Abstract Impact belief is the conviction that parents have that they can affect their children’s language development (De Houwer, 1999). This paper investigates how parents’ impact belief is shaped and how it transpires into language management which supports the bilingual and biliterate development of children in exogamous families. Interviews with eight English-speaking parents raising English-Japanese bilingual children in Tokyo, Japan were analyzed using the constructive grounded approach (Charmaz, 2014). The results revealed that the parents’ impact belief was influenced by their individual experiences, the support of their Japanese spouses, and peer influence. Specifically, it was positively affected by other parents with older bilingual children. The parents’ impact belief was also strengthened by their involvement in ‘communities of practice,’ i.e., English playgroup and weekend school. Their strong impact belief led to language management efforts which included their insistence on their children speaking English and the regular practice of home literacy activities.
{"title":"Parents’ Impact Belief in Raising Bilingual and Biliterate Children in Japan","authors":"J. Nakamura","doi":"10.2478/plc-2019-0007","DOIUrl":"https://doi.org/10.2478/plc-2019-0007","url":null,"abstract":"Abstract Impact belief is the conviction that parents have that they can affect their children’s language development (De Houwer, 1999). This paper investigates how parents’ impact belief is shaped and how it transpires into language management which supports the bilingual and biliterate development of children in exogamous families. Interviews with eight English-speaking parents raising English-Japanese bilingual children in Tokyo, Japan were analyzed using the constructive grounded approach (Charmaz, 2014). The results revealed that the parents’ impact belief was influenced by their individual experiences, the support of their Japanese spouses, and peer influence. Specifically, it was positively affected by other parents with older bilingual children. The parents’ impact belief was also strengthened by their involvement in ‘communities of practice,’ i.e., English playgroup and weekend school. Their strong impact belief led to language management efforts which included their insistence on their children speaking English and the regular practice of home literacy activities.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"23 1","pages":"137 - 161"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2478/plc-2019-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48173360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Rączaszek-Leonardi, Nicole Rossmanith, Iris Nomikou, K. Rohlfing
Abstract In this paper, we show that early interaction can be seen as comprising of strands of coordinated activity on multiple levels and timescales. In tracing the development of such multilayered organization from an embodied and situated perspective, we underscore the role of the reliable presence of the structured environment, an enacted niche, supporting the segregation and integration of participatory interaction strands. This perspective allows us to study the development of social coordination not only in terms of development of individual skills but, crucially, as a change of participatory emergent patterns, a transformation in engagement. We illustrate this approach with some results from the collaborative research project on Early Semantic Development (EASE). Using qualitative microanalysis combined with quantitative dynamical time series analyses, we were able to demonstrate several layers of such organization: from local forms of coordination, such as basic informational coupling within a modality, and the emergence of specific social affordances, to more global co-action structures such as affect imbued ‘action arcs’ – dynamic action contours with a beginning, build-up, climax and resolution, co-enacted by participants. Pointing to future work, we underscore the potential of these global structures to contribute to the emergence of more complex interactions, such as composite activities within ‘pragmatic frames’, narratives, or language.
