{"title":"Weekly rhythms of parents' work stress, home stress, and parent-adolescent tension.","authors":"D. Almeida, D. McDonald","doi":"10.1002/CD.23219988205","DOIUrl":"https://doi.org/10.1002/CD.23219988205","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":"82 1","pages":"53-67"},"PeriodicalIF":0.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CD.23219988205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51394980","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}
Bonnie L. Barber, Kristen C. Jacobson, K. Miller, Anne C. Petersen
{"title":"Ups and downs: daily cycles of adolescent moods.","authors":"Bonnie L. Barber, Kristen C. Jacobson, K. Miller, Anne C. Petersen","doi":"10.1002/CD.23219988203","DOIUrl":"https://doi.org/10.1002/CD.23219988203","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":"82 1","pages":"23-36"},"PeriodicalIF":0.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CD.23219988203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51394474","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}
{"title":"Waiting for the weekend: Friday and Saturday night as the emotional climax of the week.","authors":"Reed W. Larson, M. Richards","doi":"10.1002/CD.23219988204","DOIUrl":"https://doi.org/10.1002/CD.23219988204","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":"82 1","pages":"37-51"},"PeriodicalIF":0.0,"publicationDate":"1998-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CD.23219988204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51394956","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}
Children, even at the one-word stage of language development, spontaneously produce gestures along with their speech, just as adults do. Although there appears to be a brief period prior to the onset of two-word speech during which gesture and speech do not form a well-integrated system, the ability to coordinate gesture and speech to convey a single message--and to "read" others' gestures with their speech to comprehend a message--develops early and is maintained throughout life. Gesture-speech combinations deliver a coherent message to the listener despite the fact that they consist of two different modalities of expression. According to McNeill (1992; Chapter One), this coherence is possible because gesture and speech share a common cognitive representation; that is, before the communication unfolds, gesture and speech are part of a single idea. As expression proceeds the message is parsed, with most information channeled into speech but some information channeled into gesture. Speech conveys information in a segmented, combinatorial format, whereas gesture conveys information in a global, mimetic format (see Goldin-Meadow, McNeill, and Singleton, 1996). Thus gesture and speech need not, and in fact often do not, convey the same information within a single utterance. Because gesture and speech form a unified system, mismatches between them can be a source of insight into the cognitive state of the speaker. And, indeed, it turns out that in both the young, one-word speaker and the older child (and possibly adults as well; Perry and Elder, 1996), a difference--or mismatch--between the information conveyed in gesture and the information conveyed in speech can signal readiness for cognitive growth. Whether the actual production of gesture-speech mismatches contributes to cognitive growth is an open question. That is, does the act of expressing two different pieces of information across modalities but within a single communicative act improve a child's ability to transpose that knowledge to a new level and thus express those pieces of information within a single modality? More work is needed to investigate whether the act of producing gesture-speech mismatches itself facilitates transition. Even if it turns out that the production of gesture-speech mismatches has little role to play in facilitating cognitive change, mismatch remains a reliable marker of the speaker's potential for cognitive growth. As such, an understanding of the relationship between gesture and speech may prove useful in clinical settings. For example, there is some evidence that children with delayed onset of two-word speech fall naturally into two groups: children who eventually achieve two-word speech, albeit later than the norm (that is, late bloomers), and children who continue to have serious difficulties with spoken language and may never be able to combine words into a single string (Feldman, Holland, Kemp, and Janosky, 1992; Thal, Tobias, and Morrison, 1991). Obser
儿童，即使在语言发展的一个单词阶段，也会自发地在说话时做出手势，就像成年人一样。虽然在开始说两字的语言之前似乎有一段很短的时间，在这段时间里，手势和语言没有形成一个很好的整合系统，但是协调手势和语言来传达单一信息的能力——以及“读懂”别人的手势和语言来理解信息的能力——很早就发展起来了，并且在一生中都保持着。手势-言语组合虽然由两种不同的表达方式组成，但却能向听者传递连贯的信息。根据McNeill (1992;第一章)，这种一致性是可能的，因为手势和言语具有共同的认知表征;也就是说，在交流展开之前，手势和语言是一个想法的一部分。随着表达的进行，信息被解析，大部分信息被转化为语言，但一些信息被转化为手势。语音以分段的组合形式传达信息，而手势以全局的模仿形式传达信息(见Goldin-Meadow, McNeill, and Singleton, 1996)。因此，手势和言语不需要，事实上，往往不传递相同的信息，在一个单一的话语。因为手势和语言形成了一个统一的系统，它们之间的不匹配可以成为洞察说话者认知状态的一个来源。而且，事实证明，无论是年轻的、只说一个词的人，还是年龄较大的孩子(可能还有成年人);Perry和Elder, 1996)，手势传达的信息和言语传达的信息之间的差异或不匹配可以表明认知增长的准备。手势-语言不匹配的实际产生是否有助于认知增长是一个悬而未决的问题。也就是说，在一个单一的交流行为中，通过不同的方式表达两种不同的信息，是否能提高孩子将知识转移到一个新的水平，从而在一个单一的方式中表达这些信息的能力?需要更多的工作来研究产生手势-语言不匹配的行为本身是否会促进转换。即使事实证明手势-语言不匹配的产生在促进认知变化方面几乎没有作用，不匹配仍然是说话者认知增长潜力的可靠标志。因此，理解手势和语言之间的关系可能在临床环境中被证明是有用的。例如，有一些证据表明，延迟开始双词言语的儿童自然分为两类:最终实现双词言语的儿童，尽管比正常情况要晚(即，晚发育者)，以及在口语方面继续存在严重困难的儿童，可能永远无法将单词组合成一个字符串(Feldman, Holland, Kemp, and Janosky, 1992;Thal, Tobias, and Morrison, 1991)。观察手势和语言表达不同信息的组合可能是一种有用的临床工具，可以在相对年轻的时候区分出发育较晚的儿童和那些在没有干预的情况下很难掌握口语的儿童(见Stare, 1996)，初步证据表明，单侧脑损伤儿童的手势和语言之间的关系与早发或晚发的两词组合有关。总之，对于说话者和听者来说，手势和言语是一个过程的两个方面，每种形态都有自己独特的表现水平。手势以全局的、意象的形式传达信息，这是它非常适合的，而语音以分割的、组合的方式传达信息，这是语言结构的特征。因此，任何信息的总表示都是模拟手势模式和离散语音模式的综合。(抽象截断)
