scholarly journals The Analysis of Implicit Premises within Children’s Argumentative Inferences

2018 ◽  
Vol 38 (4) ◽  
pp. 438-470 ◽  
Author(s):  
Sara Greco ◽  
Anne-Nelly Perret-Clermont ◽  
Antonio Iannaccone ◽  
Andrea Rocci ◽  
Josephine Convertini ◽  
...  
Keyword(s):  
Adult Child ◽  
Argumentation Theory ◽  
Sociocultural Psychology ◽  
Interdisciplinary Project ◽  
Adults And Children

This paper presents preliminary findings of the project [name omitted for anonymity]. This interdisciplinary project builds on Argumentation theory and developmental sociocultural psychology for the study of children’s argumentation. We reconstruct children’s inferences in adult-child and child-child dialogical interaction in conversation in different settings. We focus in particular on implicit premises using the Argumentum Model of Topics (AMT) for the reconstruction of the inferential configuration of arguments. Our findings reveal that sources of misunderstandings are more often than not due to misalignments of implicit premises between adults and children; these misalignments concern material premises rather than the inferential-procedural level.

Repetition as ratification: How parents and children place information in common ground*

2008 ◽  
Vol 35 (2) ◽  
pp. 349-371 ◽  
Author(s):  
EVE V. CLARK ◽  
JOSIE BERNICOT
Keyword(s):  
Common Ground ◽  
Adult Child ◽  
Older Children ◽  
The Third ◽  
Parents And Children ◽  
New Information ◽  
Range Of Functions ◽  
Adults And Children

ABSTRACTRepetition is used for a range of functions in conversation. In this study, we examined all the repetitions used in spontaneous conversations by 41 French adult–child dyads, with children aged 2 ; 3 and 3 ; 6, to test the hypotheses that adults repeat to establish that they have understood, and that children repeat to ratify what adults have said. Analysis of 978 exchanges containing repetitions showed that adults use them to check on intentions and to correct errors, while children use them to ratify what the adult said. With younger children, adults combine their repeats with new information. Children then re-repeat the form originally targeted by the adult. With older children, adults check on intentions but less frequently, and only occasionally check on forms. Older children also re-repeat in the third turn but, like adults, add further information. For both adults and children, repeats signal attention to the other's utterances, and place the information repeated in common ground.

scholarly journals What about the children? The experience of families involved in an adult-focused diabetes intervention

2008 ◽  
Vol 11 (4) ◽  
pp. 427-436 ◽  
Author(s):  
Helena H Laroche ◽  
Matthew M Davis ◽  
Jane Forman ◽  
Gloria Palmisano ◽  
Michele Heisler
Keyword(s):  
Inner City ◽  
Adult Child ◽  
Dietary Behaviour ◽  
Dietary Changes ◽  
Individual Interviews ◽  
Dietary Behaviours ◽  
Adults And Children ◽  
Diabetes Intervention ◽  
Preferred Foods ◽  
Control Diabetes

AbstractObjectiveAmong adults with diabetes attempting to change their own diets, we explored how these adults approached providing food for their children and how their children reacted to dietary changes in the household.DesignThe research design used semi-structured parallel individual interviews of adults and a child (aged 10–17 years) in their home. Interviews were audio-taped, transcribed, coded and analysed for themes.SubjectsSubjects included families in which one inner-city African American or Latino adult with diabetes had completed a diabetes intervention promoting healthy dietary behaviours.ResultsWe completed 29 interviews (14 adult–child pairs and one child). Adults approached making dietary changes for themselves and also providing food for their family in different ways, ranging from expecting everyone to eat the same thing to preparing two separate meals. Many children resisted dietary changes while fewer acquiesced. Among children who went along with changes, some reported resisting initially then adjusting, while others did not resist because the food still tasted good or they could obtain preferred foods outside the house. The intersection of adults’ meal strategies and children’s reactions to the changes can be used to categorise families into different patterns. These patterns highlight the tension between an adult who must make dietary changes to control diabetes and a child who is not necessarily motivated to change.ConclusionFrom this framework we suggest hypotheses about how these patterns might influence dietary behaviour in adults and children. Understanding these patterns could guide interventions to assist parents in successfully including children in their dietary changes.

