Fourth and Fifth Graders Representing the Argument Structure in Written Texts
Fourth and Fifth Graders Representing the Argument Structure in Written Texts
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四、五年级学生在书面文本中表现论证结构
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
K. Murphy
中科院分区：
文献类型：
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作者：
Marilyn J. Chambliss;K. Murphy
这项研究探讨了儿童如何代表争论的全球话语结构，这是一种重要的阐述类型。成年人根据其分层的全球话语结构表达书面论点。相比之下，以前的工作表明孩子们专注于阐述的句子级别并将其表示为列表。 65 名四年级和五年级学生阅读并回忆了 3 篇带有论证结构的课文中的 1 篇。可以预见的是，一些孩子回忆起一系列没有全局结构的细节。然而，超过三分之二的孩子回忆起了论证中的分层全局话语结构，尽管回忆的准确性从紧密的文本匹配到两种类型的部分匹配不等。年级水平以及文本内容的熟悉度和生动性都与儿童的准确性有关，这表明儿童在学习表达说明和可能影响其表现的重要文本特征时发生了发展变化。
This study examines how children represent the global discourse structure of arguments, an important type of exposition. Adults represent a written argument according to its hierarchical global discourse structure. In contrast, previous work has shown children to focus on the sentence level of exposition and represent it as a list. Sixty-five fourth and fifth graders read and recalled 1 of 3 texts with an argument structure. Predictably, some children recalled a list of details with no global structure. However, over two thirds of the children recalled the hierarchical global discourse structure in the argument, although recall accuracy varied from a close text match to 2 types of partial matches. Both grade level and the familiarity and vividness of text content were related to children's accuracy, suggesting developmental changes as children learn to represent exposition and important text features that can affect their performance.