{"title":"Levels of Coordination in Early Semantic Development","authors":"J. Rączaszek-Leonardi, Nicole Rossmanith, Iris Nomikou, K. Rohlfing","doi":"10.2478/plc-2019-0010","DOIUrl":"https://doi.org/10.2478/plc-2019-0010","url":null,"abstract":"Abstract In this paper, we show that early interaction can be seen as comprising of strands of coordinated activity on multiple levels and timescales. In tracing the development of such multilayered organization from an embodied and situated perspective, we underscore the role of the reliable presence of the structured environment, an enacted niche, supporting the segregation and integration of participatory interaction strands. This perspective allows us to study the development of social coordination not only in terms of development of individual skills but, crucially, as a change of participatory emergent patterns, a transformation in engagement. We illustrate this approach with some results from the collaborative research project on Early Semantic Development (EASE). Using qualitative microanalysis combined with quantitative dynamical time series analyses, we were able to demonstrate several layers of such organization: from local forms of coordination, such as basic informational coupling within a modality, and the emergence of specific social affordances, to more global co-action structures such as affect imbued ‘action arcs’ – dynamic action contours with a beginning, build-up, climax and resolution, co-enacted by participants. Pointing to future work, we underscore the potential of these global structures to contribute to the emergence of more complex interactions, such as composite activities within ‘pragmatic frames’, narratives, or language.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"23 1","pages":"212 - 237"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44604659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Twenty-five years ago, a book “Z badań nad kompetencją komunikacyjną dziecka”, edited by Barbara Bokus and Maciej Haman, was issued containing, among else, the first Polish review of the studies on the development of Theory of Mind. During these 25 years, the area developed extensively and a new “state-of-the-arts” paper is necessary. The current paper does not pretend to the role of a complete review, instead it focusses on two live issues in the Theory of Mind (ToM) research progress: early (before the age of four years) competences in false-belief understanding, which leads to the question of continuity versus discontinuity (e.g., “Two-system theory”) between early and later ToM abilities, and neuroimaging studies of Theory-of-Mind, which may also contribute to the continuity debate.
{"title":"Developing Theory of Mind Twenty-Five Years After the Publication of “Z Badań Nad Kompetencją Komunikacyjną Dziecka” (Edited by B. Bokus and M.Haman)","authors":"Maciej Haman","doi":"10.2478/plc-2019-0006","DOIUrl":"https://doi.org/10.2478/plc-2019-0006","url":null,"abstract":"Abstract Twenty-five years ago, a book “Z badań nad kompetencją komunikacyjną dziecka”, edited by Barbara Bokus and Maciej Haman, was issued containing, among else, the first Polish review of the studies on the development of Theory of Mind. During these 25 years, the area developed extensively and a new “state-of-the-arts” paper is necessary. The current paper does not pretend to the role of a complete review, instead it focusses on two live issues in the Theory of Mind (ToM) research progress: early (before the age of four years) competences in false-belief understanding, which leads to the question of continuity versus discontinuity (e.g., “Two-system theory”) between early and later ToM abilities, and neuroimaging studies of Theory-of-Mind, which may also contribute to the continuity debate.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"23 1","pages":"105 - 136"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43150035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1057/978-1-137-54527-5_5
S. Kennison
{"title":"How are Written Words Recognized?","authors":"S. Kennison","doi":"10.1057/978-1-137-54527-5_5","DOIUrl":"https://doi.org/10.1057/978-1-137-54527-5_5","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87778829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1057/978-1-137-54527-5_14
S. Kennison
{"title":"How Can Language Become Disordered?","authors":"S. Kennison","doi":"10.1057/978-1-137-54527-5_14","DOIUrl":"https://doi.org/10.1057/978-1-137-54527-5_14","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87982285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article presents the results of a comparison of two educational methods – the “Storyline” and the “Associations Pyramid” – in developing language creativity among children. The methods were compared in terms of effectiveness with two post-tests, directly after the end of the experiment and after the next three months. Moreover, the initial level of operational thinking (from the pre-test) was used in a regression model as an independent variable to observe whether it predicts results in the language creativity of children in both groups, in post-test 1. Eighty-three preschoolers took part in the experimental study. The two methods do not differ significantly from each other in effectiveness. Also, the level of operational thinking does not predict an overall level of language creativity either in the “Storyline” group or in the “Associations Pyramid” group. The results are discussed in the light of pedagogical practice.
