Cognitive complexity and duration of classroom speech

✍ Scribed by J. T. Dillon

• Publisher: Springer Netherlands
• Year: 1983
• Tongue: English
• Weight: 406 KB
• Volume: 12
• Category: Article
• ISSN: 0020-4277
• DOI: 10.1007/bf00120901

✦ Synopsis

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.