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Language development in the K‐3 classroom: Using the referential communication paradigm
Author(s) -
Foorman Barbara R.
Publication year - 1980
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198004)17:2<278::aid-pits2310170222>3.0.co;2-m
Subject(s) - psychology , vocabulary , cognition , cognitive psychology , repertoire , task (project management) , linguistics , philosophy , physics , management , neuroscience , acoustics , economics
The language environment of the early primary grades is examined with respect to the linguistic competencies possessed by five‐, six‐, and seven‐year‐old children. The referential communication paradigm is suggested as a useful instructional tool to simulate the functional demands of a communicative exchange and still control for speaker‐ and task‐related variables. A kindergartner's referential communication protocol is examined with respect to such speaker‐related variables as cognitive style, mental processing capacity, vocabulary repertoire, cognitive structures for describing stimuli, affective involvement, and task understanding, and to such task‐related variables as nature of the topic, mode of stimulus presentation, and form of listener feedback.