日米におけるReferential Communication場面での母親・教師のコミュニケーションスタイル

概要

論文の詳細を見る
Mothers and preschool teachers in the U. S. and Japan were observed interacting with 4-year-old children in a referential communication game. A referential communication game was found to be effective in identifying the communication styles of mothers and teachers in the U.S. and Japan. American mothers tend to give more negative feedback to a child's error than Japanese mothers or teachers of both countries. Their explanations are more explicit than those in the other groups. The style of their explanations does not change after a child's error. American teachers try to communicate their messages succinctly. They do not repeat their explana- and they avoid using negative expressions as their feedback. However, Japanese teachers are more verbose than American.teachers. They usually attempt to orient the child to the problem on a general level. They also state their explanations repeatedly. Japanese mothers tend to give explicit negative feedback without general orientation. Those explanation styles were correlated with children's performance on a communication game. The effectiveness of each style is discussed. The data presented here were collected as a part of the project titled, "A Cross-Cultural Study of the Influence of Socializing Agents upon Cognitive Functioning, Communication Styles, and Educability in Children", co-directed by R.D. Hess of Stan ford University and H. Azuma of the University of Tokyo. W. P.Dickson of the University Wisconsin was in charge of collecting American communication game data.
東京大学の論文
1978-02-28

日米におけるReferential Communication場面での母親・教師のコミュニケーションスタイル

スポンサーリンク

概要

著者

関連論文

スポンサーリンク