Cognitive complexity and duration of classroom speech |
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| Authors: | J T Dillon |
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| Institution: | (1) School of Education, University of California, 92521 Riverside, CA, USA |
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| Abstract: | Analysis of speech patterns in 27 high school discussion classes revealed that both teachers and students, and both males and females, took an increasingly longer time to express successively higher-cognitive types of utterances. Student utterances, though systematically briefer, followed precisely the same pattern as teacher utterances. The results suggest that duration of speech is related to level of cognition. |
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