ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01012.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Twelve mother‐child dyads were videotaped during fortnightly 30‐minute play sessions in a playroom within the psychology laboratories. At the outset of the project the children were aged 9–29 months and they took part in the study for an average of 7.5 months. A comprehensive 42‐category coding system was developed to transcribe potentially communicative behaviour. Changes in individual category usage over the age range were identified and subjected to further analysis to discern common patterns of mother‐child interaction which coincided with changes in child category usage. Frequent paired behaviours were isolated using conditional probabilities within a transition matrix and used as a basis for a further transition matrix. This analysis was carried out cross‐sectionally across mother‐child pairs within consecutive two‐month blocks from 9 to 36 months. Common patterns of interaction were identified as those used by most mother‐child pairs within any two‐month block. Certain patterns were found to be used across the entire age range, whilst others were used only at particular ages. The majority of the more stable patterns of interaction involved imitation by the mother or child, or both, and the child's non‐verbal compliance with the mother's orders. Those interactions which showed change with age involved the child behaviours of looking, pointing, labelling, giving information, denying and affirming. Mothers' behaviours within these latter interactions included labelling, giving information, questioning, imitation with questioning, pointing and direct imitation. Interaction patterns are discussed with reference to the child's language acquisition and their usefulness as possibl

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01013.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

The relationship between interaction with the caregiver and the emergence of play activities during the one‐word period was examined in this research. In particular, Vygotsky's views regarding the importance of social interaction as the source of the child's knowledge of the world were discussed. In order to examine the role of the caregiver, observations were made of six children, two at each of three levels of semantic development within the one‐word period. At each level of semantic development the children's performance during interactive play sequences was significantly more advanced than their performance during non‐interactive sequences. These results lend support to Vygotsky's contention that children gain knowledge of the world through social intera

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01014.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

The language environment of 1–2‐year‐old children was examined (i) with mothers alone and (ii) with mothers and older siblings. The presence of older siblings reduced the amount of language mothers used, their responsiveness to younger children, and younger children's verbal contribution. More verbally able children were less affected. The presence of older siblings did not influence the linguistic interaction between mothers and younger children as measured by mean length of utterance and discourse functions. Nonetheless, there was more talk between mothers and older children than between mothers and younger children. Their language was more complex, more social/interactive, with more questions, answers and feedback and less commentary on behaviour, and made greater reference to people and events beyond those immediately present. These results indicate the extent to which aspects of mothers' and children's language are dependent on their context, raising problems when generalizing about the influence of a maternal register (motherese) on children's linguistic development. They also point to the need to consider second‐order effects; the presence of older siblings creates directly and indirectly an environment which is less sensitive but is also more stimulating and provides salient models of language which are developmentally more

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01015.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Two studies are presented which describe how mothers talk about internal states with language‐learning toddlers during social interaction. In study 1, mothers' internal state language was assessed longitudinally when toddlers were 13, 20 and 28 months of age. In study 2, mothers' internal state language addressed to prelinguistic children with Down's syndrome was compared to that observed in mothers of non‐handicapped children. The non‐handicapped children were matched to the children with Down's syndrome in three groups for chronological age, mental age and level of language development. Results indicated that the quantity, complexity, content and attributional focus of mothers' internal state language was significantly affected by the following factors: children's developmental abilities, other child characteristics, differences in social context, and mothers' beliefs about their children's development. Implications of these results and future directions for research are disc

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01016.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

This study compares maternal speech to two groups of children who showed a normal or slower rate of language development up to 24 months. Maternal speech to these children at 16 months was analysed in order to determine relations between speech and the contiguous non‐verbal context. Several differences emerged between the two groups. Mothers of children with slower language development initiated more changes in conversational topic without providing an appropriate non‐verbal context. They also made fewer references to objects which were at the child's current focus of attention and more references to objects to which the child was not attending. The children with slower language development were also presented with fewer specific object labels and more general terms such as pronouns and general nouns. Possible difficulties for the early stages of language development arising from these differences are discus

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01017.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Most recent studies of the emergence of counting have focused primarily on the cognitive/perceptual attainments involved. It is argued here that study of the interactive and linguistic context in which the child first experiences and uses number words is equally important to an understanding of early development in this domain. It is proposed that the overt pedagogical strategies of the parent with respect to counting, together with the inherent ambiguities and complexities of the relationship between the number lexicon and other aspects of language, present the child with potential difficulties. A longitudinal study of the spontaneous reference to numbers and counting by mothers and children (aged 9 to 36 months) reveals many uses of number words and many ambiguities in parental input, which can be seen to lead to short‐term mismatches of behaviour between participants. The data are discussed in relation to issues in the study of caregivers' speech and the mathematics‐language relationship, and it is argued that parental simplifications in different domains can lead to conflicts and contradictions in children's early linguistic and number experiences. It is speculated that conflict promotes developm

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01018.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01019.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01020.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1986.tb01021.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY