Preschoolers’ Establishment of Mutual Knowledge During Scripted Interactions
Preschoolers’ Establishment of Mutual Knowledge During Scripted Interactions
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学龄前儿童在脚本化互动中建立相互知识
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
K. Short
中科院分区：
文献类型：
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作者：
K. Short
先前的研究表明，学龄前儿童对常规事件或脚本的了解有利于他们在这些事件的假装游戏中进行交流。本研究考察了学龄前儿童相互知识的建立，这可能有助于他们基于脚本的互动的成功。分析了4- 5岁儿童的基于脚本的游戏会话。当话语伙伴拥有同等水平的剧本知识时，他们在互动开始时最需要相互知识策略。年龄较大的学龄前儿童比年龄较小的学龄前儿童在这方面更熟练。此外，互知策略的使用提高了儿童后续回合的某些维度的沟通。
Previous research indicates that preschoolers’ knowledge of routine events, or scripts, benefits their communication during pretend play enactments of those events. This study examined preschoolers’ establishment of mutual knowledge, which may contribute to the success of their script-based interactions. Script-based play sessions of dyads of 4- to 5-year-olds were analyzed. When discourse partners held equal levels of script knowledge they used mutual knowledge strategies most at the beginning of the interaction, when the need was greatest. Older preschoolers were more skilled at this than were younger preschoolers. Moreover, use of mutual knowledge strategies enhanced some dimensions of children’s communication on subsequent turns.