| More

«Γρήγορη συμπτωματική μάθηση» και παγίωση νέων λέξεων μέσω της αφήγησης ιστοριών σε παιδιά πρώτης σχολικής ηλικίας

Views: 831 Downloads: 446
Αλεξάνδρα (Alexandra) Καρούσου (Karousou) (http://orcid.org/0000-0001-7214-903X), Μαντώ (Manto) Κουτσιούκη (Koutsiouki), Άντισσα (Antissa) Τριανταφυλλίδου (Triantafyllidou)
Αλεξάνδρα (Alexandra) Καρούσου (Karousou), Μαντώ (Manto) Κουτσιούκη (Koutsiouki), Άντισσα (Antissa) Τριανταφυλλίδου (Triantafyllidou)


H παρούσα μελέτη διερευνά τις συνθήκες κάτω από τις οποίες η αφήγηση ιστοριών στην τάξη μπορεί να αποτελέσει αποτελεσματική δραστηριότητα εμπλουτισμού του λεξιλογίου σε παιδιά πρώτης σχολικής ηλικίας. Πιο συγκεκριμένα, η έρευνα εξετάζει τη «Γρήγορη Συμπτωματική Μάθηση» νέων λέξεων, μετρώντας τις επιδόσεις 96 μαθητών Α, Β και Γ Δημοτικού στη χαρτογράφηση του νοήματος τεσσάρων ψευδολέξεων μετά από μία μόνο έκθεση σε αυτές στα πλαίσια ενός αφηγήματος. Επίσης, εξετάζει την συγκράτησή τους στη μνήμη μετά από τρεις εβδομάδες χωρίς τη μεσολάβηση κάποιας παρέμβασης/υπενθύμισης, καθώς και την αποτελεσματικότητα τριών διαφορετικών παρεμβάσεων (επαναφήγηση της ίδιας ιστορίας, αφήγηση μίας διαφορετικής ιστορίας με τις ίδιες ψευδολέξεις, και συνδυασμός των ανωτέρω) στην παγίωση των ψευδολέξεων. Τα αποτελέσματα δείχνουν  αναπτυξιακές διαφορές στις επιδόσεις των παιδιών στη δοκιμασία γρήγορης συμπτωματικής μάθησης των ψευδολέξεων ανά τάξη, καθώς και ποιοτικές διαφορές στη χαρτογράφηση των διαφορετικών ψευδολέξεων. Επίσης, καταδεικνύουν βέλτιστη παγίωση των λέξεων στα παιδιά που παρακολούθησαν όλες τις παρεμβάσεις, ακολουθούμενα από τα παιδιά που παρακολούθησαν την ίδια ιστορία δύο φορές. Στα παιδιά που παρακολούθησαν δύο διαφορετικές ιστορίες όπως και σε αυτά που δεν έλαβαν καμία παρέμβαση καταγράφηκε, σε μικρότερο ή μεγαλύτερο βαθμό αντίστοιχα, λήθη των ψευδολέξεων.

Λέξεις κλειδιά

γρήγορη συμπτωματική μάθηση, ανάπτυξη λεξιλογίου, μνήμη, αφήγηση ιστοριών, πρώτη σχολική ηλικία

Πλήρες Κείμενο:



Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.

Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32, 69-82. doi: 10.1207/s15326985ep3202_2

Beck, Ι.L. & McKeown, Μ. (1991). Social studies texts are hard to understand: Mediating some of the difficulties. Language Arts, 68, 482-490.

Behrend D.A., Scofield J.A., & Kleinknecht E. (2001). Beyond fast mapping: young children's extensions of novel words and novel facts. Developmental Psychology, 37, 698–705. doi:10.1037/0012-1649.37.5.698

Berman, R. & Slobin, D. (1994). Relating events in narrative: a crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.

Bishop D.V.M. (1992). The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry, 33, 1-64. doi: 10.1111/j.1469-7610.1992.tb00858.x

Carey, S. (2010). Beyond fast mapping. Language Learning and Development, 6, 184–205. doi: 10.1080/15475441.2010.484379

Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Proceedings of the Stanford Child Language Conference, 15, 17–29.

