School-age children's understanding of explanation adequacy

Linda M. Milosky, Louise Cherry Wilkinson, Chi Pang Chiang, Janet Lindow, Diane Salmon

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)334-340
Number of pages7
JournalJournal of Educational Psychology
Volume78
Issue number5
DOIs
StatePublished - Oct 1 1986

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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