Early collaborations

2021 ◽  
Author(s):  
Lyle Lustigman
Keyword(s):  
Adult Child ◽  
Main Function ◽  
Single Word ◽  
Child Interaction ◽  
Adults And Children ◽  
Age Range ◽  
Linguistic Structures

Abstract The present study examines the development of ‘but’-introduced clauses in adult-toddler conversations, distinguishing between autonomous productions (I wanna stay but we need to go) and adult-child co-constructed uses (Adult: we’re going home, Child: but I wanna stay). Analyses covered all adult and child aval ‘but’ uses in three longitudinal Hebrew corpora (age-range: 1;5–3;3), showing that: (1) both adults and children mostly use aval ‘but’ in co-construction rather than autonomously; (2) adults begin co-constructing ‘but’-clauses with children months before the children start using ‘but’, mostly by elaborating on single-word child productions before adding the ‘but’-clause (Child: cup , Adult: that’s a cup, but you don’t like juice); (3) as children start combining more clauses, adults gradually conjoin more ‘but’-clauses directly with the children’s productions, without elaboration (Child: let’s go. Adult: but first put on your shoes). These patterns suggest that the main function of ‘but’-clauses in adult-child discourse is co-constructing ideas contributed by two (or more) interlocutors. Such co-constructions are initially scaffolded by the adults, until the children are able to contribute full-fledged propositions to co-constructions. These findings provide further evidence of the role of adult-child interaction in introducing and familiarizing children with new linguistic structures, and advancing their developing grammar.

scholarly journals More than just a bracelet: the use of material symbolism to communicate love

2016 ◽  
Author(s):  
Ruth Emond
Keyword(s):  
Child Care ◽  
Material Culture ◽  
Residential Care ◽  
Care Setting ◽  
Adult Child ◽  
Child Care Setting ◽  
Children's Home ◽  
The Everyday ◽  
Adults And Children ◽  
Care Relationships

There is growing recognition of the place of love in residential care for children ( Smith, 2009 ). This paper is a critical analysis of a range of existing research on residential child care as well as studies of material culture and of care relationships more broadly. It argues that, despite increasing regulation and surveillance, adults and children find ways to show and feel love in the context of residential care. Whilst love may be regarded as something to be avoided or indeed prohibited in an adult/child care setting these deep bonds find expression in the everyday life of the children’s home. By looking at love in this embodied way, the ‘realness’ of material things to assert connection and recognition of love ( Layne, 2000 ) is examined. As Gorenstein (1996, p.8) suggests ‘objects…[are] the perfect vehicles for conveying themes that are not commonly accepted in a community’. The paper emphasises the recognition of these symbolic and metaphorical forms of communication in practice.

scholarly journals Symptoms suggestive of COVID-19 in households with and without children: a descriptive survey

2020 ◽  
Author(s):  
Grace Grove ◽  
Nida Ziauddeen ◽  
Nisreen A Alwan
Keyword(s):  
Significant Proportion ◽  
Adult Child ◽  
Common Symptom ◽  
List Type ◽  
Online Questionnaire ◽  
Duration Of Symptoms ◽  
Adults And Children ◽  
Households With Children ◽  
The Uk ◽  
Descriptive Survey