Clark, E. (1990). On the pragmatics of contrast. Journal of Child Language, 17, 417–431. doi: 10.1017/S0305000900013842

Dickinson, D. (1984). First impressions: Children's knowledge of words gained from a single exposure. Applied Psycholinguistics, 5, 359-373. doi: 10.1017/S0142716400005233

Diesendruck, G., & Markson, L. (2001). Children's avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37, 630–641. doi: 10.1037/0012-1649.37.5.630

Dollaghan, C. (1985). Child meets word: "Fast mapping" in preschool children. Journal of Speech and Hearing Research, 28, 449-454. doi: 10.1044/jshr.2803.454

Eller, R. G., Pappas, C. C., & Brown, E. (1988). The Lexical Development of Kindergarteners: Learning from Written Context. Journal of Reading Behavior, 20, 5-24. doi: 10.1080/10862968809547621

Elley, W. B. (1989). Vocabulary acquisition from listening to stories, Reading Research Quarterly , 25, 174-187. doi: 10.2307/747863

Friedrich, M., & Friederici, A. D. (2011). Word learning in 6-month-olds: Fast encoding – weak retention. Journal of Cognitive Neuroscience, 23(11), 3228-3240. doi: 10.1162/jocn_a_00002

Gathercole, S. E., Willis, C., Emslie, H. & Baddeley, A. D. (1991). The influences of number of syllables and wordlikeness on children's repetition of nonwords. Applied Psycholinguistics, 12, 349-367. doi: 10.1017/S0142716400009267

Gentner, D. (2006) Why verbs are hard to learn. In: K.Hirsh-Pasek, and R.M.Golinkoff (eds.) Action Meets Word: How Children Learn Verbs, pp. 544–564, Oxford University Press.

Golinkoff, R. M., Hirsh-Pasek, K., Bailey, L. M., & Wenger, N. R. (1992). Young children and adults use lexical principles to learn new nouns. Journal of Developmental Psychology, 28, 99–108. doi: 10.1037/0012-1649.28.1.99

Goodman J. C., McDonough L., Brown N. B. (1998). The role of semantic context and memory in the acquisition of novel nouns. Child Development, 69, 1330–1344, doi: 10.2307/1132269

Guo, J. & Chen, L. (2009). Learning to Express Motion in Narratives by Mandarin-Speaking Children. In J. Guo, E. Lieven, S. Ervin Tripp, N. Budwig, S. Ozcaliskan, and K. Nakamura (Eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin, pp. 193-208. Mahwah, NJ and London: Lawrence Erlbaum Associates

Halberda, J. (2006). Is this a dax I see before me? Use of the logical argument disjunctive syllogism supports word-learning in children and adults. Cognitive Psychology, 52, 310-344. doi: 10.1016/j.cogpsych.2006.04.003

Heibeck, T.H., & Markman, E.M. (1987). Word learning in children: An examination of fast mapping. Child Development, 58(4), 1021-1034. doi: 10.2307/1130543

Horst, J.S., McMurray, B., & Samuelson, L.K. (2006). Online processing is essential for learning: Understanding fast mapping and word learning in a dynamic connectionist architecture. Proceedings from the 28th Meeting of the Cognitive Science Society, 339-344.

Horst, J. S., Parsons, K. L., & Bryan, N. M. (2011). Get the Story Straight: Contextual Repetition Promotes Word Learning from Storybooks. Frontiers in Psychology, 2, 17. doi: 10.3389/fpsyg.2011.00017

Horst, J.S., & Samuelson, L.K. (2008). Fast mapping but poor retention by 24-month-old infants. Infancy, 13(2), 128-157. doi: 10.1080/15250000701795598

Horst, J.S., Scott, E.J., & Pollard, J.A. (2010). The role of competition in word learning via referent selection. Developmental Science, 13(5), 706-713. doi: 10.1111/j.1467-7687.2009.00926.x

Jaswal, V. K., & Markman, E. M. (2001). Learning proper and common names in inferential versus ostensive contexts. Child Development, 72, 768–786. doi: 10.1111/1467-8624.00314

Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21, 767–787. doi: 10.3102/00028312021004767

Kucker S. C., Samuelson L. K. (2011). The first slow step: differential effects of object and word-form familiarization on retention of fast-mapped words. Infancy. doi: 10.1111/j.1532-7078.2011.00081.x

Leung, C.B. & Pikulski, J.J (1990). Incidental learning of word meanings by kindergarten and first-grade children through re-peated read aloud events. In. J.Z.S. Nagy, W.E. & Anderson, R.C. (1984) The number of words in printed school English. Reading Research Quarterly, 19, 304-330

Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.

