Developmental differences in school-age children's evaluations of explanations were assessed. Third- and fifth-grade students (N = 62) were shown videotapes of simulated small-group interactions involving four types of replies to requests-answer, procedure, demonstration, and justification. Children rated each reply type and provided justifications for half of their ratings. Adult ratings were obtained for assessing their responses to a written version of the stimuli. Results revealed differences between reply types and an interaction between reply type and grade. Adult ratings paralleled children's. Only fifth-grade students varied their justifications across reply type. Fifth graders provided more content-specific justifications. Suggestions are made for practice and research involving communicative skills related to learning.
ASJC Scopus subject areas
- Developmental and Educational Psychology