Institutional Scholarship

Request style : at home and in school

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dc.contributor.advisor Cassidy, Kimberly E. en_US Reicher, Shira R. en_US 2007-02-28T20:31:39Z 2007-02-28T20:31:39Z 2004 en_US
dc.description.abstract Children's understanding and fulfilling of requests is essential to succeeding in the home and school environment. The current study examines differences between teachers' and mothers' request styles to determine if children are exposed to different request styles in each respective environment. Forty naturalistic lessons and free-play sessions of teachers and mothers conversing with children were coded for requests along several dimensions, including request type. Analysis revealed contrasting teacher and mother request styles. Results suggest that requests occur frequently in teachers' and mothers' speech, with teachers using slightly more total requests. Further analysis reveals that teachers and mothers differ slightly in their request type frequency distributions, with teachers using more need/want statements and hints. The results are discussed in terms of their implications for children's transition to school, Theory of Mind and request comprehension. en_US
dc.description.sponsorship Haverford College. Dept. of Psychology en_US
dc.format.extent 316672 bytes en_US
dc.format.extent 165441 bytes
dc.format.mimetype application/pdf en_US
dc.format.mimetype text/plain
dc.language.iso en_US en_US
dc.subject.lcsh Interaction analysis in education
dc.subject.lcsh Parent and child
dc.subject.lcsh Learning, Psychology of
dc.title Request style : at home and in school en_US
dc.type Thesis (B.A.) en_US

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