scholarly journals Handicapping Males Does Not Affect Their Rate of Parental Provisioning, but Impinges on Their Partners' Turn Taking Behavior

2019 ◽  
Vol 7 ◽  
Author(s):  
Maaike Griffioen ◽  
Arne Iserbyt ◽  
Wendt Müller
Keyword(s):  
Turn Taking ◽  
Parental Provisioning

A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon
Keyword(s):  
Hearing Loss ◽  
Pilot Study ◽  
Visual Analysis ◽  
Single Case ◽  
Eye Contact ◽  
Preliminary Evidence ◽  
Storybook Reading ◽  
Book Selection ◽  
Turn Taking ◽  
Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Turn-Taking Versus Consensus in Collaborative Recall

2008 ◽  
Author(s):  
Celia B. Harris ◽  
Amanda J. Barnier ◽  
John Sutton
Keyword(s):  
Collaborative Recall ◽  
Turn Taking

Counter culture: Causes, extent and solutions of systematic bias in the analysis of behavioural counts

2019 ◽  
Author(s):  
Joel L Pick ◽  
Nyil Khwaja ◽  
Michael A. Spence ◽  
Malika Ihle ◽  
Shinichi Nakagawa
Keyword(s):  
Recent Literature ◽  
Null Model ◽  
Mechanistic Explanation ◽  
Effect Sizes ◽  
Systematic Bias ◽  
Intra Class Correlation ◽  
Counter Culture ◽  
Provisioning Rate ◽  
Parental Provisioning ◽  
Observation Period

We often quantify a behaviour by counting the number of times it occurs within a specific, short observation period. Measuring behaviour in such a way is typically unavoidable but induces error. This error acts to systematically reduce effect sizes, including metrics of particular interest to behavioural and evolutionary ecologists such as R2, repeatability (intra-class correlation, ICC) and heritability. Through introducing a null model, the Poisson process, for modelling the frequency of behaviour, we give a mechanistic explanation of how this problem arises and demonstrate how it makes comparisons between studies and species problematic, because the magnitude of the error depends on how frequently the behaviour has been observed (e.g. as a function of the observation period) as well as how biologically variable the behaviour is. Importantly, the degree of error is predictable and so can be corrected for. Using the example of parental provisioning rate in birds, we assess the applicability of our null model for modelling the frequency of behaviour. We then review recent literature and demonstrate that the error is rarely accounted for in current analyses. We highlight the problems that arise from this and provide solutions. We further discuss the biological implications of deviations from our null model, and highlight the new avenues of research that they may provide. Adopting our recommendations into analyses of behavioural counts will improve the accuracy of estimated effect sizes and allow meaningful comparisons to be made between studies.

TURN TAKING STRATEGIES IN POLITICAL DEBATES

2020 ◽  
Vol 2 (2) ◽  
pp. 56-63
Author(s):  
Desi Dwi Natalia ◽  
Fajar Subekti ◽  
Ni Ketut Mirahayuni
Keyword(s):  
Dominant Strategy ◽  
Political Debates ◽  
Communication Mechanism ◽  
Turn Taking ◽  
Youtube Videos ◽  
Presidential Debate ◽  
Descriptive Qualitative

This article reports on two separate studies—Natalia (2019) and Subekti (2019)—on  communication mechanism in political debates. Specifically these studies focus on turn taking strategies adopted in political debates by political figures during their campaign for presidency or in dealing with specific issues. Both studies adopted Stenstrom’s (1994) classification of turn taking strategies which include three main strategies: taking the turn, holding the turn, and yielding the turn, each of which was further specified into more specific strategies. The data were two Youtube videos: first, Trump and Clinton First Presidential Debate 2016 (36 minutes 22 seconds [Natalia, 2019]) and second, BBC World Debate “Why Poverty”November 30,2012 (47 minutes 16 seconds, [Subekti, 2019]). Employing descriptive qualitative, with the aim of analyzing turn taking strategies adopted in the debates, both studies found interesting points: first, Stenstrom’s three strategies appeared in the debates; second, taking the turn strategy was the dominant strategy, followed by holding the turn strategy and the least used one was yielding to turn; and third, interruption which was a specific type of taking the turn strategy seems to be most often used in the debater’s attempt to maintain the turn and present their points and thus dominate the debate.

A STUDY OF TURN TAKING IN EXTENSIVE READING LECTURE AT ENGLISH STUDY PROGRAM OF HALU OLEO UNIVERSITY

2019 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Suhartono Anwair
Keyword(s):  
Qualitative Method ◽  
Classroom Interaction ◽  
Extensive Reading ◽  
Study Program ◽  
Purposive Sampling ◽  
Turn Taking ◽  
Descriptive Qualitative

The study of turn taking in extensive reading lecture is aimed at investigation the types of turn taking and its functions. The scope of this study is restricted only to the classroom interaction in extensive reading lecture. There are 30 students and 1 lecturer taken as the respondents. They are taken by purposive sampling. In collecting the data, all utterances produced by the speakers were recorded and scripted. Finally, those scripts were analyzed by using descriptive qualitative method in terms of types of turn taking and its functions.The result shows that there are three turn taking types in extensive reading lecture, namely: taking the turn, holding the turn and yielding the turn. Additionally, there are eleven functions of turn taking in extensive reading lecture, namely: informative, organisation, affective, responsive, external thinking, interrogative, judgemental, intentional, hypothetical, reproductional, and imaginative functions. Keywords: turn, turn taking, and extensive reading lecture

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