Questions and the allocation, construction, and timing of turns in child discourse

Berninger, Ginger; Garvey, Catherine

doi:10.1007/bf01067165

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…On the methodological side, turn-taking research with children (Casillas et al, 2016) and adults (Levinson & Torreira, 2015) examines verbal exchanges during conversation and in some studies, considers only close-ended questions and answers (Berninger & Garvey, 1981). This is not the case with nonverbal infants, whose proto-conversations are mainly studied from the nonverbal vocal exchanges that occur in the context of playful mother–infant interactions (Bateson, 1975; Beebe et al, 1988; Hilbrink et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Turn-taking in object-oriented and face-to-face interactions: A longitudinal study at 7 and 12 months.

Lourenço¹,

Pereira²,

Sampaio³

et al. 2022

Psychology & Neuroscience

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Objective: The goal of this study was to compare turn-transition duration, for gaps and overlaps, in free-play, with and without objects, in mother-infant interactions, at 7 and 12 months. Few studies have approached the developmental study of turn-transition durations in infancy, and most examine turn-taking only in the context of face-to-face or object-oriented playful interaction. But none has compared the effects of each mode of play in turn-transition duration. Method: We analyzed the vocalizations of 25 motherinfant dyads in a semistructured interaction with three tasks: (1) free-play with toys, (2) free-play without toys, and (3) challenging-object play. Gap and overlap frequency and duration were measured, and the effects of age point (7, 12 months), task (1, 2, 3), and direction of turn-transition (infant, mother) assessed using generalized linear mixed modeling for each dependent variable (DV: gaps, overlaps). Results: Gap durations were substantially shorter, and overlap durations had greater variability, in the free-play without objects condition. There were significant differences between face-to-face and object-oriented conditions for both DV's. Only for gaps, all fixed-effects (age, task, direction), and their two-way interactions, were significant. Posthoc pairwise comparisons found that, in object-oriented conditions, infants maintain similar durations between age points, unlike their mothers. In the face-to-face condition, infants and mothers had the same descending tendency between age points. Conclusions: Interactions without objects produce shorter gap durations and may reveal developmental changes in turn-taking. Research should account for the methodological and theoretical implications of this effect. Public Significance StatementThis is the first study comparing two common social contexts in infancy-face-to-face and object-oriented interactions-and their effect on turn-transition duration. It provides evidence, that infants, at 7 months, can already produce gap durations closer to those found in adult-adult conversations, and that they get better at it, at 12 months. It shows that our understanding of the foundations and development of turn-taking should be further expanded.

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Section: Discussionmentioning

confidence: 99%

Turn-taking in object-oriented and face-to-face interactions: A longitudinal study at 7 and 12 months.

Lourenço¹,

Pereira²,

Sampaio³

et al. 2022

Psychology & Neuroscience

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“…While it has been possible to use question and answer comparisons to tease out subtle aspects of the speaker-selection or turn-transfer mechanisms (Berninger & Garvey 1981) more precise methodological tools are in order, for various reasons. Apart from the fact that the videotapes highlighted innumerable examples where the children were very sensitive to any adult-to-child speech, overhearing name use might offer the referred-to child a 'not to be missed' opportunity to 'gain the floor'.…”

Section: Discussionmentioning

confidence: 99%

“…If the referred-to child is (a) monitoring the ongoing conversation, (b) is skilled enough to recognize the distinct conversational demands which exist across these speech forms and (c) is responding primarily to seek out socially significant information regarding herself, then response rates should be higher in the context where the child being addressed is being explicitly asked to make a comment. Berninger & Garvey (1981) have previously reported on young children's sensitivity across question and statement language forms in dyadic contexts.…”

Section: Methodsmentioning

confidence: 97%

Young children's polyadic conversation monitoring skills

Forrester

1988

First Language

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Child language has been largely concerned with language development 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 indicative 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.

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Topic manipulation and conversational participation as a function of familiarity in school-age language-impaired and normal language peers

Edmonds

Haynes

1988

Journal of Communication Disorders

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Questions and the allocation, construction, and timing of turns in child discourse

Cited by 6 publications

References 16 publications

Turn-taking in object-oriented and face-to-face interactions: A longitudinal study at 7 and 12 months.

Turn-taking in object-oriented and face-to-face interactions: A longitudinal study at 7 and 12 months.

Young children's polyadic conversation monitoring skills

Topic manipulation and conversational participation as a function of familiarity in school-age language-impaired and normal language peers

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