.

The Listening Skills Test ‐ a New Instrument to Assess Children's Pragmatic Ability

Processes by which verbal-educational abilities are affected when mothers encourage preschool children to verbalize.

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