دانلود مقاله ISI انگلیسی شماره 77308
ترجمه فارسی عنوان مقاله

تحریک شناختی دانش آموزان مبتلا به سندرم داون: مطالعه بحث استنباطی در طول به اشتراک گذاری کتاب

عنوان انگلیسی
Cognitive stimulation of pupils with Down syndrome: A study of inferential talk during book-sharing
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
77308 2016 14 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Research in Developmental Disabilities, Volume 55, August 2016, Pages 287–300

ترجمه کلمات کلیدی
سندرم داون - ناتوانی ذهنی؛ تحریک شناختی؛ بحث تداخلی؛ به اشتراک گذاری کتاب
کلمات کلیدی انگلیسی
Down syndrome; Intellectual disability; Cognitive stimulation; Inferential talk; Book-sharing
پیش نمایش مقاله
پیش نمایش مقاله  تحریک شناختی دانش آموزان مبتلا به سندرم داون: مطالعه بحث استنباطی در طول به اشتراک گذاری کتاب

چکیده انگلیسی

In the education of pupils with Down syndrome, “simplifying” literal talk and concrete stimulation have typically played a dominant role. This explorative study investigated the extent to which teachers stimulated abstract cognitive functions via inferential talk during book-sharing and how pupils with Down syndrome responded. Dyadic interactions (N = 7) were videotaped, transcribed and coded to identify levels of abstraction in teacher utterances and to evaluate the adequacy of pupil responses. One-third of the teachers’ utterances contained high levels of abstraction and promoted inferential talk. Six of the seven children predominantly responded in ways which revealed inferential thinking. Dialog excerpts highlighted individual, contextual and interactional factors contributing to variations in the findings. Contrary to previous claims, the children with Down syndrome in the current sample appear able to draw inferences beyond the “here-and-now” with teacher support. This finding highlights the educational relevance and importance of higher-order cognitive stimulation of pupils with intellectual disabilities, to foster independent metacognitive skills.