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Titolo:
RETHINKING METALINGUISTIC AWARENESS - REPRESENTING AND ACCESSING KNOWLEDGE ABOUT WHAT COUNTS AS A WORD
Autore:
KARMILOFFSMITH A; GRANT J; SIMS K; JONES MC; CUCKLE P;
Indirizzi:
MRC,COGNIT DEV UNIT,4 TAVITON ST LONDON WC1H 0BT ENGLAND UNIV COLL LONDON LONDON WC1H 0BT ENGLAND
Titolo Testata:
Cognition
fascicolo: 2, volume: 58, anno: 1996,
pagine: 197 - 219
SICI:
0010-0277(1996)58:2<197:RMA-RA>2.0.ZU;2-L
Fonte:
ISI
Lingua:
ENG
Soggetto:
SPOKEN LANGUAGE; COMPREHENSION; SEGMENTATION; DIFFICULTY; EMERGENCE; READERS; CHILD;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
75
Recensione:
Indirizzi per estratti:
Citazione:
A. Karmiloffsmith et al., "RETHINKING METALINGUISTIC AWARENESS - REPRESENTING AND ACCESSING KNOWLEDGE ABOUT WHAT COUNTS AS A WORD", Cognition, 58(2), 1996, pp. 197-219

Abstract

Developmentalists have argued that young children have a confused notion of the metalinguistic concept word and that they cannot focus on single word boundaries when words occur in normal syntactic/semantic frames. We challenge these assumptions and present a new technique whichengages normal syntactic-semantic processing but which, once it is interrupted on-line, introduces a metalinguistic component. In three experiments, children listened to a story in which the narrator paused onopen or closed class words and then asked children to repeat ''the last word'' or ''the last thing'' that she had said each time she stopped. The results show that children as young as 41/2-5 years treat both open and closed categories as words and clearly differentiate word andthing. We conclude by suggesting that the new technique may be usefulfor enhancing early reading readiness and for reassessing the relationship between literacy and metalinguistic awareness.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 27/11/20 alle ore 22:24:14