Markman, E. M. & Wachtel, G. A. (1988). Children's use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 120-157. doi: 10.1016/0010-0285(88)90017-5

Markson, L. & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature, 385, 813-815. doi: 10.1038/385813a0

McLeod, A. & McDade, H. (2011). Preschoolers' incidental learning of novel words during storybook reading. Communication Disorders Quarterly, 32, 256-266. doi: 10.1177/1525740109354777

Miller, G.A. (1991). The science of words. N.Y.: Scientific American Library, W. H. Freeman & Co .

Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253. doi: 10.2307/747758

Oetting, J., Rice, M. and Swank, L. (1995). Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research, 38, 434–445. doi: 10.1044/jshr.3802.434

Ράλλη, Α. Μ. (2008). Η ανάπτυξη λεξιλογικών αναπαραστάσεων στην πορεία κατάκτησης νέων λέξεων από παιδιά προσχολικής ηλικίας. O.M.E.P. Ερευνώντας τον κόσμο του παιδιού, 8, 155-176.

Ralli, A. M. & Dockrell, J. (2005). Multiple measures of assessing vocabulary acquisition: implications for understanding lexical development. Ψυχολογία, 12, 587-603.

Ralli, A. M. & Dockrell, J. (2010). Real world word learning: Exploring the development of children's lexical representations. Ψυχολογία, 17, 1-24.

Regier, T. (2005). The emergence of words: Attentional learning in form and meaning. Cognitive Science, 29, 819-865. doi: 10.1207/s15516709cog0000_31

Rice, M.L. (1990). Preschoolers' QUIL: Quick incidental learning of words. In G. Conti-Ramsden & C. Snow (Eds.), Children's language, pp. 171-194. Hillsdale, NJ: Erlbaum

Rice, M.L., Buhr, J., & Nemeth, J. (1990). Fast mapping word learning abilities of language delayed preschoolers. Journal of Speech and Hearing Disorders, 55, 33-42. doi: 10.1044/jshd.5501.33

Rice, M. L., Buhr, J. C., & Oetting, J. B. (1992). Specific language impaired children's quick incidental learning of words: The effect of a pause. Journal of Speech and Hearing Research, 35, 1040-1048. doi: 10.1044/jshr.3505.1040

Rice, M.L., Oetting, J.B., Marquis, J., Bode, J., & Pae, S. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech and Hearing Research, 37, 106-122. doi: 10.1044/jshr.3701.106

Rice, M.L. & Woodsmall, L. (1988). Lessons from television: Children's word learning when viewing. Child Development, 59, 420–429. doi: 10.2307/1130321

Saragi, T., Nation, I. S. P., & Meister, A. (1978). Vocabulary learning and reading. System, 6, 70-78. doi: 10.1016/0346-251X(78)90027-1

Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language. 24, 123–138. doi: 10.1017/S0305000996003005

Sénéchal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 361–374. doi: 10.2307/747933

Spiegel, C., & Halberda, J. (2011). Rapid fast-mapping abilities in 2-year-olds. Journal of Experimental Child Psychology, 109,132-140. doi: 10.1016/j.jecp.2010.10.013

Strömqvist, S., & Verhoeven, L. (Eds.). (2004). Relating events in narrative: Typological and contextual perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Templln, M. C. (1957). Certain language skills in children: Their development and interrelationships. Minneapolis: University of Minnesota Press.

Vlach, H. A., & Sandhofer, C. M. (2012). Distributing learning over time: The spacing effect in children's acquisition and generalization of science concepts. Child Development, 83, 1137-1144. doi: 10.1111/j.1467-8624.2012.01781.x

Waxman, S. R., & Booth, A. E. (2000). Principles that are invoked in the acquisition of words, but not facts. Cognition, 77, 35-50. doi: 10.1016/S0010-0277(00)00103-7

White, T. G., Graves, M. F., and Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology , 82 (2), 281-290. doi: 10.1037/0022-0663.82.2.281

Wilkinson, K. M. & Mazzitelli, K. (2003). The effect of 'missing' information on children's retention of fast-mapped labels. Journal of Child Language, 30, 47-73. doi: 10.1017/S0305000902005469

Woodward A. L., Markman E. M., Fitzsimmons C. M. (1994). Rapid word learning in 13- and 18-month-olds. Developmental Psychology, 30, 553–566. doi: 10.1037/0012-1649.30.4.553

Εισερχόμενη Αναφορά

  • Δεν υπάρχουν προς το παρόν εισερχόμενες αναφορές.

Copyright (c) 2016

Creative Commons License
Η χρήση του περιεχομένου καθορίζεται από την άδεια Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.