Ocorrência de classes gramaticais na fala espontânea de crianças de 18 a 41 meses com pares / Occurrence of grammatical classes in spontaneous speech of 18-41-month-old children with their peers

Este estudo teve como objetivo investigar a ocorrência de diferentes categorias gramaticais em 21 crianças (18 a 41 meses), interagindo espontaneamente com pares; e comparar esses dados com estudos que empregam a observação da interação adulto/criança em contexto de fala elicitada. Cada participante foi filmado durante 15 minutos, por cinco vezes (em intervalos de um mês) interagindo com colegas de classe. Os registros foram distribuídos em quatro grupos etários. As categorias gramaticais mais frequentes em todos os grupos foram verbos e substantivos. A frequência de tipos de verbos e substantivos foi equivalente entre os grupos mais jovens, mas verbos foram mais frequentes nos grupos mais velhos. Discute-se o papel do contexto de observação e do método de coleta de dados. (AU)

This study aimed to investigate the occurrences of different grammatical categories in 21 children (18 to 41 months) in situations of spontaneous speech with their peers and compare these data with studies that employ the observation of adult/child interaction in the context of elicited speech. Each child was videotaped during 15 minutes interacting with classmates. It happened for five times with intervals of one month between them. Records were joined into four groups. The most frequent grammatical categories in all age groups were verbs and nouns. The frequency of different types of verbs and nouns were equivalent among younger groups, but verbs were more frequently used in older groups. We discuss the role of observation context and the method of data sampling. (AU)

Analysis of Verbal Interactions in Problem-based Learning / 한국의학교육

PURPOSE: Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting. METHODS: Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups. Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type. The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions. RESULTS: Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning. Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions. CONCLUSION: To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.

Skinner e Bakhtin: possíveis diálogos no estudo da língua / Skinner and Bakhtin possible dialogues in the study of language

A linguagem pode ser considerada um objeto de estudo interdisciplinar, construído, este, no diálogo entre diversas disciplinas, dentre as quais a Filosofia da Linguagem e a Psicologia. Nesse sentido, o presente trabalho procurou analisar a aproximação entre proposições de Bakhtin e Skinner. O principal ponto analisado foi a noção de língua como o produto de interações entre sujeitos socialmente organizados. Bakhtin foca a interação verbal entre locutores e interlocutores, enquanto Skinner salienta o fazer, necessariamente mediacional, daquele que se comporta verbalmente. Ambos os autores indicam a importância dos determinantes sociais para a ação verbal e criticam a noção da língua como um reflexo de condições internas daquele que fala. Entretanto, não apenas pontos de convergência foram encontrados, também há elementos divergentes. A partir dos resultados encontrados, verifica-se que com este tipo de estudo de aproximação entre áreas e teorias o intuito não é o de suplantar uma área pela outra, mas sim, abrir novas possibilidades de estudo.

Language may be considered as a subject for interdisciplinary study, constructed through dialog across many areas, including the Philosophy of Language and Psychology. With this in mind, this work sought to analyze the reconciliation between the propositions of Bakhtin and Skinner. The most important point analyzed is the notion of language as the product of interactions between socially organized individuals. Bakhtin focuses on the verbal interaction between speakers, while Skinner focuses on the doing, of necessity mediational, of the subject acting verbally. Both authors point to the importance of social determinants in verbal action and they are in agreement when criticizing the notion of language as a reflection of the internal condition of the speaker. Nevertheless, there are divergent elements as well as points of convergence. From the results of this research, we may ascertain that this kind of work, of reconciling areas and theories, does not aim to replace one area with the other, but in fact aims to open up new possibilities of study.

Class Assessment in Graduate School of Medicine: Flanders Interaction Analysis / 한국의학교육

PURPOSE: The aim of this study is to analyze the interaction system between instructor and learners and strive for class improvement based on the evaluation. METHODS: Flanders Interaction Analysis System classifies instructor and learner's speaking into ten items. Observer analyzed every verbal interaction in class and filled out classified table recording the number of adequate category every three seconds. RESULTS: In this study, observed class spent 94.3% of time on teaching and learning activities. So it could be said that the class used time effectively without any waste. The instructor showed indirect teaching method and as a result, the students showed more initiative statements than simply answering questions. The major pattern was question--> answering questions, and incidental pattern was lecture--> initiative statement--> silence or disorder--> initiative statement--> lecture. CONCLUSION: In medical education, small group lesson is one of the popular teaching methods where Flanders interaction can be analyzed effectively. Using such evaluation, we can promote better teaching and learning.