Wood H A, Wood D J
J Child Psychol Psychiatry. 1984 Jan;25(1):45-62. doi: 10.1111/j.1469-7610.1984.tb01718.x.
This study of conversation was undertaken to test experimentally conclusions reached in earlier work with deaf primary school children and pre-school hearing children. Both of these studies revealed significant negative correlations between a measure of teacher control of the conversations and measures of children's initiative and loquacity. This study was designed to investigate the direction of causality in these correlations. Teachers were asked to change their conversational styles in specific ways with the same pairs of children. On each of five occasions they were to bias their conversations towards one of five "levels of control"--enforced repetitions, two-choice questions, wh-type questions, personal contributions and phatics. The results show that as teachers change style, their children follow them with the predicted changes in initiative and mean length of turn.
这项关于对话的研究旨在通过实验验证早期针对聋哑小学生和学前听力正常儿童的研究得出的结论。这两项研究均表明，教师对对话的控制程度与儿童的主动性和健谈程度之间存在显著的负相关。本研究旨在探究这些相关性中因果关系的方向。研究要求教师以特定方式改变与相同儿童对的对话风格。在五次对话中的每一次，教师都要将对话偏向五种“控制水平”之一——强制重复、二选一问题、wh类问题、个人观点表达和寒暄。结果表明，随着教师改变风格，他们的学生也会随之改变主动性和平均轮次长度，变化情况与预期一致。