AbstractBackgroundExploring transmission and symptoms of COVID-19 in children is vital, given that schools have recently fully reopened.ObjectivesThis study aimed to characterise the nature and duration of symptoms suggestive of COVID-19 in UK households, and examine whether the symptoms varied between households with and without children and between adults and children from March to May 2020 in the UK.MethodsAn online questionnaire posted on social media (Mumsnet, Twitter, Facebook) was used to gather demographic and symptom information within UK households.ResultsResults from 508 households (1057 adults and 398 children) were available for analysis. 64.1% of respondent households with children and 59.1% of households without children had adults with symptoms suggestive of COVID-19. The proportion of adults that reported being symptomatic was 46.1% in households with children (and 36.7% in households without children. In 37.8% of households with at least one adult and one child with symptoms, the child’s onset of symptoms started before the adult. Of all children, 35.7% experienced symptoms, with almost a quarter experiencing fluctuating symptoms for more than 2 weeks compared to almost half of symptomatic adults. In general, children had a shorter (median 5 days) and milder illness course than adults (median 10 days). Fatigue was the most common symptom in adults (79.7%) and cough was the most common symptom in children (53.5%). Chest tightness, shortness of breath, fatigue, muscle ache and diarrhoea were more common in adults than children, while cough and fever were equally common.ConclusionChildren had shorter and milder illness than adults, but in almost a quarter of children symptoms lasted more than 2 weeks. In over a third of both adult-child symptomatic households, the child was the first to become ill. Child to adult transmission and clinical presentation in children need to be further characterised.SynopsisStudy question.What is the nature and duration of symptoms suggestive of COVID-19 in UK households with and without children during March and May 2020? Do the symptoms vary between adults and children?What’s already known.There has been uncertainty about the extent to which children get and transmit SARS-CoV-2 within households. Symptoms associated with SARS-CoV-2 infection are well described in adults but symptoms and their duration are less well-characterised in children.What this study addsOn average, children had shorter and milder illness than adults, but still symptoms lasted more than 2 weeks in a significant proportion of children. In over a third of both adult and child symptomatic households, the child was the first to become ill.

The re-imagining of adult–child relations between the wars

2016 ◽  
Author(s):  
Harry Hendrick
Keyword(s):  
Progressive Education ◽  
Adult Child ◽  
Western Civilization ◽  
New Era ◽  
Child Guidance ◽  
Adults And Children ◽  
Psychoanalytic Thought ◽  
Cultural Responses ◽  
Age Relations ◽  
The Impact

The chapter, together with the next chapter, argues that the period saw the re-imagining of age relations between adults and children away from a disciplinary approach towards one characterized by liberal principles based on a 'scientific' understanding of the child's emotional interiority; the parenting goal was to 'help and understand' children. The chapter examines several of the influences involved in the process such as cultural responses to the widely perceived post 1918 'crisis' in Western civilization, as well as the impact of Freudian psychoanalytic thought and practice. It also considers the 'new psychology', the rejection of behaviourism, notably by Susan Isaacs, the child guidance movement and the emergence of 'new era' progressive education. These developments, it is claimed, were important origins in what came to be known as social democracy's post 1940s family ideal.

The acquisition of word connotations: asking ‘What happened?’

2004 ◽  
Vol 31 (2) ◽  
pp. 381-398 ◽  
Author(s):  
ROBERTA CORRIGAN
Keyword(s):  
Language Learning ◽  
Relative Frequency ◽  
American English ◽  
Adult Child ◽  
Written Texts ◽  
Adults And Children ◽  
English Speaking ◽  
Negative Connotation

Although words have both denotative and connotative meanings, there has been little research on the child's acquisition of connotations. In large segments of written texts, connotations can be studied by examining word co-occurrences (collocations). Using this technique, corpus linguists have found, for example, that ‘happen’ has a negative connotation; it most often collocates with negative words (e.g. ‘accidents’, ‘something dreadful’). The current research is a case study of the use of the lemma ‘happen’. Adult production of ‘happen/happens/happening/happened’ was examined in 151 American English-speaking, adult–child dyads from the CHILDES database. Within these dyads, 35 children used ‘happen’ and its variants. Both adults and children were increasingly likely to use ‘happen’ to describe negative contexts as children's language progressed from MLUs around 1·00 to MLUs greater than 4·00. Results are consistent with usage-based theories of language that claim that the relative frequency of information in the input is critical to language learning.

