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，而且他们还需要 知道如何使用这些技能将想法彼此联系起来--做出推断，进行比较和 类比、构造层次结构和部分经济结构、征集模式和定义--换句话说，它们需要 知道如何使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 儿童成为适应能力、创新能力和学业成功的思考者的能力。项目1要求 孩子们在上学前使用语言进行更高层次思考的方式是否不同，如果是，是否 变异性(1)预测他们在发育后期的高阶思维，(2)由他们的父母预测 在开发的早期使用对话来说明和引发更高层次的思考。该项目建立在以前的基础上 收集了60名14个月至9岁儿童的纵向观察，他们的家庭被选为 代表芝加哥的人口统计范围。这些家庭的父母已经被证明提供他们的 语言输入的数量和类型差异很大的儿童。孩子们将被跟踪到14岁 而且，随着他们进入青春期早期，他们如何使用更高层次的语言的数据将被收集起来 思考问题解决任务和标准化测试。项目I有三个具体目标。(1)研究1 描述了儿童在早期使用连接话语进行高阶思考的方式的变化 从语言学习(14个月)到青春期早期(14岁)。(2)研究2探讨每隔多久 父母在孩子早期(14-58岁)用他们的谈话来展示和激发他们的更高层次的思考 几个月)，然后在开发阶段(10年)，当更高层次的思维对 在学校取得成功。(3)研究3发展了父母对高阶思维的累积输入模型，该模型能够 被用来预测儿童在更高层次思维中的后续技能。此外。项目I将提供 项目II中脑损伤儿童的标准化数据。关于这一纵向数据的丰富性 Project is Based提供了孩子们在家中听到的早期谈话的详细画面，这可能会促进更高的 秩序思维。 相关性(请参阅说明)： 这个项目的目标是确定早期父母培养孩子更高层次思维的行为。如果 这些行为可以被隔离，然后可以鼓励父母和幼儿教师在以下情况下使用它们 与他们的孩子互动。这种行为还可以为设计材料和 促进高阶思维的干预措施，这项技能在儿童时期变得越来越重要 在学校取得进步。

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.