scholarly journals Spatial Metaphor and the Development of Cross-Domain Mappings in Early Childhood

2018 ◽  
Author(s):  
Ariel Starr ◽  
Mahesh Srinivasan
Keyword(s):  
Early Childhood ◽  
Spatial Language ◽  
Matching Task ◽  
Spatial Metaphor ◽  
Cross Domain ◽  
Associate Space ◽  
English Speaking ◽  
Perceptual Matching ◽  
Pitch Length ◽  
High Sound

Spatial language is often used metaphorically to describe other domains, including time (long sound) and pitch (high sound). How does experience with these metaphors shape the ability to associate space with other domains? Here, we tested 3- to 6-year-old English-speaking children and adults with a cross-domain matching task. We probed cross-domain relations that are expressed in English metaphors for time and pitch (length-time and height-pitch), as well asrelations that are unconventional in English but expressed in other languages (size-time and thickness-pitch). Participants were tested with a perceptual matching task, in which theymatched between spatial stimuli and sounds of different durations or pitches, and a linguistic matching task, in which they matched between a label denoting a spatial attribute, duration, or pitch, and a picture or sound representing another dimension. Contrary to previous claims thatexperience with linguistic metaphors is necessary for children to make cross-domain mappings, children performed above chance for both familiar and unfamiliar relations in both tasks, as did adults. Children’s performance was also better when a label was provided for one of thedimensions, but only when making length-time, size-time, and height-pitch mappings (not thickness-pitch mappings). These findings suggest that, although experience with metaphorical language is not necessary to make cross-domain mappings, labels can promote these mappings,both when they have familiar metaphorical uses (e.g., English ‘long’ denotes both length and duration), and when they describe dimensions that share a common ordinal reference frame (e.g., size and duration, but not thickness and pitch).

scholarly journals Spatial metaphor and the development of cross-domain mappings in early childhood.

2018 ◽  
Vol 54 (10) ◽  
pp. 1822-1832 ◽  
Author(s):  
Ariel Starr ◽  
Mahesh Srinivasan
Keyword(s):  
Early Childhood ◽  
Spatial Metaphor ◽  
Cross Domain

scholarly journals Maternal education and early childhood education across affluent English-speaking countries

2021 ◽  
pp. 016502542199591
Author(s):  
Robert L. Crosnoe ◽  
Carol Anna Johnston ◽  
Shannon E. Cavanagh
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Attainment ◽  
Maternal Education ◽  
Relative Advantage ◽  
Data Sets ◽  
Childhood Education ◽  
Country Level ◽  
English Speaking ◽  
Nationally Representative

Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).

Taboo language awareness in early childhood

2018 ◽  
pp. 95-107
Author(s):  
Timothy B. Jay
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Language Awareness ◽  
Older Children ◽  
Ethical Problems ◽  
Research With Children ◽  
English Speaking ◽  
Taboo Words ◽  
Meaningful Research ◽  
Over Time

This chapter investigates the emergence of English-speaking children’s taboo lexicon (taboo words, swear words, insults, and offensive words) between one and twelve years of age. It describes how the lexicon of taboo words children use shift over time to become more adult-like by age twelve. Less is reported regarding the question of what these taboo words mean to the children who say them. Judgments of ‘good’ words versus ‘bad’ words demonstrate that young children are more likely to judge mild words as bad than older children and adults. The methodological and ethical problems related to research on children’s use of taboo words are outlined as well as suggestions for conducting meaningful research with children in the future.

