Context effects on lexical specificity in maternal and child discourse

1986 ◽  
Vol 13 (3) ◽  
pp. 507-522 ◽  
Author(s):  
Joan Lucariello ◽  
Katherine Nelson
Keyword(s):  
Context Effects ◽  
Free Play ◽  
Novel Object ◽  
The Social ◽  
Mother And Child ◽  
Subordinate Level ◽  
Natural Discourse ◽  
Category Formation ◽  
Basic Level ◽  
Play Context

ABSTRACTMother–child (two-year-old) object labelling was studied in three natural discourse settings: (1) routine, caretaking; (2) free play; and (3) novel. Object labelling was found to be considerably more varied in these natural discourse settings than in experimental situations. While basic level tokens predominated in the free play context, they were significantly less prevalent in the routine and novel contexts. Additionally, subordinate level term usage was more common in the routine and novel contexts. The relation between mother and child labelling was also investigated and results indicated that context may be more important in determining level of labels than maternal modelling. Analyses of the discourse uses of non-basic level terms revealed that mothers were organizing the social-interactive context in ways that may facilitate child category formation.

The Effects of Prior Processing Episodes on Basic level Superiority

1997 ◽  
Vol 50 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Emilie L. Lin ◽  
Gregory L. Murphy ◽  
Edward J. Shoben
Keyword(s):  
Context Effects ◽  
Category Member ◽  
Conceptual Representation ◽  
Categorization Task ◽  
Subordinate Level ◽  
Stable Invariant ◽  
Basic Level ◽  
Prior Processing

Four experiments were conducted to investigate the effects of prior processing episodes on people's preference for categorizing objects at the basic level (e.g. dog) relative to their preference for categorizing at the superordinate (e.g. animal) and the subordinate (e.g. Dalmation) levels. The prior processing episode in Experiment 1 was designed to induce subjects to activate representations at the superordinate level, and those in the remaining experiments were designed to induce subjects to differentiate objects at the subordinate level. After the prior processing episodes, subjects performed either a free naming or a picture categorization task that required them to decide whether an illustrated object belonged to a specified category. Results showed that prior processing episodes modestly reduced the superiority of basic level to superordinate level and subordinate level in categorization but not in free naming. The results suggest that the basic-level advantage is subject to the effects of context, but the effects are not as strong as the context effects on other aspects of categorization behaviour (e.g. rating typicality of a category member). Hence, the preference for the basic level is a somewhat more stable, invariant aspect of conceptual representation. Possible determinations of this stability are discussed.

Bringing Moral Culture into the Fray

2017 ◽  
Author(s):  
Justin Farrell
Keyword(s):  
Environmental Conflict ◽  
Scientific Study ◽  
Theoretical Argument ◽  
Moral Culture ◽  
Social Scientific Study ◽  
The Social ◽  
Social Scientific ◽  
Basic Level

This introductory chapter briefly presents the conflict in Yellowstone, elaborates on the book's theoretical argument, and specifies its substantive and theoretical contributions to the social scientific study of environment, culture, religion, and morality. The chapter argues that the environmental conflict in Yellowstone is not—as it would appear on the surface—ultimately all about scientific, economic, legal, or other technical evidence and arguments, but an underlying struggle over deeply held “faith” commitments, feelings, and desires that define what people find sacred, good, and meaningful in life at a most basic level. An overview of the subsequent chapters is also presented.

scholarly journals An exploratory study of the ways in which mothers keep their infants occupied

Curationis ◽  
1992 ◽  
Vol 15 (1) ◽  
Author(s):  
A. Botha ◽  
G. Cleaver
Keyword(s):  
Intellectual Development ◽  
First Year ◽  
Development Research ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Infant Research ◽  
Child Relationship ◽  
The Social ◽  
Mother And Child ◽  
Mother Child Relationship

The mother child relationship can help or hinder the social, emotional and intellectual development of the infant. Research has shown that the interaction between mother and child can affect the child’s cognitive development. Research has shown that mothers from the lower socio-economic groups do not stimulate their babies optimally and that this may affect the children negatively. In this study 86 underprivileged mothers from two different cultural backgrounds were asked to describe the ways in which they kept their infants occupied during the first year of their infants’ lives. The differences between the two groups are discussed and recommendations are made.

