Verbal Processes in Children: Progress in Cognitive Development Research PDF
Preview Verbal Processes in Children: Progress in Cognitive Development Research
Springer Series in Cognitive Development Series Editor Charles J. Brainerd Springer Series in Cognitive Development Series Editor: Charles J. Brainerd Children's Logical and Mathematical Cognition: Progress in Cognitive Development Research Charles 1. Brainerd (Ed.) Verbal Processes in Children: Progress in Cognitive Development Research Charles 1. Brainerd/Michael Pressley (Eds.) Verbal Processes in Children Progress in Cognitive Development Research Edited by Charles J. Brainerd and Michael Pressley Springer-Verlag New York Heidelberg Berlin Charles J. Brainerd Michael Pressley Department of Psychology Department of Psychology University of Western Ontario University of Western Ontario London, Ontario London, Ontario Canada N6A 5C2 Canada N6A 5C2 Series Editor: Charles J. Brainerd With 10 Figures Library of Congress Cataloging in Publication Data Main entry under title: Verbal processes in children. (Springer series in cognitive development) Bibliography: p. Includes index. 1. Cognition in children. 2. Verbal behavior. 3. Children-Languages. 4. Memory in children. I. Brainerd, Charles J. ll. Pressley, Michael. Ill. Series. [DNLM: 1. Language development. 2. Cognition-In infancy and childhood. 3. Verbal behavior-In infancy and childhood. WS 105.5.C8 V477j BF723.C5V47 155.4'13 81-16747 AACR2 © 1982 by Springer-Verlag New York Inc. Softcover reprint of the hardcover 1st edition 1982 All rights reserved. No part of this book may be translated or reproduced in any form without written permission from Springer-Verlag, 175 Fifth Avenue, New York, New York 10010, U.S.A. The use of general descriptive names, trade names, trademarks, etc., in this publication, even if the former are not especially identified, is not to be taken as a sign that such names, as understood by the Trade Marks and Merchandise M;arks Act, may accordingly be used freely by anyone. 9 8 7 6 5 432 1 ISBN-13:978-1-4613-9477-8 e-ISBN-13:978-1-4613-9475-4 001: 10.1007/978-1-4613-9475-4 Series Preface For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmen tal journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series will be a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence will be strongly thematic, in that it will be limited to some well-defined domain of cognitive-developmental research (e.g., logical and mathematical de velopment, semantic development). All Progress volumes will be edited collec tions. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series. The classic topics of concept development, children's thinking and reasoning, the development of learning, language development, and memory development will, of course, be included. So, however, will newer areas such as social-cognitive development, educational applications, formal modeling, and philosophical implications of cognitive-developmental theory. Although it is vi Series Preface anticipated that most books in the series will be empirical in orientation, theoretical and philosophical works are also welcome. With books of the latter sort, heterogeneity of theoretical perspective is encouraged, and no attempt will be made to foster some specific theoretical perspective at the expense of others (e.g., Piagetian versus behavioral or behavioral versus information processing). C. 1. Brainerd Preface This is the second volume in a serial publication of the "advances" type carrying the subtitle Progress in Cognitive Development Research. The general aims of the Progress series have been discussed in the Series Preface and in the Preface to the ftrst volume. Interested readers are directed there for full details. Briefly, Progress volumes may be concerned with any area of cognitive development, broadly deftned. The principal stylistic difference between this series and other' 'advances" publications is that all Progress volumes will be thematic. For example, the ftrst volume is concerned with children's logical and mathematical cognition, and later volumes will focus on topics such as recent contributions in cognitive developmental theory, children's learning, and children's cognitive strategies. The thematic format has been chosen as a way of ensuring that, unlike traditional books of advances, all of the chapters in any given volume will be relevant to readers in speciftc segments of the cognitive-developmental research community. Another important aspect of Progr~ss is that it is not committed to the one-volume-pei-year schedule that o~e normally associates with advances series. Although two Progress books are slated for puplication this year (Children's Logical and Mathematical Cognition and the present volume) and next year (Recent Advances in Cognitive-Developmental Theory and Learning in Children), the plan for subsequent years is that the number of books will be strictly determineq by the availability of meritorious themes. Investigators who are interested in the possibility of editing such a volume or who simply have themes to suggest are encouraged to contact the Series Editor. The theme of this particular volume is Verbal Processes in Children. The choice of this theme was motivated by the observation that there are several productive viii Preface research topics which have historically been islands unto themselves, but which can meaningfully be considered part of a more encompassing discipline concerned with how children process verbal information. Specifically, there appear to be five such areas: (a) main-line language development research; (b) research on bilingualism and second-language learning; (c) memory