Differential Sensitivity of Letters, Numbers, and Symbols to Character Transpositions

2012 ◽  
Vol 24 (7) ◽  
pp. 1610-1624 ◽  
Author(s):  
Jon Andoni Duñabeitia ◽  
Maria Dimitropoulou ◽  
Jonathan Grainger ◽  
Juan Andrés Hernández ◽  
Manuel Carreiras
Keyword(s):  
Visual System ◽  
Human Visual System ◽  
Target Stimulus ◽  
General Purpose ◽  
Differential Sensitivity ◽  
Matching Task ◽  
Electrophysiological Activity ◽  
Character Position ◽  
Position Coding ◽  
Perceptual Matching

This study was designed to explore whether the human visual system has different degrees of tolerance to character position changes for letter strings, digit strings, and symbol strings. An explicit perceptual matching task was used (same–different judgment), and participants' electrophysiological activity was recorded. Materials included trials in which the referent stimulus and the target stimulus were identical or differed either by two character replacements or by transposing two characters. Behavioral results showed clear differences in the magnitude of the transposed-character effect for letters as compared with digit and symbol strings. Electrophysiological data confirmed this observation, showing an N2 character transposition effect that was only present for letter strings. An earlier N1 transposition effect was also found for letters but was absent for symbols and digits, whereas a later P3 effect was found for all types of string. These results provide evidence for a position coding mechanism that is specific to letter strings, that was most prominent in an epoch between 200 and 325 msec, and that operates in addition to more general-purpose position coding mechanisms.

scholarly journals When speech is ambiguous, gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood

2009 ◽  
Vol 31 (1) ◽  
pp. 209-224 ◽  
Author(s):  
WING CHEE SO ◽  
ÖZLEM ECE DEMIR ◽  
SUSAN GOLDIN-MEADOW
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Referring Expressions ◽  
Second Person ◽  
Null Arguments ◽  
Information Status ◽  
Third Person ◽  
English Speaking ◽  
Referential Expressions ◽  
Chinese And English

ABSTRACTYoung children produce gestures to disambiguate arguments. This study explores whether the gestures they produce are constrained by discourse-pragmatic principles: person and information status. We ask whether children use gesture more often to indicate the referents that have to be specified (i.e., third person and new referents) than the referents that do not have to be specified (i.e., first or second person and given referents). Chinese- and English-speaking children were videotaped while interacting spontaneously with adults, and their speech and gestures were coded for referential expressions. We found that both groups of children tended to use nouns when indicating third person and new referents but pronouns or null arguments when indicating first or second person and given referents. They also produced gestures more often when indicating third person and new referents, particularly when those referents were ambiguously conveyed by less explicit referring expressions (pronouns, null arguments). Thus Chinese- and English-speaking children show sensitivity to discourse-pragmatic principles not only in speech but also in gesture.

scholarly journals Parental use of spatial language and gestures in early childhood

2018 ◽  
Vol 37 (2) ◽  
pp. 149-167
Author(s):  
Yağmur Deniz Kısa ◽  
Aslı Aktan‐Erciyes ◽  
Eylül Turan ◽  
Tilbe Göksun
Keyword(s):  
Early Childhood ◽  
Spatial Language

scholarly journals Pelatihan Metode Pembelajaran MASAK (Mudah, Asyik, Santai, Aktif, Kreatif terhadap Penguasaan Kosakata dan Mendengarkan Bahasa Inggris Guru PAUD RA Bintang Sembilan Cipayung Depok

2020 ◽  
Vol 3 (4) ◽  
pp. 378
Author(s):  
Sugianti Somba ◽  
Ria Saraswati
Keyword(s):  
Early Childhood ◽  
Community Service ◽  
Learning Activities ◽  
Teaching English ◽  
Learning Methods ◽  
English Speaking ◽  
The Right ◽  
Quality Learning

