Mann-Mandelbaum S E
School of Education, Boston University.
Br J Disord Commun. 1990 Apr;25(1):17-33. doi: 10.3109/13682829009011960.
The current study was designed to determine whether efficient question-asking strategies can be taught to children who do not display them spontaneously. The relative efficacy of two different teaching techniques was compared to determine which would increase the quality of question asking. This study is descriptive in nature. Twenty-eight students served as subjects. The treatment took place during a 28-day time period and consisted of a pre-test, two teaching sessions and a post-test session, each 14 days apart. An array of 25 pictorial objects and animals was used to stimulate constraint questions, which are more efficient than hypothesis questions for information seeking. A major finding in this investigation was that 6-year-old children with special needs could be taught to ask constraint questions and generalise this strategy using a self-evaluative teaching method. The number of constraint questions asked increased significantly using this method in comparison to the modelling teaching method. The findings of this study contribute to a better understanding of the relationship between teaching methods and cognitive-linguistic strategy development.
本研究旨在确定能否向未自发表现出有效提问策略的儿童教授这些策略。比较了两种不同教学技术的相对效果，以确定哪种技术能提高提问质量。本研究本质上是描述性的。28名学生作为受试者。治疗在28天内进行，包括一次预测试、两次教学课程和一次后测试课程，每次间隔14天。使用一系列25个图片物体和动物来激发约束性问题，对于信息寻求而言，约束性问题比假设性问题更有效。本次调查的一个主要发现是，有特殊需求的6岁儿童可以通过自我评估教学方法学会提出约束性问题并推广这一策略。与示范教学方法相比，使用这种方法提出的约束性问题数量显著增加。本研究的结果有助于更好地理解教学方法与认知语言策略发展之间的关系。
