Hazen N L, Black B
Division of Child Development and Family Relationships, University of Texas, Austin, TX 78712.
Child Dev. 1989 Aug;60(4):867-76. doi: 10.1111/j.1467-8624.1989.tb03519.x.
The purpose of this study was to investigate the relation between social status and discourse skills in preschool children. Using peer nominations, 48 acquainted preschool children were classified as liked, disliked, or low impact. Children were videotaped in freeplay interactions in which one child entered the play of a pair of same-sex peers. Social status differences were found primarily in skills contributing to coherent discourse. Specifically, liked children were more inclined to direct their initiations clearly, to speak to both interaction partners rather than just one, to respond contingently to others, to acknowledge others, and to reinitiate when rejecting. Liked children were also better able to adapt to the differing social demands of entry versus nonentry contexts in that they were more likely to give information and less likely to express their feelings when entering a group. Deficits in communication skill were greater for disliked children than for low-impact children. Results indicate that communication skills that contribute to coherent discourse are fundamental to social interaction and may influence young children's peer acceptance.
本研究的目的是调查学龄前儿童的社会地位与话语技能之间的关系。通过同伴提名，48名相互熟悉的学龄前儿童被分为受欢迎、不受欢迎或影响力低三类。孩子们在自由玩耍互动中被录像，其中一个孩子加入一对同性同伴的游戏。社会地位差异主要体现在有助于连贯话语的技能上。具体而言，受欢迎的孩子更倾向于清晰地引导互动，与两个互动伙伴而非仅一个伙伴交谈，对他人做出应变反应，认可他人，并在拒绝时重新发起互动。受欢迎的孩子也更能适应进入与未进入情境下不同的社会需求，因为他们在进入一个群体时更有可能提供信息，而不太可能表达自己的感受。不受欢迎的孩子在沟通技能方面的缺陷比影响力低的孩子更大。结果表明，有助于连贯话语的沟通技能是社会互动的基础，可能会影响幼儿在同伴中的受欢迎程度。
