Robinson Communication in Development

1. Auflage 2013
ISBN: 978-1-4832-6686-2
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 310 Seiten, Web PDF

Communication in Development is composed of papers derived from two sources. An International Conference on Social Psychology and Language was held in Bristol in July 1979. Considerations of space rather than merit prevented some of the papers, given in supplementary sessions on language development, from being published in the proceedings. These papers are published in this volume. Also included are recent and hitherto unpublished papers from European researchers working in the field of language and cognitive development. The contents of this volume range from the early non-verbal communication to the emergence of the child's understanding about referential communication, and to between and within socio-economic status differences in maternal and child behavior. The kinds of verbal and non-verbal experience that promote intellectual development are considered within the frames of both observed changes within children and cross-sectional studies of individual differences in mother-child interaction. The idea that the child's performance is context sensitive is one of the general ideas that has been taken increasingly into account. Two chapters pay close attention to this issue; both treat it as a challenge to experimental and theoretical ingenuity, recognizing that the child is an active participant in situations where he is observed and that the challenge is to divine the principles regulating the child's behavior.

Autoren/Hrsg.

Robinson, W. P.

Inhaltsverzeichnis

1;Front Cover;1
2;Communication in Development;4
3;Copyright Page;5
4;Table of Contents;12
5;List of Contributors;6
6;Preface;8
7;Chapter 1. Negativity in Early Infant-Adult Exchanges and its Developmental Significance;16
7.1;Initial observations;16
7.2;Theoretical views of early negativity;19
7.3;Empirical reports of negativity;20
7.4;Naturally-occurring negativity;24
7.5;Discussion;46
7.6;Conclusion: asocial and social negativity;48
7.7;Acknowledgements;49
7.8;References;49
8;Chapter 2. Non-Linguistic Information which could assist the Young Child's Interpretation of Adults' Speech;54
8.1;Introduction;54
8.2;Study 1: Contiguity of reference and manipulation;57
8.3;Study 2: The emphasis of names of objects;64
8.4;Acknowledgements;75
8.5;References;75
9;Chapter 3. Collaboration and Confrontation with Young Children in Language Comprehension Testing;78
9.1;Introduction;78
9.2;Pilot studies;88
9.3;Main experiments;91
9.4;Conclusions and wider issues;98
9.5;Acknowledgements;102
9.6;References;102
10;Chapter 4. From Interaction Strategies to Social Representation of Adults in a Day Nursery;104
10.1;Introduction;104
10.2;Method;107
10.3;Results: Adults' behaviour in a play situation;109
10.4;Results: Adults' system of rules and social representation;114
10.5;Conclusion;119
10.6;Notes;121
10.7;References;122
11;Chapter 5. Language Performance of Disadvantaged Children at 30 Months: Interpersonal and other Environmental Influences;124
11.1;Introduction;124
11.2;Method;125
11.3;Results and discussion;128
11.4;Two case studies: Zachary and Albert;137
11.5;Summary;140
11.6;General conclusions;140
11.7;References;142
12;Chapter 6. Mothers as Teachers and their Children as Learners: A Study of the Influence of Social Interaction upon Cognitive Development;144
12.1;Cognitive development and social mediation;144
12.2;Method;149
12.3;Results: Mother as teacher;158
12.4;Results: The child as learner;162
12.5;Results: Mother-child relationships;166
12.6;Discussion;170
12.7;Acknowledgement;171
12.8;References;171
13;Chapter 7. Mothers' Answers to Children's Questions: From Socio-Economic Status to Individual Differences;174
13.1;Introduction;174
13.2;SES differences in the ways mothers' reported ways of answering children's questions;176
13.3;SES differences in the ways children answer questions;180
13.4;Associations between mothers' reports of ways they answer their children's questions and children's answers: mother-child pairs;181
13.5;Children's answers and questions in relation to mothers' verbal behaviour;186
13.6;Discussion;194
13.7;References;196
14;Chapter 8. Instruction versus Conversation as Opportunities for Learning;198
14.1;Introduction;198
14.2;Seriation training: Study 1;201
14.3;Kinds of interaction in relation to progress in seriation: Studies 2-5;205
14.4;Interpretation of results;211
14.5;Changing theoretical context;213
14.6;Learning through conversation: A synthesis of theories;214
14.7;Acknowledgements;215
14.8;References;216
15;Chapter 9. Conflict and Cooperation as Opportunities for Learning;218
15.1;Is learning an individual process?;218
15.2;The interchange between the child and the social setting: Communication, understanding and performance;221
15.3;Study 1: Social context and performance:;224
15.4;Study 2: Social context and learning;234
15.5;Learning: A process of performing and communicating within a social context;245
15.6;Acknowledgements;246
15.7;References;246
16;Chapter 10. Conversational Tactics and the Advancement of the Child's Understanding about Referential Communication;250
16.1;Introduction;250
16.2;Deficiencies in the young child's understanding about verbal referential communication;251
16.3;Ways of improving the young child's performance and understanding about communication;260
16.4;Why does giving the child information improve his performance and understanding?;264
16.5;Relationship between mothers' ways of handling communication failure and children's understanding about communication;265
16.6;Summary and conclusions;269
16.7;Acknowledgements;271
16.8;References;271
17;Chapter 11. Some Problems for Theory, Methodology, and Methods for the 1980s;274
17.1;Introduction;274
17.2;Theoretical perspectives;278
17.3;Methodology;284
17.4;Methods of study;287
17.5;Concluding remarks;297
17.6;References;298
18;Author Index;300
19;Subject Index;304
20;European Monographs in Social Psychology;309