In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example... more In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example the differing processes for acquiring a first and second language. In this article, we also draw an analogy between the processes of acquiring a first and second language and acquiring everyday and scientific concepts. Our analysis, however, is grounded in a functional systems approach that allows us to conceptualize everyday and scientific concepts as an interconnected d3Tiatnic system rather than as separate processes implied by dichotomous relationships.
environments in which they occur, much as syntax was only studied in the rarefied environment of ... more environments in which they occur, much as syntax was only studied in the rarefied environment of made-up sentences. Very little study has been devoted to the distribution of phonological elements in texts. I will argue below that the text frequency of segments affects their phonetic shape and evolution. Consider subphonemic detail and variation conditioned lexically, morphologically and socially. Generative phonology, like its predecessor, phonemic theory, chose to ignore low-level phonetic detail'. Like the detail of actual language use that has enriched functionalist syntactic theory, the study of detail in phonology will reveal important facts that bear on our understanding of how language is really processed and what structures have empirical validity. Attend to exceptions and marginal cases, for they can be valuable sources of information about the nature of processing and representation. As I will argue below, marginal 'phonemes' are particularly interesting in their consequences for phonological theory. Reconsider what Langacker 1987 calls the 'rule-list fallacy' (see also Bybee 1988). Our thinking and analyses need not be restricted to only two options-either an elements occurs in a list or it is generated by rule. I propose below that lexical elements (words or phrases) consist of actual phonetic content that is modified as these elements are used. While phonetic 'rules' may exist as articulatory patterns for the realization of words, generalizations at other levels may be better thought of as emergent generalizations over lexical representations. 5 Altaic dialects, in Eskimo-Aleut [1330iuca and Mowrey 1987b]). Or consider the changes undergone by Proto-Bantu voiceless stops (Tucker and Bryan 1957, Pagliuca and Mowrey 1987h):
This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a... more This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a critical review of current findings on language deficits and FAS, and proposes a direction for future research which takes into account the semiotic aspects of ianguage development. Criteria for establishing FAS as well as other typical characteristics are identified. Discussion focuses on methodological issues around findings that young FAS children often show delayed language development, produce less complex grammatical forms than linguistically matched younger normals, and perform more poorly on recall of short term memory tasks than younger children of normal intelligence. Researchers are urged to evaluate language skills in the context of real life communication situations and semiotic aspects including the use of eye contact and gestures. Tables detail the literature review. (Contains 52 references.) (DB) *********************************************************************** Rep...
This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a... more This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a critical review of current findings on language deficits and FAS, and proposes a direction for future research which takes into account the semiotic aspects of ianguage development. Criteria for establishing FAS as well as other typical characteristics are identified. Discussion focuses on methodological issues around findings that young FAS children often show delayed language development, produce less complex grammatical forms than linguistically matched younger normals, and perform more poorly on recall of short term memory tasks than younger children of normal intelligence. Researchers are urged to evaluate language skills in the context of real life communication situations and semiotic aspects including the use of eye contact and gestures. Tables detail the literature review. (Contains 52 references.) (DB)
... Examples of the modern English usage follow in (9a-d). As if: (9a) Like you could afford the ... more ... Examples of the modern English usage follow in (9a-d). As if: (9a) Like you could afford the ... Quote: (16a) I'm like 'What's going on here?' (b) It's like 'How am I supposed to ... Its construction has a fixed position, namely, before an embedded clause which is interpreted as a quote. ...
The value of James analysis of first language acquisition as a guide for theories of learning and... more The value of James analysis of first language acquisition as a guide for theories of learning and pedagogy is that it initiates o serious discussion of learning that is based upon the most effectively studied developmental mastery-language.
The purpose of this dissertation was to examine the dynamics of mother-child interaction in the c... more The purpose of this dissertation was to examine the dynamics of mother-child interaction in the context of prenatal exposure to drugs. A functional systems approach to the problem was presented as an alternative to other theoretical methods in which dichotomous relationships are emphasized. A model of interaction was proposed that focused on the mutual exchanges and interdependent relationships that exist within and between multiple levels of interactions.
Fifteen mother-child dyads participated in this study. Each dyad was assigned to one of three comparison groups. The HOME Inventory showed that prenatally exposed children living with their biological mothers had significantly less variety of stimulation in the home than the children in the other groups.
The global rating revealed that the biological mothers of the prenatally exposed children were less sensitive and less responsive to the interests and behaviors of their children than the mothers in the foster and control groups. The foster mothers scored significantly lower on the measure of social stimulation and quantity of direction during interactive sessions.
The children who were prenatally exposed and still living with the biological mothers were significantly less active than the other children, but the children living in foster care showed less emotional expressiveness than the children living with their biological mothers.
