Interactions between lexis and discourse in conservation and comprehension tasks  

Oleh:

CARABINE, BOB ; Sinha, Chris

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Child Language (ada di PROQUEST) vol. 8 no. 1 (Feb. 1981), page 109-130.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/JCL/8 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Research has indicated that both the lexical content and the discourse structure of the experimental instructions in traditional conservation tasks enhance task difficulty. Investigations of the comprehension of the relational terms more, less, same and different have revealed significant discourse and task demand effects upon comprehension strategies and cast doubt upon strong versions of hypotheses derived from linguistic marking theory. Five experiments were carried out on children aged between 3 and 6 years. Results were consistent with the following claims: (a) young children do not necessarily understand less to mean more, but do confuse the meanings of same and different; (b) function-based strategies of comprehension are superseded in development by attribute-based strategies for relating discourses to represented referents.

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