The Development of Verbal Communicative Skills in Children

Schmidt, Constance R.; Paris, Scott G.

doi:10.1016/s0065-2407(08)60368-7

Cited by 8 publications

(11 citation statements)

References 45 publications

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“…That preschoolers can take into account the characteristics of the person with whom they are speaking (Flavell, Flavell, Green, & Wilcox, 1981;Schmidt & Paris, 1984) is further support for the idea that young children differentiate themselves from others (see also Bretherton & Beeghly, 1982;Johnson & Wellman, 1982).…”

Section: Discussionmentioning

confidence: 66%

Confusions between Memories for Performed and Imagined Actions: A Developmental Comparison

Foley¹,

Johnson²

1985

Child Development

181

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Children are often assumed to be more confused than adults are about the origin of self-generated memories (e.g., what they did or thought). The present experiments showed evidence in support of this assumption but only under some circumstances. In Experiment 1, 6- and 9-year-olds were as good as adults in distinguishing what they did from what they saw someone else do. However, children had particular trouble distinguishing what they did from what they imagined doing. Confusion between performed and imagined actions was evident across a range of actions. Clustering data also showed that information about origin is part of the memory for an event; all subjects recalled actions according to who performed what action (Experiment 1). Further, the presence of person categories as a basis for organization reduced clustering based on action class more for children than for adults (Experiment 1 vs. 2). Collectively, these findings indicate that children become sensitive to some distinctions in memories sooner than they do to others.

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Section: Discussionmentioning

confidence: 66%

Confusions between Memories for Performed and Imagined Actions: A Developmental Comparison

Foley¹,

Johnson²

1985

Child Development

181

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“…Verbal communication is the foundation of relationships and is essential for learning, playing, and social interacting [17]. Early oral communication skills are developed during childhood [48]. Children learn how to convey information, needs, and feelings in a more effective way [13] by acquiring words and linguistic constructs of the language.…”

Section: Introductionmentioning

confidence: 99%

Conversational Agents to Promote Children’s Verbal Communication Skills

Catania

Spitale

Cosentino

et al. 2021

Chatbot Research and Design

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The fundamentals of verbal communication skills are developed during childhood, and existing studies pinpoint the benefits of stimulating language and expression skills from an early age. Our research is a preliminary evaluation of conversational technology to support this process. In this paper, we describe the design process of a speech-based conversational agent for children, which involved a Wizard-of-Oz empirical study with 20 primary school children aged 9-10 y.o. in order to identify the design guidelines for the automated version of the system. Our agent is called ISI, is integrated into a web application and exploits oral and visual interaction modes. ISI enables children to practice verbal skills related to the description of a person's physical characteristics. It provides opportunities for them to learn and use words and linguistic constructs. Also, ISI permits to develop their body awareness and selfexpression (when describing their self) or the attention to "the other" (when describing someone else). ISI engages users in a speech-based conversational flow composed of two main repeated steps. It talks to the children and stimulates them with questions about a specific part of their body (e.g., "What color is your hair?"). When the users describe the required feature adequately, ISI provides a cheerful real-time visual representation of the answer; otherwise, it provides hints.

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“…The results suggest that older children were more flexible in adapting their social strategies to assigned goals. Flavell (1981), Markman (1981), Schmidt and Paris (1984), and others have proposed that, as they develop, children become more adept at coordinating behavioral strategies with social and cognitive goals. This improvement in coordination of strategies with goals can be caused by increases in the number of strategies available, more effective selection and use of available strategies, or both.…”

mentioning

confidence: 99%

“…The most difficult goal adaptation would involve changing behavioral strategies when all task parameters and their associated cues remained constant except the assigned social goal. Demonstrating behavioral change in such a situation would indicate a "flexibility" in strategy use (Schmidt & Paris, 1984) not evident if a child simply selects and deploys a goal-The study reported here was part of a larger project concerning experimental, sociometric, and self-report predictors of peer interaction. Other aspects of the project are reported in T. H. Ollendick & C. R. Schmidt (1987).We wish to thank Nancy Long, Tolly Will, Laurey Simkin, Jim Chadwick, Laurie Meyers, Sue Tomalis, and Greg Scanlon for their help in collecting and coding the data.…”

mentioning

confidence: 99%

Developmental changes in the influence of assigned goals on cooperation and competition.

Schmidt¹,

Ollendick²,

Stanowicz³

1988

Developmental Psychology

Self Cite

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We examined developmental changes in the influence of social goals on cooperative and competitive behavior in children between the ages of 6 and 13. Children played a game with a neutrally instructed peer under cooperative and individualistic instructions. The tendency to engage in cooperative and combative moves and to use attentional words varied interactively with age, sex, order of instructions, instructions, and trials. Older children adapted their cooperative behavior to fit assigned goals when individualistic trials preceded cooperation trials, but younger children did not. Older children adapted their competitive behavior on two of the five game trials, but younger children did not adapt their competitive behavior on any trials. We observed no developmental differences in the overall levels of cooperation and competition. However, younger children were more likely to use attentional words than older children, and both age groups used more attentional words under individualistic instructions than under cooperative instructions. The results suggest that older children were more flexible in adapting their social strategies to assigned goals. Flavell (1981), Markman (1981), Schmidt and Paris (1984), and others have proposed that, as they develop, children become more adept at coordinating behavioral strategies with social and cognitive goals. This improvement in coordination of strategies with goals can be caused by increases in the number of strategies available, more effective selection and use of available strategies, or both. Numerous demonstrations that older children are more likely to select goal-or task-appropriate strategies than younger children exist in both the cognitive and social literatures (e.g., Cosgrove & Patterson, 1977;Pressley, Forrest-Pressley, Elliot-Faust, & Miller, 1985). In these demonstrations, older children may benefit from cues associated with the physical context, the social context, task structure, or task stimuli in selecting and deploying effective strategies.Goal adaptation, however, involves more than simply selecting an appropriate strategy in order to pursue an assigned goal. Socially adept individuals would also be able to change their behavior to fit a new goal after successfully pursuing an opposing goal. The most difficult goal adaptation would involve changing behavioral strategies when all task parameters and their associated cues remained constant except the assigned social goal. Demonstrating behavioral change in such a situation would indicate a "flexibility" in strategy use (Schmidt & Paris, 1984) not evident if a child simply selects and deploys a goal-The study reported here was part of a larger project concerning experimental, sociometric, and self-report predictors of peer interaction. Other aspects of the project are reported in T. H. Ollendick & C. R. Schmidt (1987).We wish to thank Nancy Long, Tolly Will, Laurey Simkin, Jim Chadwick, Laurie Meyers, Sue Tomalis, and Greg Scanlon for their help in collecting and coding the data.

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The Development of Verbal Communicative Skills in Children

Cited by 8 publications

References 45 publications

Confusions between Memories for Performed and Imagined Actions: A Developmental Comparison

Confusions between Memories for Performed and Imagined Actions: A Developmental Comparison

Conversational Agents to Promote Children’s Verbal Communication Skills

Developmental changes in the influence of assigned goals on cooperation and competition.

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