Difference between revisions of "Forrester1988"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Michael A. Forrester; | + | |Author(s)=Michael A. Forrester; |
|Title=Young children's polyadic conversation monitoring skills | |Title=Young children's polyadic conversation monitoring skills | ||
| − | |Tag(s)=EMCA; Children; Language acquisition; | + | |Tag(s)=EMCA; Children; Language acquisition; |
|Key=Forrester1988 | |Key=Forrester1988 | ||
|Year=1988 | |Year=1988 | ||
| Line 10: | Line 10: | ||
|Volume=8 | |Volume=8 | ||
|Number=24 | |Number=24 | ||
| − | |Pages= | + | |Pages=201–226 |
| − | | | + | |URL=https://journals.sagepub.com/doi/10.1177/014272378800802401 |
| + | |DOI=10.1177/014272378800802401 | ||
|Abstract=Child language has been largely concerned with language develop ment in 'dyadic'context. Pre-school children's triadic and polyadic language skills, linguistic and social interactional skills necessary for interacting with more than two people, were identified and examined. Third party (or person) reference is considered, as an intrinsically triadic language form. Utilizing third party reference in a videotaped setting, the first study examines 3;5- to 4;5-aged children's responses to name overhearing and identifies a non-random response pattern indi cative of conversation monitoring ability. The second study looking at three age groups (2;5 to 5;5) examines the development of this ability and investigates reasons for the response pattern observed. The results identify a transitional stage, linking conversation monitoring with group conversational participation, and are discussed with reference to the role of overhearing. | |Abstract=Child language has been largely concerned with language develop ment in 'dyadic'context. Pre-school children's triadic and polyadic language skills, linguistic and social interactional skills necessary for interacting with more than two people, were identified and examined. Third party (or person) reference is considered, as an intrinsically triadic language form. Utilizing third party reference in a videotaped setting, the first study examines 3;5- to 4;5-aged children's responses to name overhearing and identifies a non-random response pattern indi cative of conversation monitoring ability. The second study looking at three age groups (2;5 to 5;5) examines the development of this ability and investigates reasons for the response pattern observed. The results identify a transitional stage, linking conversation monitoring with group conversational participation, and are discussed with reference to the role of overhearing. | ||
}} | }} | ||
Latest revision as of 09:06, 21 October 2019
| Forrester1988 | |
|---|---|
| BibType | ARTICLE |
| Key | Forrester1988 |
| Author(s) | Michael A. Forrester |
| Title | Young children's polyadic conversation monitoring skills |
| Editor(s) | |
| Tag(s) | EMCA, Children, Language acquisition |
| Publisher | |
| Year | 1988 |
| Language | English |
| City | |
| Month | |
| Journal | First Language |
| Volume | 8 |
| Number | 24 |
| Pages | 201–226 |
| URL | Link |
| DOI | 10.1177/014272378800802401 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Child language has been largely concerned with language develop ment in 'dyadic'context. Pre-school children's triadic and polyadic language skills, linguistic and social interactional skills necessary for interacting with more than two people, were identified and examined. Third party (or person) reference is considered, as an intrinsically triadic language form. Utilizing third party reference in a videotaped setting, the first study examines 3;5- to 4;5-aged children's responses to name overhearing and identifies a non-random response pattern indi cative of conversation monitoring ability. The second study looking at three age groups (2;5 to 5;5) examines the development of this ability and investigates reasons for the response pattern observed. The results identify a transitional stage, linking conversation monitoring with group conversational participation, and are discussed with reference to the role of overhearing.
Notes
