Interactional Sequences: Child-Adult Collaboration in Solving Referring Problems (Secuencias interlocutivas: colaboración adulto-niño en la solución de problemas referenciales)

Autor/in	Rojas-Nieto, Cecilia
Titel	Interactional Sequences: Child-Adult Collaboration in Solving Referring Problems (Secuencias interlocutivas: colaboración adulto-niño en la solución de problemas referenciales)
Quelle	In: Journal for the Study of Education and Development, 44 (2021) 2, S.439-476 (38 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rojas-Nieto, Cecilia)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2021.1888494
Schlagwörter	Problem Solving; Discourse Analysis; Error Correction; Toddlers; Caregiver Child Relationship; Language Acquisition; Attention Control; Spanish; Parent Child Relationship; Family Relationship; Sibling Relationship; Longitudinal Studies; Foreign Countries; Language Research; Computational Linguistics; Mexico + Suchen Sie Ihr Suchwort? Problemlösen; Diskursanalyse; Korrektur; Infant; Infants; Toddler; Kleinkind; Sprachaneignung; Spracherwerb; Aufmerksamkeitstest; Spanisch; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sibling relations; Geschwisterbeziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Sprachforschung; Linguistics; Computerlinguistik; Mexiko
Abstract	This study's objective is to analyse repair sequences for referring problems that occur in conversation with young children (two to three years old), which have shown how reference recognition unfolds along a collaborative process. The results reveal that caretakers frame varying repair questions and that the children locally answer the caretakers' questions, tending to display specific responses for specific repair frames: they either repeat their previous expression or utilize diverse, more informative expressions. Jointly considered, the contributions from children and caretakers display an informational equilibrium characteristic of parallel sequences in adult interactions. The repair sequences clearly attest to the children's attention to the conversational exchange, the gradual reference optimization in their successive contributions and the delay in conversational progressivity with regard to the primary goal of achieving reference recognition. [Translation from Spanish by Jennifer Martin.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01