development, especially the cognitively oriented side of memory-development research; (d) research on children's reading; and (e) research on children's extemporaneous verbal protocols. It is our hope that the inclusion of all of these areas between the covers of a single volume will help foster the view that each is a component of the developmental analysis of verbal information processing. Category a, by far the largest of the five areas, is represented in this volume by the Dickson, Kuczaj, and Hood et al. contributions (Chapters 1, 4, and 8, respectively). DiCkson presents Jan exhaustive review of the literature on referential communication. The Hood et al. and Kuczaj contributions are theoretical essays on children's causal language and semantic development, respectively. Category b is represented by Vihman and McLaughlin's contribution on bilingualism (Chapter 2). Category c is represented by Pressley et al. 's review of the literature on when and how children come to use various memorization strategies (Chapter 5). Category d is represented by the Morrison and Manis and by the VeIl uti no and Scanlon contributions (Chapters 3 and 7). Both of these contributions are focused on the most intensively studied phenomenon in children's reading, namely, reading disability. Contrasting theoretical explanations of this phenomenon are presented, with Morrison and Manis orchestrating evidence in favor of a rule deficit hypothesis and Vellutino and Scanlon on;hestrating evidence in favor of a language deficit hypothesis. Of the five areas, Category e is the one that is most closely connected with Piagetian theory. As everyone knows, Piagetians place strong emphasis on the analysis and interpretation of interview protocols as a means of understanding cognitive development. This emphasis is also to be found in many Piaget-inspired theories, with Kohlberg's stage model of moral development being perhaps the most prominent example. In Stein and Trabasso's contribution (Chapter 6), some new procepures for dissecting the responses generated by Kohlberg-type moral dilemmas are used to challenge some long-standing ideas about the cognitive sophis4f:ation of children's moral concepts. C. J. Brainerd M. Pressley Contents Chapter 1 Two Decades of Referential Communication Research: A Review and Meta-Analysis. . . . . . . . . . . . . . . . . . 1 W. Patrick Dickson Design of This Review ................. . . . . . . . . . . . . . . . . 3 Frequently Studied Variables in Referential Communication Research ............................... 5 Effects of Egocentrism and Role Taking ................. " 13 Effects of Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 21 Current Trends and Future Directions in Referential Communication Research ............................... 23 Appendix: References Included in Meta-Analysis. . . . . . . . . . .. 26 References ........................................... 32 Chapter 2 Bilingual and Second Language Acquisition in Preschool Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 35 Marilyn May Vihman and Barry McLaughlin Simultaneous Acquisition of Two Languages ............... 37 Sequential Acquisition of a Second Language. . . . . . . . . . . . . .. 46 Metalinguistic Awareness ............................... 52 References ........................................... 54 x Contents Chapter 3 Cognitive Processes and Reading Disability: A Critique and Proposal ......... . . . . . . . . . . . . . . . . . . . . . . .. 59 Frederick J. Morrison and Franklin R. Manis Traditional Views ..................................... 61 An Alternative Proposal ................................ 76 Summary and Conclusions .............................. 84 Reference Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 85 References ........................................... 86 Chapter 4 Acquisition of Word Meaning in the Context of the Development of the Semantic System .................... 95 Stanley A. Kuczaj, II Types of Semantic Relations. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 97 Word-Meaning Relations ................................ 100 Developmental Considerations ........................... 103 Principles of Semantic Development ...................... 107 Development of Substantive Word Meaning ................ 111 Nature of the Substantive Word Meaning Semantic Field ........................................ 114 Development of Other Types of Word Meaning . . . . . . . . . . . . . 118 Concluding Remarks ................................... 119 References ........................................... 120 Chapter 5 Memory Strategy Instruction with Children .............. 125 Michael Pressley, Brian E. Heisel, Christine B. McCormick, and Glenn V. Nakamura Overview of Memory Tasks and Strategies . . . . . . . . . . . . . . . . . 126 Strategy Instruction and Learning Gains ................... 130 Which Children Benefit from Strategy Training? ............ 135 Memory Strategy Instruction in the Future ................. 140 Final Comments ....................................... 147 Reference Notes ....................................... 148 References ........................................... 148 Chapter 6 Children's Understanding of Stories: A Basis for Moral Judgment and DilemIila Resolution . . . . . . . . . . . . . . . . 161 Nancy L. Stein and Tom Trabasso Inferring and Using Intent Information from Different Sources ...................................... 162 Experiment 1 ......................................... 164 Understanding and Resolving Dilemmas ................... 174 Experiment 2 ......................................... 176
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