{"title":"“Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children","authors":"J. Smogorzewska","doi":"10.2478/plc-2019-0003","DOIUrl":"https://doi.org/10.2478/plc-2019-0003","url":null,"abstract":"Abstract This article presents the results of a comparison of two educational methods – the “Storyline” and the “Associations Pyramid” – in developing language creativity among children. The methods were compared in terms of effectiveness with two post-tests, directly after the end of the experiment and after the next three months. Moreover, the initial level of operational thinking (from the pre-test) was used in a regression model as an independent variable to observe whether it predicts results in the language creativity of children in both groups, in post-test 1. Eighty-three preschoolers took part in the experimental study. The two methods do not differ significantly from each other in effectiveness. Also, the level of operational thinking does not predict an overall level of language creativity either in the “Storyline” group or in the “Associations Pyramid” group. The results are discussed in the light of pedagogical practice.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"23 1","pages":"27 - 47"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2478/plc-2019-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47340718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract There is a growing body of research on variability in the early development of biological knowledge. Most of the studies focus on the variability related to culture and direct exposure to nature, however, there is also data suggesting that parental input plays an important role. In children’s first years of life, parents play a key role in scaffolding development. It is therefore very important to provide a detailed account of how parents contribute to children’s understanding of living things, and how they convey biological knowledge through everyday conversations. The present article provides a review of the literature on variability in biological knowledge and parent-child conversations about biological kinds. It also presents original data from parent-child interactions while viewing picture books. Eighteen parent-child dyads who differed in the level of parental expertise within biology, talked while viewing books containing 24 photographs of animals and plants. The speech analysis specified labeling, perceptual and conceptual descriptions, relational, and mentalistic talk. Parents also completed a questionnaire on the child’s interests. The results showed that biology expert families produced more content overall, and a higher proportion of relational content than lay families. The findings help elucidate the specific role parents have in shaping children’s early biological understanding. In particular, I discuss the role of relational language in shaping children’s ontological commitments.
{"title":"Parent-Child Conversations About Biological Kinds as a Potential Contributor to the Variability in Biological Knowledge","authors":"Andrzej Tarłowski","doi":"10.2478/plc-2019-0011","DOIUrl":"https://doi.org/10.2478/plc-2019-0011","url":null,"abstract":"Abstract There is a growing body of research on variability in the early development of biological knowledge. Most of the studies focus on the variability related to culture and direct exposure to nature, however, there is also data suggesting that parental input plays an important role. In children’s first years of life, parents play a key role in scaffolding development. It is therefore very important to provide a detailed account of how parents contribute to children’s understanding of living things, and how they convey biological knowledge through everyday conversations. The present article provides a review of the literature on variability in biological knowledge and parent-child conversations about biological kinds. It also presents original data from parent-child interactions while viewing picture books. Eighteen parent-child dyads who differed in the level of parental expertise within biology, talked while viewing books containing 24 photographs of animals and plants. The speech analysis specified labeling, perceptual and conceptual descriptions, relational, and mentalistic talk. Parents also completed a questionnaire on the child’s interests. The results showed that biology expert families produced more content overall, and a higher proportion of relational content than lay families. The findings help elucidate the specific role parents have in shaping children’s early biological understanding. In particular, I discuss the role of relational language in shaping children’s ontological commitments.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"23 1","pages":"238 - 276"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47455042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1057/978-1-137-54527-5_7
S. Kennison
{"title":"How do We Comprehend Discourses?","authors":"S. Kennison","doi":"10.1057/978-1-137-54527-5_7","DOIUrl":"https://doi.org/10.1057/978-1-137-54527-5_7","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73775430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1057/978-1-137-54527-5_4
S. Kennison
{"title":"How is Speech Planned and Produced?","authors":"S. Kennison","doi":"10.1057/978-1-137-54527-5_4","DOIUrl":"https://doi.org/10.1057/978-1-137-54527-5_4","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77234270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1057/978-1-137-54527-5_6
S. Kennison
{"title":"How are Sentences Comprehended?","authors":"S. Kennison","doi":"10.1057/978-1-137-54527-5_6","DOIUrl":"https://doi.org/10.1057/978-1-137-54527-5_6","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83288356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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