School-age children's understanding of explanation adequacy

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

doi:10.1037/0022-0663.78.5.334

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 journal › Article › peer-review

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 language	English (US)
Pages (from-to)	334-340
Number of pages	7
Journal	Journal of Educational Psychology
Volume	78
Issue number	5
DOIs	https://doi.org/10.1037/0022-0663.78.5.334
State	Published - Oct 1986
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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title = "School-age children's understanding of explanation adequacy",

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AU - Wilkinson, Louise Cherry

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AU - Salmon, Diane

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N2 - 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.

AB - 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.

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School-age children's understanding of explanation adequacy

Abstract

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