摘要:

AbstractTwo groups of five 20‐month‐old Kibbutz toddlers were studied in order to examine relationships and alliances. The toddlers were observed during free‐play periods over a two‐month period. Evidence of relationships is found when children make special adjustments in their interactions with specific partners that would not be predicted based on the individual characteristics that these children display with others, and were found for both conflict and positive interactions. Qualitative analyses revealed a variety of types of relationships, although reciprocal relationships that combined either high or low levels of both positive and conflict interactions predominated. Alliances occur when third parties intervene in conflicts they witness in the group and were present, though relatively rarely, at this age. Alliances were based not on the established relationships in the group, but rather on who had been wronged in the initial conflict. Results are discussed in terms of the links between relationships, cultural standards of fairness, and al

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00131.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractDifferences associated with age and with language background were assessed in performance on a task thin taps conversational skill, a ‘TV talk show’ interview task administered to 98 second through fifth graders, including many nonnative speakers of English. Surprisingly, holistic ratings of the childrenapos;s skills as conversationalists were not related at all to gender, and only moderately to age or status as a native speaker of English. A set of 29 specific interactive and language behaviors were analyzed, to determine which of these were related to holistic ratings of conversational skill. Variables reflected strategies for eliciting information and for maintaining topic, indicators of disfluency, ami indicators of how the adult was contributing to the conversation. Children who had received higher ratings on conversational skill produced more topic continuations, a higher proportion of more sophisticated noncontingent responses, and fewer simple yes/no topic initiations and continuations. Age, gender, and language status related only minimally to the specific interactive or language behaviors associated with success as a conversationalist, although children from homes where English was spoken did tend to receive higher holistic ratings of conversational sk

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00132.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractThe study reported describes Efe (pygmy) forager one‐, two‐, and three‐year‐olds' involvement with males. The Efe of northeastern Zaïre were chosen because their social organization allows us to examine hypotheses based on studies in Western, technologically complex societies about the distinctive role fathers play in the lives of their young children. Behavioral observations of Efe children's day‐to‐day activities with fathers, men and boys were recorded using a focal subject sampling technique (Altmann, 1974). Two behavioral measures were created to capture the extent to which males were involved with children: Social engagement describes males' involvement with children and social attention describes eavesdropping by children on males' everyday activities. Eight one‐year‐olds, 7 two‐year‐olds and 8 three‐year‐olds were each observed for six, one‐hour observation sessions that were distributed evenly over the daylight hours. Data were analyzed using the traditional measure of involvement (e.g., adult males) and using a newly developed measure of the involvement of the average individual (e.g., average adult mate). Comparisons at each of the ages showed that fathers were consistently like other men in the extent to which children participated in social activities with them and watched their activities. Only fathers' level of social engagement declined significantly as children grew older. Boys' role relative to other males became increasingly distinctive as children aged. The findings suggest that Efe fathers may not be unique in the same sense assumed by Western study ideals, and raise questions about the special status given to fathers in Western theory and data. The patterning of mate involvement with children is discussed in terms of Efe community life, and in terms of Efe children's developing understanding of their relationship wi

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00133.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractAsian and White middle school children were shown photographs of unknown Afro‐Caribbean, Asian, and White individuals of approximately the same age as themselves, and asked which one wax most like them, which one they would prefer to be, which ones they would prefer to engage in various activities with, and finally, to allocate positive and negative traits to the three groups or to nobody. A similar majority of both Asian and While children selected an own‐race photograph as being most like them, but only about a half selected the own‐race photograph as the one they would most like to he. For sharing activities, children showed a strong own‐tender preference, followed by an own‐race preference. White children stated a greater preference for sharing activities with White children, then with Afro‐Caribbean children, and least with Asian children. Asian children preferred Asian and White children the most, Afro‐Caribbean the least. On a stereotypes test, similar trends were obtained; White children evaluated While children highest and Asian lowest; Asian children tended to evaluate Asian children highest but to a nonsignificant extent. The relative proportion of Asian/White children in school appeared to have little systematic influence on the results, thus arguing against the contact hypothesis of prejudice reduction in it

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00134.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

AbstractA language is composed of conventional symbols shaped by their social‐communicative functions. Children acquire these symbols, both lexical and syntactic, in the context of culturally constituted event structures that make salient these functions. In the acquisition process children rely on cultural learning skills (i.e., imitative learning). These skills emanate from their ability to participate intersubjectively with adults in cultural activities (i.e., joint attention), which underlies their ability to understand the ways adults are using particular pieces of language. The development of communicative competence as a whole, including not only lexical and syntactic skills but also various pragmatic skills, depends largely on feedback about communicative efficacy that children receive from different interactants. This feedback is used by children to make further inferences about the conventional functional significance of particular linguistic expressions. This social‐pragmatic view of language acquisition obviates the need for a priori, specifically linguistic, format constraints on the language acquisition proc

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00135.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0961-205X    

DOI:10.1111/j.1467-9507.1992.tb00130.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY