The Intersubjective Mirror in Infant Learning and Evolution of Speech

Bråten, Stein

doi:10.1075/aicr.76

Cited by 82 publications

(47 citation statements)

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“…Methodologically, it should be emphasised that the data have been obtained by focusing on linguistic development within dialogue, not simply taking the output of the child or the input from the adult. The rationale is that in dialogue, language forms are "negotiated" between the child"s level and the speech of the adult and it is from these that the child extracts her input (Bråten, 2009;Goldstein et al, 2010;Veneziano, Sinclair & Berthoud, 1990;Veneziano, 2010). Recall that in the first example (Introduction), the second intervention of the girl would have been coded -as output a "Det.…”

Section: Discussionmentioning

confidence: 99%

La elipsis y el diálogo en la adquisición temprana de la sintaxis.

Gómez¹,

López-Ornat

Gallego³

et al. 2013

analesps

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Título: La elipsis y el diálogo en la adquisición temprana de la sintaxis. Resumen: Se investiga la transición de las fases de una y dos palabras a la aparición de las primeras oraciones completas. De acuerdo con una visión emergentista de la adquisición sintáctica temprana se esperaba detectar en este periodo construcciones de transición más complejas que la mera yuxtaposición de dos palabras pero menos que una oración simple. En particular, se esperaba el predominio de las emisiones de una o dos palabras, la presencia residual de oraciones correctas aunque no productivas y un aumento gradual de fragmentos sintácticos, como elipsis correctas no productivas, dado su uso en la lengua española. Con este fin, se examinó la evolución entre los 20 y 27 meses de una niña monolingüe española, registrando en video y analizando su habla espontánea en ese periodo y se codificó la estructura de las emisiones junto a sus contextos discursivos y situacionales. Los resultados confirman y especifican la hipótesis. A lo largo del tiempo se observa un incremento de construcciones pre-elípticas que mimetizan oraciones elípticas adultas. Un análisis pormenorizado muestra que las construcciones pre-elípticas evolucionan pasando de depender localmente del contexto situacional a vincularse a la estructura lingüística del turno anterior, en un proceso en el que el diálogo y sus contextos juegan un papel determinante. Palabras clave: Adquisición temprana de la morfosintaxis; elipsis; diálogo. Abstract:The transition from the one and the two-word phases to the first complete sentences was investigated. Within an emergentist scope, it was hypothesized that it would be possible to identify transitional constructions, more complex than the mere juxtaposition of two words but syntactically less mature than simple sentences. Specifically, predominance of one and two-word productions, and a marginal use of correct but nonproductive sentences were predicted, together with a gradual increase of syntactic fragments, i.e., correct and non-productive ellipses, given their frequent use in the Spanish language. Hypotheses were tested through a longitudinal study of a monolingual Spanish girl, from the age of 20 to 27 months. Weekly video sessions over seven months recorded her spontaneous utterances. Those were coded together with their situational and speech contexts. The results supported and specified the hypothesis. Over time, there was an increased use of constructions we have called preellipses because they mimic adult ellipses. Detailed analyses showed preelliptical constructions evolved from showing a local dependency on their production context, to becoming linked to the linguistic structure of the previous turn. Dialogue and its context played a fundamental role in these transitional steps into syntax.

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Section: Discussionmentioning

confidence: 99%

La elipsis y el diálogo en la adquisición temprana de la sintaxis.

Gómez¹,

López-Ornat

Gallego³

et al. 2013

analesps

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“…They review a series of experiments that show that talking back and forth about a pair of pictures, with or without being able to see one's partner, lead to entrainment of postural sway. Finally, one can recall the work on early infant development by Trevarthen (1979Trevarthen ( , 1993, Trevarthen and Aitken (2001) and Bråten (1998Bråten ( , 2007Bråten ( , 2009, also mentioned by Linell. This body of literature shows how human dialogue arises as biology in action, rather than as a social activity that is grounded in the biological capacities for proto-dialogues.…”

Section: Self Other and The Interworlddor Why We Need Dialogical Sysmentioning

confidence: 99%

Distributed Language and Dialogism: notes on non-locality, sense-making and interactivity

Steffensen

2015

Language Sciences

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“…Recent developments in several fields of research including social and cultural psychology, critical sociology and neuropsychology suggest that young children are biologically prepared for life and yet they are shaped by and completed through each person's active participation in socio-cultural environments and activities (Bråten, 2009; Stern, 2004) This provides postmodern research with the following ground rules: 1) To conduct research into the daily life of children -to theorize, investigate and experiment -is to interact simultaneously as an element of the phenomenon that is being investigated. 2) The daily life of the child materializes ontologically through the making of contextualized meaning.…”

Section: Department Of Curriculum Research the Danish School Of Educamentioning

confidence: 99%

Critical perspectives on Danish early childhood education and care: between the technical and the political

2010

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This paper discusses trends in contemporary Danish early childhood education and care (ECEC). Data are various policy documents, along with material from ongoing research projects in which the authors are involved. It is claimed that contemporary policy on Danish day care services has a tendency to emphasize narrow curriculum improvements and standardized testing. The democratic dimensions are still relatively strong, but at the moment these dimensions are interpreted within a skills-and-testing framework, which is leading to a situation where the political masquerades as the technical.Keywords: Denmark; policy; day care services; curriculum; social pedagogyThe claims and viewpoints in this paper are linked to research projects and paradigms that we, as a research unit, are currently involved in. We will start by sketching this material to provide a research context for the debate that follows.Two distinct approaches to early childhood education and care can be identified (OECD, 2001(OECD, , 2006: the early education approach and the social pedagogy approach.The early education approach generally results in a more centralizing and academic strategy towards curriculum content and methodology, while the social pedagogy tradition remains more local, child-centered and holistic.Broström (Broström, 2002(Broström, , 2006a(Broström, , 2006b(Broström, , 2009b) is working to develop a possible new paradigm in early childhood education and care. Departing from a traditional Danish perspective of social pedagogy, Broström is reaching for curriculum objectives such as children's all-round personal development, well-being, participation and critical thinking by bridging the concepts of care, upbringing and teaching into a critical framework oriented towards education for democracy. He does not shrink from understanding his proposal for an ECEC curriculum theory in relation to the teaching of con- Aarhus University 3 THE DANISH SCHOOL OF EDUCATION, AARHUS UNIVERSITY -THE RESEARCH UNIT OF CHILDHOOD, LEARNING AND CURRICULUM STUDIES tent, and thus points toward the early education position, but at the same time, he brings care and children's perspectives to the forefront. This rethinking of the social pedagogy approach is consistent with the policy statements made by the Danish committee on starting school (Skolestartsudvalget, 2006), and both challenges day care professionals to reflect on curriculum theory and challenges primary school teachers to maintain and nurture a caring dimension in their teaching practices. Department of Curriculum Research The Danish School of EducationRecent developments in several fields of research including social and cultural psychology, critical sociology and neuropsychology suggest that young children are biologically prepared for life and yet they are shaped by and completed through each person's active participation in socio-cultural environments and activities (Bråten, 2009; Stern, 2004) This provides postmodern research with the following ground rules: 1) To conduct rese...

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The Intersubjective Mirror in Infant Learning and Evolution of Speech

Cited by 82 publications

References 0 publications

La elipsis y el diálogo en la adquisición temprana de la sintaxis.

La elipsis y el diálogo en la adquisición temprana de la sintaxis.

Distributed Language and Dialogism: notes on non-locality, sense-making and interactivity

Critical perspectives on Danish early childhood education and care: between the technical and the political

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