{"title":"The development of gesture and speech as an integrated system.","authors":"S Goldin-Meadow","doi":"10.1002/cd.23219987903","DOIUrl":"https://doi.org/10.1002/cd.23219987903","url":null,"abstract":"<p><p>Children, even at the one-word stage of language development, spontaneously produce gestures along with their speech, just as adults do. Although there appears to be a brief period prior to the onset of two-word speech during which gesture and speech do not form a well-integrated system, the ability to coordinate gesture and speech to convey a single message--and to \"read\" others' gestures with their speech to comprehend a message--develops early and is maintained throughout life. Gesture-speech combinations deliver a coherent message to the listener despite the fact that they consist of two different modalities of expression. According to McNeill (1992; Chapter One), this coherence is possible because gesture and speech share a common cognitive representation; that is, before the communication unfolds, gesture and speech are part of a single idea. As expression proceeds the message is parsed, with most information channeled into speech but some information channeled into gesture. Speech conveys information in a segmented, combinatorial format, whereas gesture conveys information in a global, mimetic format (see Goldin-Meadow, McNeill, and Singleton, 1996). Thus gesture and speech need not, and in fact often do not, convey the same information within a single utterance. Because gesture and speech form a unified system, mismatches between them can be a source of insight into the cognitive state of the speaker. And, indeed, it turns out that in both the young, one-word speaker and the older child (and possibly adults as well; Perry and Elder, 1996), a difference--or mismatch--between the information conveyed in gesture and the information conveyed in speech can signal readiness for cognitive growth. Whether the actual production of gesture-speech mismatches contributes to cognitive growth is an open question. That is, does the act of expressing two different pieces of information across modalities but within a single communicative act improve a child's ability to transpose that knowledge to a new level and thus express those pieces of information within a single modality? More work is needed to investigate whether the act of producing gesture-speech mismatches itself facilitates transition. Even if it turns out that the production of gesture-speech mismatches has little role to play in facilitating cognitive change, mismatch remains a reliable marker of the speaker's potential for cognitive growth. As such, an understanding of the relationship between gesture and speech may prove useful in clinical settings. For example, there is some evidence that children with delayed onset of two-word speech fall naturally into two groups: children who eventually achieve two-word speech, albeit later than the norm (that is, late bloomers), and children who continue to have serious difficulties with spoken language and may never be able to combine words into a single string (Feldman, Holland, Kemp, and Janosky, 1992; Thal, Tobias, and Morrison, 1991). Obser","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":" 79","pages":"29-42"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cd.23219987903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20430892","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}
{"title":"Waiting for the weekend: Friday and Saturday night as the emotional climax of the week.","authors":"R Larson, M Richards","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":" 82","pages":"37-51"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20789081","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}
{"title":"Neighborhood rhythms and the social activities of adolescent mothers.","authors":"L M Burton, J E Graham","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":" 82","pages":"7-22"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20789079","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}
{"title":"Child care in India: a comparative developmental view of infant social environments.","authors":"D Sharma, R A LeVine","doi":"10.1002/cd.23219988005","DOIUrl":"https://doi.org/10.1002/cd.23219988005","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":" 81","pages":"45-67"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cd.23219988005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20789076","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}
{"title":"Seasonal and weekly rhythms: windows into variability in family socialization experiences in early adolescence.","authors":"A. Crouter, M. C. Maguire","doi":"10.1002/CD.23219988206","DOIUrl":"https://doi.org/10.1002/CD.23219988206","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":"82 1","pages":"69-82"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CD.23219988206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51395007","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}
{"title":"Children's development within peer groups: using composite social maps to identify peer networks and to study their influences.","authors":"T Kindermann","doi":"10.1002/cd.23219988105","DOIUrl":"https://doi.org/10.1002/cd.23219988105","url":null,"abstract":"","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":" 80","pages":"55-82"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cd.23219988105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20559699","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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