Comparing Older and Younger Siblings’ Teaching Strategies and their Use of Internal State Language during Naturalistic Home Observations
Référence bibliographique 
Scott, Brittany Eve. 2011. «Comparing Older and Younger Siblings’ Teaching Strategies and their Use of Internal State Language during Naturalistic Home Observations». Mémoire de maîtrise, Montréal, Université Concordia, Département des sciences de l’éducation.
Intentions : «The bidirectional nature of siblings’ influence on each other’s cognitive development was examined within the context of naturalistic teaching.» (p. iii)
Échantillon/Matériau : «Thirty-nine sibling pairs from Caucasian, two-parent families were recruited from a city in Ontario. Data for this longitudinal study were collected at two time points for each family, except for one family who did not complete the follow-up home visit […]. The present study examined data from the second time point, where the older siblings ranged from 5.4 to 7.0 years of age (M = 6.3 years) and younger siblings ranged from 3.8 to 4.8 years (M = 4.4 years). […] Six 90-minute sessions were completed within the families’ home. This involved the observer dictating the siblings’ interactions on a tape recorder.» (p. 24) The sessions were coded following different schemes.
Type de traitement des données : Analyse statistique
«Pearson correlations revealed that the older sibling’s age was not related to these variables, while younger siblings’ age was negatively associated with their use of positive feedback. No gender effects were found using a series of t-tests. A repeated measures ANOVA was used to compare older and younger siblings’ teaching strategies. Results indicated that older siblings used more demonstration, positive feedback and negative feedback compared to younger siblings during teaching. Significant main effects were found for children’s use of internal state language, who initiated teaching, and learner response. Overall, both siblings’ referenced more goals than cognitions during teaching. Furthermore, the majority of sibling teaching sequences were initiated by the teacher rather than requested by the learner. Older siblings’ references to cognitions were positively associated with younger siblings’ active involvement and younger siblings’ use of planning was positively correlated with their older siblings’ active involvement. These findings have a number of implications for understanding how siblings contribute to each other’s social-cognitive development.» (p. iii)