{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69625"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69625","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Role of Interactive Experience in The Development of Discourse Skills","abstract":"Discourse abilities of cohesion, turn-taking, timing and topic-maintanence were assessed in 3-year-olds reared at home (who talked primarily with adults) and 3-year-olds who spent most of their time with peers in day care centers. The children were tape-recorded in conversation with the experimenter during a play session at their homes. Although the peer-interactive children talked more, there were no differences between groups in terms of vocabulary level, or measures which indicate a general willingness to cooperate in a conversation. The conversations were then analysed controlling for overall amount of talk and the two groups did show different conversational skills. The Peer Interaction children showed an advantage in performance on such aspects of discourse skill as participation in communicative routines (e.g. greetings, closings and contingent queries); introducing more new information; and showing better timing of their turns. The Adult Interaction children were cooperative with the experimenter's openings, but took a less active role in the conversations. These findings are interpreted in terms of the demands for conducting a successful conversation with peers, in which children must take on the "conversational housekeeping" role that adults normally assume. Thus the differences in "most frequent interlocutor" result in differences in just those skills and strategies needed for maintaining a successful conversation.","abstract_html":"Discourse abilities of cohesion, turn-taking, timing and topic-maintanence were assessed in 3-year-olds reared at home (who talked primarily with adults) and 3-year-olds who spent most of their time with peers in day care centers. The children were tape-recorded in conversation with the experimenter during a play session at their homes. Although the peer-interactive children talked more, there were no differences between groups in terms of vocabulary level, or measures which indicate a general willingness to cooperate in a conversation. The conversations were then analysed controlling for overall amount of talk and the two groups did show different conversational skills. The Peer Interaction children showed an advantage in performance on such aspects of discourse skill as participation in communicative routines (e.g. greetings, closings and contingent queries); introducing more new information; and showing better timing of their turns. The Adult Interaction children were cooperative with the experimenter's openings, but took a less active role in the conversations. These findings are interpreted in terms of the demands for conducting a successful conversation with peers, in which children must take on the "conversational housekeeping" role that adults normally assume. Thus the differences in "most frequent interlocutor" result in differences in just those skills and strategies needed for maintaining a successful conversation.","abstract_has_math":false,"creators":["Hay, Anne Elisabeth"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T19:45:42Z","date_published":"2014-12-15T19:45:42Z","updated_at":"2026-07-22T22:26:01Z","subjects":["Psychology, Developmental"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8324570"],"render_values":[{"text":"(UMI)AAI8324570","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69625","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hay, Anne Elisabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T19:45:42Z","10000-01-01","1983"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Developmental"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69625","(UMI)AAI8324570"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Discourse abilities of cohesion, turn-taking, timing and topic-maintanence were assessed in 3-year-olds reared at home (who talked primarily with adults) and 3-year-olds who spent most of their time with peers in day care centers. The children were tape-recorded in conversation with the experimenter during a play session at their homes. Although the peer-interactive children talked more, there were no differences between groups in terms of vocabulary level, or measures which indicate a general willingness to cooperate in a conversation. The conversations were then analysed controlling for overall amount of talk and the two groups did show different conversational skills. The Peer Interaction children showed an advantage in performance on such aspects of discourse skill as participation in communicative routines (e.g. greetings, closings and contingent queries); introducing more new information; and showing better timing of their turns. The Adult Interaction children were cooperative with the experimenter's openings, but took a less active role in the conversations. These findings are interpreted in terms of the demands for conducting a successful conversation with peers, in which children must take on the "conversational housekeeping" role that adults normally assume. Thus the differences in "most frequent interlocutor" result in differences in just those skills and strategies needed for maintaining a successful conversation.","Made available in DSpace on 2014-12-15T19:45:42Z (GMT). No. of bitstreams: 1 8324570.pdf: 2683884 bytes, checksum: 08430ec7f2f7ab259023310c622e4c68 (MD5) Previous issue date: 1983","Embargo set by: Seth Robbins for item 69791 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","80 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983."]},{"key":"dc:title","label":"Title","values":["The Role of Interactive Experience in The Development of Discourse Skills"]}]}],"canonical_facts":{"dc:creator":["Hay, Anne Elisabeth"],"dc:date":["2014-12-15T19:45:42Z","10000-01-01","1983"],"dc:description":["Discourse abilities of cohesion, turn-taking, timing and topic-maintanence were assessed in 3-year-olds reared at home (who talked primarily with adults) and 3-year-olds who spent most of their time with peers in day care centers. The children were tape-recorded in conversation with the experimenter during a play session at their homes. Although the peer-interactive children talked more, there were no differences between groups in terms of vocabulary level, or measures which indicate a general willingness to cooperate in a conversation. The conversations were then analysed controlling for overall amount of talk and the two groups did show different conversational skills. The Peer Interaction children showed an advantage in performance on such aspects of discourse skill as participation in communicative routines (e.g. greetings, closings and contingent queries); introducing more new information; and showing better timing of their turns. The Adult Interaction children were cooperative with the experimenter's openings, but took a less active role in the conversations. These findings are interpreted in terms of the demands for conducting a successful conversation with peers, in which children must take on the "conversational housekeeping" role that adults normally assume. Thus the differences in "most frequent interlocutor" result in differences in just those skills and strategies needed for maintaining a successful conversation.","Made available in DSpace on 2014-12-15T19:45:42Z (GMT). No. of bitstreams: 1 8324570.pdf: 2683884 bytes, checksum: 08430ec7f2f7ab259023310c622e4c68 (MD5) Previous issue date: 1983","Embargo set by: Seth Robbins for item 69791 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","80 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983."],"dc:identifier":["http://hdl.handle.net/2142/69625","(UMI)AAI8324570"],"dc:subject":["Psychology, Developmental"],"dc:title":["The Role of Interactive Experience in The Development of Discourse Skills"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:01Z"}