What should be the focus of emotion regulation in children? A nonlinear dynamic mathematical model of children's peer interaction in groups

1997 ◽  
Vol 9 (2) ◽  
pp. 421-452 ◽  
Author(s):  
JOHN MORDECHAI GOTTMAN ◽  
MICHAEL J. GURALNICK ◽  
BEVERLY WILSON ◽  
CATHERINE C. SWANSON ◽  
JAMES D. MURRAY
Keyword(s):  
Social Interactions ◽  
Estimation Procedure ◽  
Free Play ◽  
Family Characteristics ◽  
Negative Interaction ◽  
Social And Emotional ◽  
Modeling Process ◽  
The Social ◽  
Preschool Boys ◽  
Play Group

This paper questions the assumption that children's social and emotional competence be placed within the developing child, rather than in the interaction of the child with the range of peer social ecologies in which the children might function. This paper presents a new nonstatistical mathematical approach to modeling children's peer social interaction in small groups using nonlinear difference equations in which both an uninfluenced and an influenced regulatory set point of positive minus negative interaction can be separately estimated. Using this model and the estimation procedure, it is possible to estimate what a focal child and the group initially brings to the group interaction and also how these regulatory set points are influenced by the interaction to determine two influenced regulatory set points. Six-person mainstreamed and specialized groups were established involving three types of unacquainted preschool boys: children with and without developmental delays and a language disordered but intellectually normally functioning group, using a methodology that ensured appropriate matching of child and family characteristics. For each 2-week play group, the social interactions of each child were observed during a designated free play period. Handicapped children were observed in either a specialized or mainstreamed setting. The application made of this modeling process in this paper is generating theory to attempt to understand influence processes. Parameters are introduced that reflect uninfluenced target child and group set points, emotional inertia, and influence functions.

Alliances and arguments: A case study of a child with persisting speech difficulties in peer play

2012 ◽  
Vol 28 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Alison Tempest ◽  
Bill Wells
Keyword(s):  
Conversation Analysis ◽  
Social Inclusion ◽  
Peer Interactions ◽  
Free Play ◽  
Social Competencies ◽  
Linguistic Strategies ◽  
The Social ◽  
Interactional Analysis ◽  
Communication Needs

The ability to argue and to create alliances with peers are important social competencies for all children, including those who have speech, language and communication needs. In this study, we investigated the management of arguments and alliances by a group of 5-year-old male friends, one of whom has a persisting speech difficulty (PSD). Twelve argument episodes that arose naturally during video-recorded free play at school were analysed, using Conversation Analysis. Overall the data show that the child with PSD was just as likely as one of his friends to be included in, or excluded from, play alliances. Detailed analysis of two episodes reveals that the child with PSD competently used a range of linguistic devices in and around arguments and that his speech difficulties apparently did not impact on his ability to form alliances. This study highlights the need for those of us who work with children to take account of peer interactions and to consider the linguistic strategies that children employ when participating in peer talk and play: the social world in which inclusion and exclusion are accomplished. The study also illustrates the value of qualitative micro-interactional analysis as a research tool for investigating social inclusion and exclusion.

scholarly journals Tolerance of Muslim beliefs and practices: Age related differences and context effects

2007 ◽  
Vol 31 (5) ◽  
pp. 467-477 ◽  
Author(s):  
Maykel Verkuyten ◽  
Luuk Slooter
Keyword(s):  
Social Cognitive ◽  
Context Effects ◽  
Cognitive Domain ◽  
Political Rights ◽  
Social Implication ◽  
Beliefs And Practices ◽  
Age Related ◽  
The Social ◽  
Positive Effect ◽  
Older Males

Tolerant judgments of Muslims' political rights and dissenting beliefs and practices by ethnic Dutch adolescents (12—18 years) were examined. Participants ( N = 632) made judgments of different types of behaviors and different contexts in an experimental questionnaire study. As in other studies, tolerance was found to not be a global construct. Adolescents took into account various aspects of what they were asked to tolerate and the sense in which they should be tolerant. The type of actor, the nature of the social implication of the behavior, the underlying belief type, and the dimension of tolerance, all made a difference to the tolerant judgments. Additionally, the findings strongly suggest that tolerance judgments do not develop through an age-related stage-like sequence where an intolerant attitude is followed by tolerance. For females, there were no age differences, and older males were less tolerant than younger males. There were also gender differences with males being less tolerant for some types of behavior and females being less tolerant for behaviors that negatively affected Muslim females. Level of education had a positive effect on tolerance. The findings are discussed with reference to social-cognitive domain theory.