<p>Learning is the process of interaction between students between students and educators by involving parents and learning resources in the atmosphere of learning and playing in PAUD units or programs. Learning activities in early childhood are essentially concrete curriculum development in the form of a set of plans that contain a number of learning experiences through play given to early childhood based on the potential and developmental tasks that must be mastered in order to achieve the competencies that must be possessed by children. Learning methods that can be used in teaching English in kindergarten are MASAK learning methods (Easy, Fun, Casual, Active, Creative). It aims to foster children's courage in expression in English so that children are interested in ongoing learning activities. The MASAK learning model invites children to directly interact with their friends, take action, and is a fun activity, so that children will easily remember vocab or vocabulary. The role of a teacher in providing learning media that is interesting and easy for children to understand is needed. Explicitly, this activity aims to explain the procedures and benefits of applying the MASAK learning method in vocabulary learning and English speaking skills to the teachers PAUD RA Bintang Sembilan Cipayung, Depok. From the results of the implementation of community service activities, several conclusions are given as follows: (1) The COOK Method (Easy, Fun, Casual, Active, Creative) is one of the right methods to be used in teaching English, especially vocabulary and listening to children with fun and easy way. (2) Teachers can utilize the use of the COOK method in conveying learning about mastering English vocabulary. (3) Schools can utilize the COOK method to support learning so as to improve the quality of learning and produce quality learning.</p>

Introduction

2016 ◽  
Author(s):  
Elizabeth Adamson
Keyword(s):  
Early Childhood ◽  
Developed Countries ◽  
The United Kingdom ◽  
Education And Care ◽  
Recent Trends ◽  
English Speaking ◽  
And Migration ◽  
Definition Of ◽  
And Shifts ◽  
Domestic Care

This chapter covers the definition of in-home childcare and introduces the broad trends that underpin the restructuring of early childhood education and care and domestic care work. This includes an overview of recent trends and shifts surrounding women’s and maternal workforce participation, children’s attendance in formal and informal types of care, and the prevalence of in-home child care in each of the three English-speaking liberal welfare countries that are the focus of the book - Australia, the United Kingdom and Canada. These trends are also presented in relation to other developed countries across the OECD countries. It introduces how these demographic changes and shifts in policy structures render the need for greater attention to the place of in-home childcare. It also provides a policy snapshot of in-home childcare in the three focus countries, outlining the funding structures, regulation and migration context surrounding ECEC and in-home childcare.

Dissociation between Visual Perception of Allocentric Distance and Visually Directed Walking of its Extent

Perception ◽  
10.1068/p5444 ◽  
2005 ◽  
Vol 34 (11) ◽  
pp. 1399-1416 ◽  
Author(s):  
Nobuo Kudoh
Keyword(s):  
Visual Perception ◽  
Sagittal Plane ◽  
Human Perception ◽  
Matching Task ◽  
Frontoparallel Plane ◽  
Motor Systems ◽  
Motor Responses ◽  
Presentation Condition ◽  
Perceptual Matching ◽  
Depth Compression

Walking without vision to previously viewed targets was compared with visual perception of allocentric distance in two experiments. Experimental evidence had shown that physically equal distances in a sagittal plane on the ground were perceptually underestimated as compared with those in a frontoparallel plane, even under full-cue conditions. In spite of this perceptual anisotropy of space, Loomis et al (1992 Journal of Experimental Psychology: Human Perception and Performance18 906–921) found that subjects could match both types of distances in a blind-walking task. In experiment 1 of the present study, subjects were required to reproduce the extent of allocentric distance between two targets by either walking towards the targets, or by walking in a direction incompatible with the locations of the targets. The latter condition required subjects to derive an accurate allocentric distance from information based on the perceived locations of the two targets. The walked distance in the two conditions was almost identical whether the two targets were presented in depth (depth-presentation condition) or in the frontoparallel plane (width-presentation condition). The results of a perceptual-matching task showed that the depth distances had to be much greater than the width distances in order to be judged to be equal in length (depth compression). In experiment 2, subjects were required to reproduce the extent of allocentric distance from the viewing point by blindly walking in a direction other than toward the targets. The walked distance in the depth-presentation condition was shorter than that in the width-presentation condition. This anisotropy in motor responses, however, was mainly caused by apparent overestimation of length oriented in width, not by depth compression. In addition, the walked distances were much better scaled than those in experiment 1. These results suggest that the perceptual and motor systems share a common representation of the location of targets, whereas a dissociation in allocentric distance exists between the two systems in full-cue conditions.

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