Document Detail


Acquisition of relations between the conceptual and linguistic dimensions of linearization in descriptive text composition in grades five to nine: a comparison with oral production.
MedLine Citation:
PMID:  18315939     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
The present study looked at how children establish a relationship between the conceptual and linguistic dimensions of linearization in descriptive text composition. Written productions were compared with oral ones. French-speaking participants, drawn from the fifth, seventh, and ninth grades, produced both a written and an oral description of a picture divided up into five clusters of specific units. This material made it possible to distinguish between the macro-structural and micro-structural levels of the resulting productions. The conceptual dimension of linearization was levelled out: participants were only selected if their texts reflected the hierarchical structure of the referent, successively describing the five clusters. The linguistic dimension of linearization was tested by comparing the use made of connectives in both modalities and analysing punctuation marks and speech pauses according to the modality. We established a specific classification for the analysis of spatial connectives, distinguishing between absolute and relative connectives. As expected, the proportion of texts reflecting the hierarchy of the referent increased through grade levels. From fifth grade onwards, and in both modalities, this hierarchy was marked by appropriate linguistic devices: at the macro-structural level, absolute spatial connectives were mainly used, as well as strong punctuation marks in writing and longer pauses in speech. At the micro-structural level, relations were mainly marked by relative spatial connectives. A grade level effect was observed, mainly in the written texts. However, results showed that, in writing as well as in speech, the management of the linguistic component of discourse linearization was, to a considerable degree, determined by the conceptual one.
Authors:
Monik Favart; Jean-Michel Passerault
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Publication Detail:
Type:  Journal Article     Date:  2008-02-29
Journal Detail:
Title:  The British journal of educational psychology     Volume:  79     ISSN:  0007-0998     ISO Abbreviation:  Br J Educ Psychol     Publication Date:  2009 Mar 
Date Detail:
Created Date:  2009-01-30     Completed Date:  2009-05-11     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  0370636     Medline TA:  Br J Educ Psychol     Country:  England    
Other Details:
Languages:  eng     Pagination:  107-30     Citation Subset:  IM    
Affiliation:
Centre de Recherche Sur la Cognition et l'Apprentissage, CNRS, Université de Poitiers, Poitiers, France. monik.favart@univ-poitiers.fr
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MeSH Terms
Descriptor/Qualifier:
Adolescent
Child
Communication*
Concept Formation*
Creativeness
Curriculum
Female
Humans
Imagination
Male
Pattern Recognition, Visual
Psycholinguistics / education*
Semantics
Speech*
Teaching / methods*
Writing*

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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