Pellegrini A D, Brody G H, Sigel I E
J Psycholinguist Res. 1985 Nov;14(6):509-21. doi: 10.1007/BF01067382.
The intent of the study was to examine the effects of parental (mother and father) and child (gender and communicative status) status variables on the teaching strategies used by parents in a paper-folding task. The linguistic and nonverbal strategies of 120 parent-child groupings were analyzed during paper-folding tasks. Parents' strategies were coded according cognitive demand and directiveness. Results indicated that strategies varied as a function of children's communicative status. Parents were less directive and more demanding of nonhandicapped children compared to handicapped children. Parents' strategies seemed to be determined by children's ability to sustain discourse. Results are discussed in terms of Vygotsky's notion of the zone of proximal development.
本研究旨在考察父母（母亲和父亲）及孩子（性别和交流状态）的状态变量对父母在折纸任务中所采用教学策略的影响。在折纸任务过程中，对120对亲子组合的语言和非语言策略进行了分析。父母的策略根据认知需求和指示性进行编码。结果表明，策略因孩子的交流状态而异。与残疾儿童相比，父母对非残疾儿童的指示性较低，要求较高。父母的策略似乎取决于孩子维持话语的能力。根据维果茨基的最近发展区概念对结果进行了讨论。