The global-to-basic level shift in infants’ categorical thinking: First evidence from a longitudinal study

2002 ◽  
Vol 26 (6) ◽  
pp. 492-499 ◽  
Author(s):  
Sabina Pauen
Keyword(s):  
Longitudinal Study ◽  
Level Shift ◽  
Global Level ◽  
Levels Of Abstraction ◽  
Specific Sequence ◽  
Test Items ◽  
Category Formation ◽  
Basic Level ◽  
Different Levels ◽  
Preverbal Children

This paper investigates whether preverbal children form categories at different levels of abstraction in any specific sequence. In a longitudinal study, 20 infants were each tested twice, at 8 and 12 months of age. Half of the children solved a global-level task (animals-furniture), followed by a basic-level task (either dogs-birds, or chairs-tables) during each session. The other half received the basic-level task only. During familiarisation, all infants freely explored a series of four different exemplars from the same category presented one at a time. Infants saw all objects twice, for a total of eight trials. During the test phase, a new exemplar from the familiar category was presented, followed by a different-category exemplar. At 8 months of age, children discriminated between categories in the global-level task, but failed to do so in the basic-level task. At 12 months of age, infants recognised a category change in the basic-level task, but treated both test items as equally new in the global-level task. These findings support the hypothesis that infants younger than 1 year of age show a global-to-basic-level shift in category formation.

Transforming semantic interference into facilitation in a picture–word interference task

2015 ◽  
Vol 37 (5) ◽  
pp. 1025-1049 ◽  
Author(s):  
QINGFANG ZHANG ◽  
CHEN FENG ◽  
XUEBING ZHU ◽  
CHENG WANG
Keyword(s):  
Context Effect ◽  
Context Effects ◽  
Semantic Context ◽  
Context Word ◽  
Lexical Selection ◽  
Semantic Interference ◽  
Facilitation Effect ◽  
Interference Task ◽  
Empirical Level ◽  
Basic Level

ABSTRACTA number of studies that observed semantic facilitation in a picture–word interference task questioned the hypothesis that lexical selection during speech production is a competitive process. Semantic facilitation effects are typically observed when context words and target names do not belong to the same semantic category level. In the experiments reported in this article, we used a picture–word interference task with basic-level context words and basic-level naming (i.e., the context word is dog, and the target name is cat) to investigate semantic context effects. We observed a reversal of semantic context effect: context words that induce semantic interference when stimulus onset asynchrony (SOA) are –100 and 0 ms and induce semantic facilitation at large negative SOA values (from –1000 to –400 ms, in steps of 200 ms). At the empirical level, our data suggest that manipulating SOA can reverse the polarity of the semantic context effect. Our analysis demonstrates that the conceptual selection model provides the most straightforward way to account for the reported polarity shift and the different SOA ranges covered by the semantic interference effect and the semantic facilitation effect.

Relation between Social Participation and Role-Taking Skill in Preschool Children

1976 ◽  
Vol 39 (3) ◽  
pp. 823-826 ◽  
Author(s):  
Kenneth H. Rubin
Keyword(s):  
Preschool Children ◽  
Social Participation ◽  
Peer Interaction ◽  
Free Play ◽  
Role Taking ◽  
The Social ◽  
Negative Relationships

12 male and 8 female preschoolers were individually administered a measure of role-taking skill. Moreover, each child was observed during free play on 30 consecutive school days. The behaviors of the children were coded according to the social participation categories of Parten (1932). Significant negative relationships were found between the role-taking task and the incidence of parallel and onlooker-unoccupied activity. Role-taking skill was positively related to associative play. The results provide correlational support for Piaget's belief that peer interaction leads to a decline of egocentrism in childhood.

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