Using Language of Higher Order Thinking in Varying Environments

为了在学校取得成功，孩子们不仅需要良好的语言技能， 我知道如何使用这些技能将想法彼此联系起来-进行推理，进行比较， 类比、构造层次结构和部分分类、使用模式和定义--换句话说，它们需要 如何运用他们的语言进行更高层次的思考。更高层次的思维已被确定为核心 孩子们的能力，成为适应性，创新性和学术上成功的思想家。项目1要求 孩子们在上学前如何使用谈话进行更高层次的思考方面是否有所不同，如果是这样， 变异性（1）预测了他们在发展后期的高级思维，（2）是由他们父母的 使用谈话来说明并在发展的早期引出更高层次的思维。该项目建立在以前 收集了60名儿童的纵向观察结果，年龄为14个月至9岁，其家庭被选择为 代表了芝加哥的人口范围。在这些家庭中的父母已经被证明提供他们的 儿童的语言输入量和类型差异很大。这些孩子将被跟踪到14岁 而且，当他们进入青春期早期时，将收集他们如何使用语言的数据， 在解决问题的任务和标准化测试中的思考。项目一有三个具体目标。(1)研究1 描述了儿童如何从最早阶段开始使用连接话语进行高阶思维的变化 语言学习（14个月）到青春期早期（14岁）。(2)研究2探讨了 父母用他们的谈话来展示和引发孩子在早期的更高层次的思考（14-58 几个月）和后来的发展（10年），当高阶思维变得特别重要时， 在学校的成功。(3)研究3开发了一个累积的父母输入到高阶思维的模型， 可以用来预测儿童随后的高阶思维能力。另外。项目I将提供 项目II中脑损伤儿童的规范性数据。这一研究所依据的纵向数据的丰富性 该项目的基础提供了一个详细的图片，早期谈话的儿童在家里听到，可以培养更高的 秩序思维 相关性（参见说明）： 这个项目的目标是识别早期父母的行为，培养孩子的高阶思维。如果 这些行为可以被隔离，然后可以鼓励父母和幼儿教师使用它们， 与孩子互动。这些行为也可以为材料的设计提供依据， 干预措施，以促进更高层次的思维，一个技能，成为越来越重要的儿童 通过学校的进步。

In order to succeed in school, not only do children need good linguistic skills, but they also need to know how to use those skills to link ideas to one another-to make inferences, draw comparisons and analogies, construct hierarchies and partonomies, enlist schemas and definitions-in other words, they need to know how to use their language for higher order thinking. Higher order thinking has been identified as core to children's ability to become adaptive, innovative, and academically successful thinkers. Project 1 asks whether children vary in how they use talk for higher order thinking prior to school and, if so, whether this variability (1) predicts their higher order thinking later in development, and (2) is predicted by their parents' use of talk to illustrate and elicit higher order thinking earlier in development. The project builds on previously collected longitudinal observations of 60 children, ages 14 months to 9 years, whose families were chosen to represent the demographic range of Chicago. The parents in these homes have been shown to provide their children with widely varying amounts and types of linguistic input. The children will be followed until age 14 and, as they enter early adolescence, data will be collected on how they use language for higher order thinking in problem solving tasks and on standardized tests. Project I has three specific aims. (1) Study 1 describes changes in how children use connected discourse for higher order thinking from the eariiest stages of language learning (14 months) through early adolescence (14 years). (2) Study 2 explores how often parents use their talk to display and to elicit higher order thinking from their children in the early years (14-58 months) and later in development (10 years) when higher order thinking becomes particularly important for success in school. (3) Study 3 develops a model of cumulative parent input to higher order thinking that can be used to predict children's subsequent skills in higher order thinking. In addition. Project I will provide normative data for children with brain injury in Project II. The richness of the longitudinal data on which this project is based provides a detailed picture of the early talk children hear at home that could foster higher order thinking. RELEVANCE (See instructions): The goal of this project is to identify early parent behaviors that foster child higher order thinking. If these behaviors can be isolated, parents and preschool teachers can then be encouraged to use them when interacting with their children. The behaviors can also provide a basis for designing materials and interventions to promote higher order thinking, a skill that becomes more and more important as children progress through school.