Histórias infantis e desempenho verbal de escolares: influência de textos, do contador da história, do nível sócio-econômico e do sexo dos sujeitos.
Keywords:
School psychology, verbal learning , verbal behaviorAbstract
The purpose of this paper was to verify the effect of storetelling in the verbal performance of school-age ehildren considering the following variables: story collection, teller and socioeconomie levei of the subjeets (Ss). We also studied the sex variahle. Story tellers were the experimenter (E) and the subjects mothers. The Ss. verbal performance (30 males and 30 females, with age around 8 and a half years and same schooling level) was ascertained through two compositions, one written while looking at a picture and another in a free-theme situation, before and after the eolective training given: listening to stories from children looks, the illustrations of whieh were shown to the Ss,who descrihed them orally, and then repeated them wilhout looking at the pictures. These compositions were analysed in their general aspects (such as theme, contelll, main character, thematic structure, coherenee and originality) and specificones (numher ofwordsand sentences, average length ofverbal utteranee, numher of tacts labelling and quantifiers). It was possible to conclude, (JIlthe hasic of statistical treatment, that, wilh rare exceptions, there was no improvement in verhal performanee of lhe 6 groups of Ss after the training. A study of each 01 the variahles considcred has shown that: ( I) 5s from differelll soeioeconomic levelsdid not present differences in verhal performance: (2) the two ehildren stories collections did not lead to differences in the Ss performanee: (3) there was no differenee between the training proeedure given hy the F and thal given hy the 5s mothers: (4) boys and giflsdidnot react diffcrently to the verbaltraining given.
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