The Relationship Between Middle-Class Parents’ Book-Sharing Discussion and Their Preschoolers’ Abstract Language Development

1997 ◽  
Vol 40 (6) ◽  
pp. 1261-1271 ◽  
Author(s):  
Anne van Kleeck ◽  
Ronald B. Gillam ◽  
Lori Hamilton ◽  
Cassandra McGrath
Keyword(s):  
Middle Class ◽  
Positive Influence ◽  
Assessment Instrument ◽  
Book Reading ◽  
Levels Of Abstraction ◽  
Preschool Language ◽  
Abstract Language ◽  
Language Abstraction ◽  
Four Levels ◽  
Book Sharing

Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children’s gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstraction was positively and significantly correlated with their children’s gains at the highest level of abstraction. This was also the level at which children’s scores were the lowest initially and showed the greatest gains. The results suggest that discussions during book reading with preschoolers may be a positive influence, since it was parents’ amount of input at lower as well as higher levels of abstraction that correlated with the children’s development of more abstract language. We speculate that more input at lower levels might enhance learning by creating a climate of success in allowing children to display mastered skills, whereas more input at higher levels might enhance learning by challenging children with abstract language skills they are just beginning to acquire. In contrast to previous research, these results suggest that there is a great deal of variability in middle-class families in the amount of input that children receive at various level of abstractions during book sharing.

Initiating, Maintaining, or Breaking Up?

2014 ◽  
Vol 45 (5) ◽  
pp. 408-420 ◽  
Author(s):  
Michela Menegatti ◽  
Monica Rubini
Keyword(s):  
Romantic Relationships ◽  
Romantic Relationship ◽  
Self Disclosure ◽  
Level Of Abstraction ◽  
Problematic Relationship ◽  
Abstract Language ◽  
Language Abstraction

Two studies examined whether individuals vary the level of abstraction of messages composed to achieve the relational goals of initiating, maintaining, and ending a romantic relationships when the goal of communication was self-disclosure or persuading one’s partner. Study 1 showed that abstract language was preferred to disclose thoughts and feelings about initiating a romantic relationship or to persuade the partner to consolidate a long-term one. Study 2 revealed that participants used abstract terms to persuade the partner to continue a problematic relationship and to disclose their thoughts on ending it. These results show that language abstraction is a flexible means to handle individuals’ goals and influence the course of romantic relationships.

A Comparison of Mothers' Individual and Simultaneous Book Sharing With Preschool Siblings

2002 ◽  
Vol 11 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Anne van Kleeck ◽  
Amy Beckley-McCall
Keyword(s):  
Mixed Strategy ◽  
Developmental Differences ◽  
Older Children ◽  
Levels Of Abstraction ◽  
Linguistic Complexity ◽  
Reading Condition ◽  
Book Sharing ◽  
Simultaneous Reading ◽  
Fine Tune ◽  
Different Levels

Many studies have demonstrated that adults fine tune book-sharing discussions to the developmental levels of preschoolers, but little is known regarding how reading simultaneously to different-aged preschoolers is negotiated. We observed five mothers of different-aged preschoolers sharing books with each child individually and with both children together. Analyses focused on the linguistic complexity of the book, the amount of time spent sharing a book, and on several aspects of the mothers' book-sharing mediation. Results revealed developmental differences on several measures of how mothers mediated with younger as compared to older children individually. Book complexity, the time spent sharing books, and the percent of utterances at higher levels of abstraction were higher when reading to the older children; the number of mediation strategies per minute and the percent of mothers' behaviors that were used to get and maintain attention were higher when reading to the younger children. When reading to both children simultaneously, which aspects of the mediation fell at these different levels varied among the different mothers. This suggests that different mothers reach different solutions to the task of simultaneously reading to preschoolers of different ages. One mother approached the simultaneous book sharing much as she did sharing a book with her older child, one mother approached it as she did with her younger child, one mother simply read and did little mediation, and two mothers appeared to use a mixed strategy in the simultaneous reading condition.

scholarly journals Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition

2016 ◽  
Vol 68 (2) ◽  
pp. 73-79
Author(s):  
Tâmara Andrade Lindau ◽  
Natalia Freitas Rossi ◽  
Celia Maria Giacheti
Keyword(s):  
Language Assessment ◽  
Assessment Instrument ◽  
Preschool Language

A wide-spectrum coordination model of schizophrenia

2003 ◽  
Vol 26 (1) ◽  
pp. 84-85
Author(s):  
Hendrik Pieter Barendregt
Keyword(s):  
Molecular Level ◽  
Clinical Symptoms ◽  
Wide Spectrum ◽  
Cellular Level ◽  
Cognitive Level ◽  
Levels Of Abstraction ◽  
Coordination Model ◽  
Target Article ◽  
Four Levels ◽  
Important Notion

AbstractThe target article presents a model for schizophrenia extending four levels of abstraction: molecules, cells, cognition, and syndrome. An important notion in the model is that of coordination, applicable to both the level of cells and of cognition. The molecular level provides an “implementation” of the coordination at the cellular level, which in turn underlies the coordination at the cognitive level, giving rise to the clinical symptoms.

