Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play.
Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play.
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DOI：
10.3389/fpsyg.2017.00139
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发表时间：
2017
影响因子：
3.8
通讯作者：
Rohlfing KJ
中科院分区：
文献类型：
--
作者：
Heller V;Rohlfing KJ
本研究探讨幼儿及其照顾者如何通过共同发展稳定的身体、知觉和互动协调模式来建立参照。本研究的纵向研究对象为参与绘本阅读和游戏的两对母子。当孩子从9个月到24个月大时，他们每6周在家里录像一次。受对话分析和多模态分析的启发，我们的发展方法建立在这样一种洞察力的基础上：参考的情境和具体化生产基本上是一种互动的成就。为了检验参照的获取，我们开发了一个描述性工具，它不仅考虑了二人组的共同成就，而且考虑了每个参与者对它的贡献。该工具是基于两个参与者必须共同完成的工作的顺序重建，以实现参考：建立视觉感知作为相关资源，构成审查领域，定位目标，并解释（意义）参考。在方法上，这些工作作为纵向比较成人和儿童对建立参考的贡献的tertium comparationis。我们使用这个工具来检查(1)参与者使用了哪些身体和语言资源，以及(2)他们对完成工作的贡献如何随着时间的推移而变化。研究结果表明，参照的习得与儿童识别、实现和建立条件关联能力的增强密切相关。我们得出结论，成人对条件关联、接受者设计和可观察性的动态和情境化使用是参考习得的关键驱动力。
The present study examines how young children and their caregivers establish reference by jointly developing stable patterns of bodily, perceptual, and interactive coordination. Our longitudinal investigation focuses on two mother–child dyads engaged in picture-book reading and play. The dyads were videotaped at home once every 6 weeks while the children aged from 9 to 24 months. Inspired by conversation analysis and multimodal analysis, our developmental approach builds on the insight that the situated and embodied production of reference is fundamentally an interactive achievement. To examine the acquisition of reference, we developed a descriptive instrument that takes account of not only the dyad's joint accomplishment but also each participant's contributions to it. The instrument is based on the sequential reconstruction of the jobs that both participants have to accomplish jointly in order to achieve reference: establishing visual perception as a relevant resource, constituting a domain of scrutiny, locating a target, and construing the (meaning of the) referent. Methodologically, these jobs serve as a tertium comparationis for the longitudinal comparison of both the adult's as well as the child's contributions to establishing reference. We used this instrument to examine (1) what bodily and verbal resources the participants employed, and (2) how their contributions to accomplishing the jobs changed over time. Findings showed that the acquisition of reference was closely related to the child's increasing ability to recognize, fulfill, and set up conditional relevancies. We conclude that the adult's dynamic and contextualized use of conditional relevancies, recipient design, and observability is a crucial driving force in the acquisition of reference.