A Vision for Parenting and Educational Practice

2001 ◽  
Author(s):  
Laura E. Berk
Keyword(s):  
Sociocultural Theory ◽  
Adult Child ◽  
Educational Practice ◽  
Child Rearing ◽  
Social Competencies ◽  
Cultural Worldview ◽  
Adults And Children ◽  
Children's Development ◽  
Children’S Development

Vygotsky’s sociocultural theory is an empowering perspective for parents and teachers. In underscoring the role of adult–child dialogues in children’s development, it offers a balanced resolution to the dichotomy between adult directiveness and child-centeredness that has, for decades, permeated American parenting advice and educational practice. Consistent with a wealth of current research, sociocultural theory stresses that children contribute actively to their own development, etching their unique imprint on everything they learn. To implement sociocultural concepts of child rearing and teaching, parents and teachers must have a firm grasp of children’s temperaments, interests, knowledge, skills, and strengths and weaknesses. Yet each ingredient of effective dialogue—the shared understanding essential for genuine communication, the sensitive guidance inherent in scaffolding, the narrative conversation that builds the child’s cultural worldview, and the meaningful activities that spark learning of all kinds—requires that adults and children join forces. To create the “zone”—the dynamic region in which children acquire cognitive and social competencies and the capacity to use thought to guide behavior—children and important adults in their lives must collaborate. Adults are leaders in this collaborative process. Through dialogues, they fashion the child’s lifeline with humanity. Weaken or sever that line, and no matter how well endowed children are genetically, they become less than they otherwise could be. Although not the sole influence, adult-child togetherness through the give-and-take of communication indelibly affects children’s development. Dialogues with parents, teachers, and other significant adults transform the child’s mind, connecting it with other minds and transferring to it a wealth of understandings and skills. From the sociocultural perspective, parents help children realize their potential by making a long-term commitment to sensitivity, consistency, and richness of interaction, not by offering brief bursts of attention interspersed with little involvement. This means that good parenting is possible only through great investments of time. Early in this book, I cited evidence indicating that contemporary parents—even those with demanding careers who claim the greatest time scarcity—have ample time for generous involvement in their children’s lives.

The Emergence of Issues in Everyday Discussions Between Adults and Children

2018 ◽  
Vol 2 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Rebecca Schär ◽  
Sara Greco
Keyword(s):  
Adult Child ◽  
Critical Discussion ◽  
Collaborative Argumentation ◽  
Adults And Children ◽  
Family Setting ◽  
Informal Settings

This article studies how discussion issues emerge and argumentative discussions are initiated. Studying how discussions are initiated enables us to understand who is a legitimate instigator of a discussion issue and to what extent the freedom rule of argumentation is granted in a given context. This is of particular importance in asymmetrical contexts, such as discussions between adults and children. In this article, the authors consider the case of adult-child discussions taking place in an informal family setting and propose a typology of how issues emerge and discussions are initiated. This analysis shows that, in informal settings, children are able to introduce new issues for argumentation. It demonstrates that in collaborative argumentation, issues have precedence over standpoints. Finally, it indicates that the possibility of introducing new issues represents the ultimate application of the freedom rule of a critical discussion.

Stimulus Ratio Effects on Speech Discrimination by Children and Adults

1991 ◽  
Vol 34 (3) ◽  
pp. 671-678 ◽  
Author(s):  
Joan E. Sussman
Keyword(s):  
Discrimination Task ◽  
Response Pattern ◽  
Response Patterns ◽  
Speech Discrimination ◽  
Adult Group ◽  
Discrimination Accuracy ◽  
Formant Frequency ◽  
Response Strategies ◽  
Place Of Articulation ◽  
Adults And Children

This investigation examined the response strategies and discrimination accuracy of adults and children aged 5–10 as the ratio of same to different trials was varied across three conditions of a “change/no-change” discrimination task. The conditions varied as follows: (a) a ratio of one-third same to two-thirds different trials (33% same), (b) an equal ratio of same to different trials (50% same), and (c) a ratio of two-thirds same to one-third different trials (67% same). Stimuli were synthetic consonant-vowel syllables that changed along a place of articulation dimension by formant frequency transition. Results showed that all subjects changed their response strategies depending on the ratio of same-to-different trials. The most lax response pattern was observed for the 50% same condition, and the most conservative pattern was observed for the 67% same condition. Adult response patterns were most conservative across condition. Differences in discrimination accuracy as measured by P(C) were found, with the largest difference in the 5- to 6-year-old group and the smallest change in the adult group. These findings suggest that children’s response strategies, like those of adults, can be manipulated by changing the ratio of same-to-different trials. Furthermore, interpretation of sensitivity measures must be referenced to task variables such as the ratio of same-to-different trials.

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