Perceived imposition and requests among normal and learning disabled children

dc.contributor.advisorSchunk, Dale H.
dc.contributor.committeeMemberGhatala, Elizabeth S.
dc.contributor.committeeMemberStetson, Elton G.
dc.contributor.committeeMemberWilliams, Robert E.
dc.creatorPhelps Gunn, Trisha
dc.date.accessioned2023-09-29T17:41:23Z
dc.date.available2023-09-29T17:41:23Z
dc.date.issued1983
dc.description.abstractRequest strategies reflect both social and linguistic competence, because they involve the student's perceptions of what is appropriate for the situation encoded within a linguistic form (Garvey, 1974; Donahue, 1981). As such, requests illustrate one aspect of children's interpersonal understanding. The purpose of the present study was to explore children's use of request strategies as a function of perceived imposition. This study expanded on previous related studies (Gunn, 1983; Schunk & Gunn, 1983) by determining whether there were differences in request strategy usage due to type of student (normal and learning disabled) and grade level (third and fifth grade). Schunk and Clark (1983) found that adults varied their request strategies depending on the perceived imposition of the request on listener. For this reason, it was hypothesized that the use of politeness strategies would be greater with requests judged higher in imposition. Donahue (1981) found that although LD children did not differ from nondisabled children in the variety of language strategies produced, the LD children used these language strategies more ineffectively or inappropriately. Thus, normal children were expected to exhibit greater use of politeness strategies than LD children. In addition, this study included third and fifth graders to determine the developmental range of request strategy usage in relation to effective recognition and understanding of imposition variables. It was hypothesized that fifth graders would make greater use of politeness strategies than third graders. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other11165515
dc.identifier.urihttps://hdl.handle.net/10657/15142
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectLearning disabilities
dc.subjectChildren--Language
dc.subjectInterpersonal communication in children
dc.titlePerceived imposition and requests among normal and learning disabled children
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
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