Question-answer sequences: Effect of repair in response to communication breakdowns.
Item
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Title
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Question-answer sequences: Effect of repair in response to communication breakdowns.
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Identifier
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AAI9108109
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identifier
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9108109
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Creator
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Gibbia, Geraldine Anne.
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Contributor
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Adviser: John Dore
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Date
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1990
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Language
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English
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Publisher
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City University of New York.
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Subject
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Health Sciences, Speech Pathology | Education, Early Childhood
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Abstract
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The research attempted to make a radical shift from studying repair within naturally occurring conversation to studying it within a highly structured experimental methodology. Employing a structured intervention experimental design, the study investigated the relative effectiveness of various repair types in helping children who respond to a question with a dispreferred response to produce a preferred response.;Integrating research on conversation, classroom discourse, story recall and inferencing, the study investigated the relationship between repair effectiveness and repair strength, question type and grade level.;The hypothesis was that different repair types would have implications for what could occur in next turn slots. Specific questions were: (1) whether isolated repairs of different levels of strength were more effective in eliciting the experimenter's preferred response when the child offered a dispreferred response to product, process, choice and metaprocess questions; (2) whether experimenter initiated sequences were more effective than isolated repairs in eliciting the experimenter's preferred response; and (3) whether there were developmental trends in children's productions of subject initiated sequences: requests for repetition and requests for clarification.;Results provided limited support for the hypothesis that repair effectiveness is related to repair strength. No significant relationships were found between repair strength and grade level or question type. When the number of subject initiated sequences rather than the number of subjects in each grade level was investigated, developmental trends were not observed in the production of these sequences. No significant relationship was observed between question type and subject initiated sequences. Results were interpreted as suggesting that the repair strength is relevant only in the context of recursive sequences, and not for isolated repair exchanges.;Post hoc analyses examined the inference demands of repairs as a possible predictor of repair effectiveness. Analyses indicated that repair inference type tended to match the question inference type. Repairs whose inference type did not match the question inference type were significantly more effective than those in which the inference types matched. This was interpreted as suggesting that providing additional information to a child who produces a dispreferred response may not be as helpful as one might suppose, if the repair inference type does not differ from that of the original question.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