A Metadata Management Model for Massive Data Engineering in Oilfield

2014 ◽  
Vol 513-517 ◽  
pp. 4372-4377 ◽  
Author(s):  
Hua Ping Xiong ◽  
Wan Wei Liu ◽  
Chun Yu Zhao
Keyword(s):  
Distributed Storage ◽  
Three Dimensional ◽  
Petroleum Engineering ◽  
Multidisciplinary Teams ◽  
Data Governance ◽  
Levels Of Abstraction ◽  
Data Services ◽  
Metadata Model ◽  
Data Engineering ◽  
Four Levels

Petroleum engineering is a complicated subject which involves multidisciplinary teams of scientists, engineers, operators and managers to use real-time and historic data to perform modeling, interpretation, analysis and decision-making activities. During this process, some very crucial tasks come from how to effectively collect and manage the acquired datasets, how to efficiently provide data services, and how to control and assess data quality. In addition, heterogeneous sources and various types of the datasets make the process more complicated. To achieve effective data engineering, metadata is discussed in this paper. Furthermore, a comprehensive, extensible and operational metadata model is presented. The model is discussed from different perspectives. Conceptually, it is a metadata framework with four levels of abstraction. Logically, it characterizes a three-dimensional geological data map that interconnects geological entities on the plane and mounts data resources as sub-trees on the other dimension. Physically, it adopts a federated topology and supports distributed storage and management by virtual nodes mapping. Finally, how the metadata model works in data governance, collection, management, and service is illustrated.

Aspects of a Theory of Transition within the Capitalist Mode of Production

1983 ◽  
Vol 1 (2) ◽  
pp. 121-138 ◽  
Author(s):  
K D Gibson ◽  
R J Horvath
Keyword(s):  
Historical Materialism ◽  
General Level ◽  
Universal Theory ◽  
Levels Of Abstraction ◽  
Specific Level ◽  
Theoretical Concepts ◽  
Capitalist Mode ◽  
Level I ◽  
Four Levels ◽  
Mode Of Production

Marx's primary focus in his theoretical and practical work was on the transition between modes of production; our concern here, however, is to offer a theory of transition within the capitalist mode of production which is consistent with the fundamental principles of historical materialism. The methodological solution to this problem, we suggest, lies in recognizing the levels of abstraction and corresponding degrees of historical specificity in theoretical concepts. Four levels of abstraction are identified: level I, universal theory; level II, theory of a mode of production in general; level III, theory of variants of a mode of production; and level IV, theoretically informed analysis of real concrete formations. It is at the more historically specific level III that a theory of transition within the capitalist mode of production is offered by identifying four variants of capitalist production: the transitional, competitive, monopoly, and global submodes of production. Finally, it is proposed that at level III a more satisfactory theory of uneven development is possible based on the articulation of submodes of production within given social formations.

Immediate effect of dialogic reading on interactive quality of book sharing among Chinese preschool mother–child dyads

2021 ◽  
Vol 5 (3) ◽  
pp. 173-184
Author(s):  
Jing Zhao ◽  
Huilin Luo ◽  
Yongyan Zhou ◽  
Lixing Zhong ◽  
Jialin Lai
Keyword(s):  
Intervention Group ◽  
Home Literacy Environment ◽  
Literacy Skills ◽  
Dialogic Reading ◽  
Book Reading ◽  
Shared Book Reading ◽  
Control Group ◽  
Language And Literacy ◽  
Book Sharing ◽  
Reading Session

Shared book reading is often used as an educational tool to promote the development of children’s early language and literacy skills. This study aimed to describe and compare the linguistic features of parent–child interactions during two shared book-reading sessions among 45 children (aged 4–6 years old) and their mothers. The dyads were divided into 2 groups: the intervention group ( n = 25), and the control group ( n = 20). In the first reading session, mothers read with their children the way they were most comfortable with and as they would usually do at home. Before the second reading session, we provided a 30-minute intervention on strategies of dialogic reading to the intervention group. Both readings were video-recorded. Mothers completed home literacy environment questionnaires. The results showed that even for mothers who were initially very skillful at reading with their children, this immediate intervention promoted a number of aspects of interactivity between mothers and their children, namely, the number of utterances, completion, open-ended, closed and labeling questions, and type token ratio by mothers, the number of utterances and initiated talk by children, and extra-textual talk and total number of turns by both mother and child. Mothers who received the intervention demonstrated more flexibility and more discursive styles, even though the intervention was short, and the time for them to practice was minimal.

scholarly journals Cross-cultural adaptation of Preschool Language Assessment Instrument: Second Edition

CoDAS ◽  
2014 ◽  
Vol 26 (6) ◽  
pp. 428-433 ◽  
Author(s):  
Tâmara Andrade Lindau ◽  
Natalia Freitas Rossi ◽  
Célia Maria Giacheti
Keyword(s):  
Age Groups ◽  
Language Assessment ◽  
Pilot Project ◽  
Brazilian Portuguese ◽  
Assessment Instrument ◽  
Original Version ◽  
Portuguese Version ◽  
Preschool Language ◽  
Brazilian Version ◽  
Back Translation

PURPOSE: In Brazil, formal tools for the evaluation of spoken language are scarce. Therefore, this study aimed to translate and adapt to Brazilian Portuguese the Preschool Language Assessment Instrument: Second Edition (PLAI-2). METHODS: The process of translation and adaptation of this instrument was conducted in two stages - Stage 1: (1a) translation of the original version to Brazilian Portuguese, (1b) comparison of the translated versions and synthesis into a single Portuguese version, (1c) back-translation, (1d) revision of the translated version; and Step 2: (2a) application of the Portuguese version in a pilot project with 30 subjects, and (2b) statistical comparison of three age groups. RESULTS: In the Brazilian version, all items of the original version were kept. However, it was necessary to modify the application order of one item, and the change of one picture was suggested in another. The results obtained after application indicated that the Brazilian version of the PLAI-2 allows us to distinguish the performance of participants belonging to different age groups, and that the raw score tends to increase with age. CONCLUSION: Semantic and syntactic adjustments were required and made to ensure that PLAI-2 would be used with the same methodological rigor of the original instrument. The adaptation process observed the theoretical, semantic, and cultural equivalences.

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