Effects of Teaching Classification on Classification, Verbal Conceptualization, and Analogical Reasoning in Children With Developmental Language Delays
Effects of Teaching Classification on Classification, Verbal Conceptualization, and Analogical Reasoning in Children With Developmental Language Delays
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分类教学对语言发展迟缓儿童的分类、言语概念化和类比推理的影响
DOI：
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发表时间：
2017
影响因子：
0.3
通讯作者：
H. Haywood
中科院分区：
文献类型：
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作者：
D. Tzuriel;Esther Isman;Tamar Klung;H. Haywood
将4-6岁的特殊教育幼儿园儿童随机分为分类训练组（n = 45）和对照组（n = 49）。训练组的孩子们被教授了光明开端的分类单元，而对照组的孩子们则接受了以内容为导向的常规课程。两组都进行了前测和后测，内容包括分类、语义分类以及概念和感知类比。接受分类训练的儿童在所有测试中的进步都比对照组的儿童要大。词汇概念化与分类、概念类比和知觉类比之间存在显著正相关。教学分类似乎有效果，推广到其他领域的语言和高阶思维是显着的幼儿发展与发展性语言迟缓的认知发展。研究结果支持了思维和语言之间的相互作用以及分类训练对认知发展的积极影响。
Children, 4–6 years of age, in special education kindergartens were randomly assigned to a classification training (n = 45) and a comparison (n = 49) group. Children in the training group were taught the Classification unit of Bright Start, whereas those in the comparison group received a regular content-oriented curriculum. Both groups were given pre- and posttests of classification, semantic categories, and conceptual and perceptual analogies. Children who received the classification training improved more on all tests than did those in the comparison group. Significant positive correlations were found between verbal conceptualization and classification, conceptual analogies, and perceptual analogies. Teaching classification appears to have effects that generalize to other domains of language and higher order thinking that are significant in the cognitive development of young children with developmental language delays. The findings support the interplay between thinking and language and positive cognitive developmental effects of training in classification.
2 至 4 个月龄期间方向类别的发展。
影响因子：
2.6
作者：
Bomba,PC
通讯作者：
Bomba,PC