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Conversational maxims and scaffolded learning in children with learning disabilities: is the flying buttress a better metaphor?

In our commentary on Stone's (this issue) article on the metaphor of "scaffolding," we propose (somewhat tongue-in-cheek) the "flying buttress" as an improvement. Unlike a scaffold, the buttress symbolizes a nontemporary architectural device that begins as a support to building new knowledge on an existing foundation, but then itself becomes an integral and evolving part of the new structure. We then analyze scaffolded instruction as a kind of conversation that depends on rather sophisticated shared assumptions about the agenda and the rules underlying the process of the conversation, including an understanding of when these rules are suspended. We present evidence that some children with language/learning disabilities may not benefit from scaffolded instruction because they (a) follow a different agenda during instructional discourse (e.g., to camouflage their lack of comprehension); and (b) overrely on the default Gricean Maxims that cooperative speakers always make an effort to be informative, truthful, relevant, and clear.

Child↗
PubMed1991

[A simple multiple maze test to estimate learning and memory in mice: application to the effect of scopolamine on learning and memory].

The apparatus consists of a home cage, a maze cage and a starting box. A maze with four right-middle-left decisions was placed in the maze cage. The starting box was attached and a water tap was placed at an area corresponding to the entrance of the maze. The exit of the maze and the home cage are connected with a tunnel. Food was placed in the home cage. 1) Mice were housed for 10 hr a day in the apparatus and then removed to another cage for fasting. One trial a day was carried out after fasting for more than 12 hr. In each trial, a mouse was put at the starting box, and then the number of errors (entering a blind alley) and the time until the mouse reached the home cage were counted. The mouse passed through the maze with a small number of errors and time. 2) Administration of scopolamine (0.125-0.5 mg/kg, i.p.) to a mouse that had mastered the maze transiently disturbed the maze performance dose-dependently. 3) Mice were housed for 4 hr a day. Scopolamine (0.25 mg/kg, i.p.) was administered either before or after the housing. Scopolamine disturbed the maze performance in the case of both procedures. These results suggest that the method is useful for estimating the memory in mice.

Animals↗