Investigating speaker dynamics in conversational interactions based on corpora in TalkBank

2021 ◽  
Vol 25 (2) ◽  
pp. 1-18
Author(s):  
Eon-Suk Ko
Keyword(s):  
Conversational Interactions

Conversational Interactions between Mothers and Learning-Disabled or Nondisabled Children during a Problem-Solving Task

1984 ◽  
Vol 49 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Tanis Bryan ◽  
Mavis Donahue ◽  
Ruth Pearl ◽  
Allen Herzog
Keyword(s):  
Problem Solving ◽  
Peer Interactions ◽  
Learning Disabled ◽  
Disabled Children ◽  
Conversational Style ◽  
Conversational Interactions ◽  
Problem Solving Task

This study focused on mother-child interactions during a problem-solving task to determine whether (a) mothers of learning-disabled children engage in conversational buffering to facilitate their child's participation in the task, and (b) whether learning-disabled children differ from nondisabled children in their use of language with their mothers. The results of this study provide some evidence that mothers of both learning-disabled and nondisabled children engage in conversational buffering, although there were few differences between the mothers of the learning-disabled and nondisabled children. Differences between learning-disabled and nondisabled children showed that the learning-disabled were more likely to agree with and less likely to disagree with their mothers than were the nondisabled children. These findings provide some evidence of maternal conversational buffering and suggest that learning-disabled children's previously reported unassertive conversational style in peer interactions extends to talk with their mothers.

Display Dialogues and Pedagogies

Collections ◽  
2011 ◽  
Vol 7 (4) ◽  
pp. 449-456
Keyword(s):  
Twentieth Century ◽  
Educational Activities ◽  
Conversational Interactions

Deliberates on the various possibilities for educational and conversational interactions at the interface of an exhibition, shaped and mediated by curators, including mid-twentieth century experimental shows produced by Jermayne MacAgy (Goldsmith), working with structures of inclusion/exclusion as part of the curatorial medium (Uchill), and the display of fake artifacts based on familiar myths to encourage dialogues and educational activities with an audience (Filipovic).

Conversational Skills of Children with Cleft Lip and Palate: A Replication and Extension

2006 ◽  
Vol 43 (2) ◽  
pp. 179-188 ◽  
Author(s):  
Melissa S. Frederickson ◽  
Kathy L. Chapman ◽  
Mary Hardin-Jones
Keyword(s):  
Speech Production ◽  
Cleft Lip ◽  
Significant Positive Correlation ◽  
Cleft Lip And Palate ◽  
Individual Child ◽  
Language Performance ◽  
Positive Correlation ◽  
Conversational Skills ◽  
Conversational Interactions ◽  
The Relationship

Objective To replicate and to extend a previous study examining the conversational skills of children with cleft lip and palate. Participants Thirty-four children (33 to 44 months) participated: 17 children with cleft lip and palate and 17 noncleft children. Methods The children were observed during an interaction with caregivers in their homes. Samples of caregiver-child interactions were coded as assertive or responsive, for type of conversational act, and for discourse level categories. Profiles of conversational activity were determined for each child based on the coding. Correlations were performed to examine the relationship between assertiveness and speech variables (articulation and resonance) for the children with cleft lip and palate. Results Group comparisons revealed that the children with cleft lip and palate produced fewer assertive utterances, were less likely to respond adequately to comments by caregivers, and produced more topic maintaining and fewer topic extending utterances than did their noncleft peers during conversational interactions. Examination of individual child data indicated that 35% of the children with cleft lip and palate exhibited conversational profiles characterized by either low assertiveness or low responsiveness. Finally, a significant positive correlation was noted between conversational assertiveness and speech production skills. Conclusion These findings suggested that the children with cleft lip and palate were less conversationally assertive than their noncleft peers. Further, there appeared to be a relationship between speech production skills and conversational skills, suggesting that poor speech may be impacting language performance for these children.

Smooth Transitions in Conversational Interactions

1982 ◽  
Vol 117 (2) ◽  
pp. 305-306 ◽  
Author(s):  
Michael B. Walker ◽  
Carmelina Trimboli
Keyword(s):  
Conversational Interactions ◽  
Smooth Transitions
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