The effect of situation on verbalization
A study of black inner‐city children∗
Bibliographic Data
| ID | 11273644 |
|---|---|
| Authors | Margaret S Steffensen (University of Illinois Urbana-Champaign, corresponding author), Larry F Guthrie (Wested) |
| Year | 1984 |
| Volume | 7 |
| Issue | 1 |
| Pages | 1-10 |
| Publication date | 1984-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01638538409544577 |
| OpenAlex | W1995738440 |
| Language | EN |
| Citations received | 1 |
| References cited | 13 |
In this study the speech situation was varied to encourage the verbalization of black inner‐city children. Subjects were asked to identify items from the Peabody Picture Vocabulary Test in either a test situation (looking at the stimulus jointly with the experimenter) or a “need‐to‐know” situation (looking at the stimulus alone). It was predicted that subjects would give longer, more linguistically adequate responses in the need‐to‐know condition than in the test condition. Results supported this hypothesis. Subjects in the need‐to‐know condition produced more words and utterances than did subjects in the test condition, as well as more well‐formed short answers and full‐sentence responses. They also directed more non‐task‐related verbalizations to the experimenter. An unexpected finding was that these subjects also produced more accurate responses. Test‐condition subjects produced more responses that were highly elliptical, that altered the tense of the main verb, or that used pronouns without prior reference. This study provides evidence that changing situational features can result in more valid measurements of the language ability and knowledge of inner‐city children
Cognition · Cognitive psychology · Comprehension · Developmental psychology · Linguistics · Peabody Picture Vocabulary Test · Sentence · Situational ethics · Stimulus (psychology · Test (biology · Verb · Vocabulary · Language Development and Disorders · Linguistic Variation and Morphology · Psychology · Reading and Literacy Development · Social Psychology
Theoretical Studies Towards a Sociology of Language
Early Experience and the Socialization of Cognitive Modes in Children
Early Childhood Intervention
Systematically misleading data from test questions
Nonegocentrism and communication mode switching in Black preschool children
The role of social class in language development and cognition
The Situation
Models of the Interaction of Language and Social Setting
Generating Spontaneous Speech in the Underprivileged Child
Tense and the Form Be in Black English
A Sociolinguistic Description of Detroit Negro Speech
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,03 |
| Citation span | 1990 - 1990 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |