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Related Experiment Videos

Non-dialogue speech during preschool interactions.

D Schober-Peterson1, C J Johnson

  • 1Speech Pathology Services, Inc., Marietta, GA 30066.

Journal of Child Language
|February 1, 1991
PubMed
Summary

Preschoolers often engage in non-dialogue during play, with less cooperative dyads showing more self-directed talk. This highlights challenges in early conversational skills and pragmatic language development.

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Area of Science:

  • Child Development
  • Linguistics
  • Psychology

Background:

  • Conversational skill is crucial for understanding pragmatic language development in young children.
  • Analyzing unsuccessful dialogue provides insights into language acquisition challenges.

Purpose of the Study:

  • To describe the proportion of preschool verbal interaction that does not constitute successful dialogue.
  • To identify and categorize types of non-dialogue in young children's conversations.

Main Methods:

  • Ten dyads of four-year-olds were videotaped during free play.
  • Talk segments were classified as dialogue or non-dialogue.
  • Non-dialogue was defined by utterances not directed to the partner or failed topic engagement.

Main Results:

  • All observed dyads exhibited instances of non-dialogue.
  • Thirteen distinct types of non-dialogue were identified.
  • Less cooperative dyads demonstrated a higher frequency of self-directed talk (monologue).

Conclusions:

  • Non-dialogue is a common feature of preschooler interaction.
  • The amount and type of non-dialogue vary between dyads.
  • Self-directed talk may indicate lower cooperation levels in conversational exchanges.

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