Ways with Words

Heath, Shirley Brice

doi:10.1017/cbo9780511841057

Cited by 4,746 publications

(477 citation statements)

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“…There is an extensive literature on the relationship between social class and cognitive and linguistic variables, and only broad conclusions from this literature can be presented in this article. Social class and cultural differences in use of language in the home have been documented (e.g., Farran, 1982;Heath, 1982Heath, , 1983Hess, & Shipman, 1965;Snow et al, 1976;Tough, 1982), as have differences in maternal teaching strategies (e.g., Laosa, 1978Laosa, , 1980. The current view is that such differences may reflect adaptive responses to diffenng demands for adult competence in the particular social group (Ogbu, 1981).…”

Section: Social Class Factors In Linguistic Performancementioning

confidence: 88%

Developmental versus language-based factors in metaphor interpretation.

Johnson¹

1991

Journal of Educational Psychology

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This study examines the respective roles of language proficiency and more general developmental factors (e.g., mental capacity, knowledge) in children's metaphor interpretation. Subjects were Spanish-English-speaking and monolingual-English children from 7 to 12 years of age. The samples were English-speaking middle-class (n ffi 31) and working-class children (n = 34) and Spanish-English-speaking children who were either long-term residents (n = 39) or recent immigrants to Canada (n = 21). These samples were equal in measured mental capacity but differed on measures of language proficiency in English. With a previously validated procedure, subjects' metaphor interpretations were scored for cognitive complexity. Metaphor score increased with age, and the developmental curves were parallel across the four samples. For metaphor score, effects due to language or socioeconomic status were of small magnitude in relation to those due to age.There is a rich body of data describing developmental changes in ability to comprehend metaphors (for reviews see

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Section: Social Class Factors In Linguistic Performancementioning

confidence: 88%

Developmental versus language-based factors in metaphor interpretation.

Johnson¹

1991

Journal of Educational Psychology

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“…Moreover, some research has suggested that adults' structured interactions with books reflect both individual styles (e.g., Martinez & Teale, 1989) and communitycultural patterns (e.g., Heath, 1983;Wells, 1986). The way in which stories are scaffolded can influence how children engage in story discourse.…”

Section: Instructional Cuesmentioning

confidence: 99%

A Semiotic Perspective of Text: The Picture Story Book Event

Golden

Gerber²

1990

Journal of Reading Behavior

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The focus of this paper is on the exploration of the nature of the picture story book event from a semiotic perspective. One purpose of the study was to examine how pictures and words relate in picture books. A second purpose was to explore how one picture story book was constructed during teacher-student-text interaction in a second-grade classroom. The classroom event involved an oral reading and discussion of the text, interpretations of the main character's traits, letters to the author, and illustrations of dream worlds. The picture book was viewed as a potential text in terms of verbal, visual, and performance cues and as a realized text in terms of students' interpretations. The inquiry illustrates the value of semiotic theory for providing insights into the nature of text and text events.

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“…Several scholars [62][63][64] have suggested that Caucasians approach some tasks (such as hearing a story and then recounting specific details) in the way that the test creators intended. In contrast, African Americans may emphasize the narrative in the story and answer more creatively.…”

Section: Why Is Creativity Important? the Issue Of Biasmentioning

confidence: 99%

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

Kaufman

2015

J. Intell.

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Abstract:Creativity is a part of most theories of intelligence-sometimes a small part and sometimes a large part. Yet even IQ tests that assess aspects of intelligence that supposedly reflect creative abilities do not actually measure creativity. Recent work has argued that intelligence and creativity are more conceptually related than we have thought. In addition, creativity offers a potential way to counter issues of test bias from several different angles. That said, inherent difficulties in measuring creativity and inherent sluggishness in the test industry mean the odds are small that creativity will find its way into IQ tests as currently defined. However, there remain other potential possibilities in related fields.

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Ways with Words

Cited by 4,746 publications

References 0 publications

Developmental versus language-based factors in metaphor interpretation.

Developmental versus language-based factors in metaphor interpretation.

A Semiotic Perspective of Text: The Picture Story Book Event

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

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