Overall, the children who were prenatally exposed to drugs were less verbal than the children in the control group. Although the average number of utterances for the mothers in each group did not vary significantly, the types of utterances did vary across groups. The mothers in the foster and control groups tended to use more questions and comments when interactions with their children and the biological mothers of the prenatally exposed children tended to use more directives.
The play episodes were analyzed for events of joint attention versus events of parallel play. It was found that the dyads involving biological mothers and their prenatally exposed children engaged in more parallel play than joint attention. The opposite was true of the control mothers and their children. The distribution of events was fairly evenly divided among the dyads in the foster group.
In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example... more In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example the differing processes for acquiring a first and second language. In this article, we also draw an analogy between the processes of acquiring a first and second language and acquiring everyday and scientific concepts. Our analysis, however, is grounded in a functional systems approach that allows us to conceptualize everyday and scientific concepts as an interconnected d3Tiatnic system rather than as separate processes implied by dichotomous relationships.
In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example... more In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example the differing processes for acquiring a first and second language. In this article, we also draw an analogy between the processes of acquiring a first and second language and acquiring everyday and scientific concepts. Our analysis, however, is grounded in a functional systems approach that allows us to conceptualize everyday and scientific concepts as an interconnected d3Tiatnic system rather than as separate processes implied by dichotomous relationships.
environments in which they occur, much as syntax was only studied in the rarefied environment of ... more environments in which they occur, much as syntax was only studied in the rarefied environment of made-up sentences. Very little study has been devoted to the distribution of phonological elements in texts. I will argue below that the text frequency of segments affects their phonetic shape and evolution. Consider subphonemic detail and variation conditioned lexically, morphologically and socially. Generative phonology, like its predecessor, phonemic theory, chose to ignore low-level phonetic detail'. Like the detail of actual language use that has enriched functionalist syntactic theory, the study of detail in phonology will reveal important facts that bear on our understanding of how language is really processed and what structures have empirical validity. Attend to exceptions and marginal cases, for they can be valuable sources of information about the nature of processing and representation. As I will argue below, marginal 'phonemes' are particularly interesting in their consequences for phonological theory. Reconsider what Langacker 1987 calls the 'rule-list fallacy' (see also Bybee 1988). Our thinking and analyses need not be restricted to only two options-either an elements occurs in a list or it is generated by rule. I propose below that lexical elements (words or phrases) consist of actual phonetic content that is modified as these elements are used. While phonetic 'rules' may exist as articulatory patterns for the realization of words, generalizations at other levels may be better thought of as emergent generalizations over lexical representations. 5 Altaic dialects, in Eskimo-Aleut [1330iuca and Mowrey 1987b]). Or consider the changes undergone by Proto-Bantu voiceless stops (Tucker and Bryan 1957, Pagliuca and Mowrey 1987h):
This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a... more This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a critical review of current findings on language deficits and FAS, and proposes a direction for future research which takes into account the semiotic aspects of ianguage development. Criteria for establishing FAS as well as other typical characteristics are identified. Discussion focuses on methodological issues around findings that young FAS children often show delayed language development, produce less complex grammatical forms than linguistically matched younger normals, and perform more poorly on recall of short term memory tasks than younger children of normal intelligence. Researchers are urged to evaluate language skills in the context of real life communication situations and semiotic aspects including the use of eye contact and gestures. Tables detail the literature review. (Contains 52 references.) (DB) *********************************************************************** Rep...
This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a... more This paper considers etiological factors associated with fetal alcohol syndrome (FAS), presents a critical review of current findings on language deficits and FAS, and proposes a direction for future research which takes into account the semiotic aspects of ianguage development. Criteria for establishing FAS as well as other typical characteristics are identified. Discussion focuses on methodological issues around findings that young FAS children often show delayed language development, produce less complex grammatical forms than linguistically matched younger normals, and perform more poorly on recall of short term memory tasks than younger children of normal intelligence. Researchers are urged to evaluate language skills in the context of real life communication situations and semiotic aspects including the use of eye contact and gestures. Tables detail the literature review. (Contains 52 references.) (DB)
... Examples of the modern English usage follow in (9a-d). As if: (9a) Like you could afford the ... more ... Examples of the modern English usage follow in (9a-d). As if: (9a) Like you could afford the ... Quote: (16a) I'm like 'What's going on here?' (b) It's like 'How am I supposed to ... Its construction has a fixed position, namely, before an embedded clause which is interpreted as a quote. ...
The value of James analysis of first language acquisition as a guide for theories of learning and... more The value of James analysis of first language acquisition as a guide for theories of learning and pedagogy is that it initiates o serious discussion of learning that is based upon the most effectively studied developmental mastery-language.
The purpose of this dissertation was to examine the dynamics of mother-child interaction in the c... more The purpose of this dissertation was to examine the dynamics of mother-child interaction in the context of prenatal exposure to drugs. A functional systems approach to the problem was presented as an alternative to other theoretical methods in which dichotomous relationships are emphasized. A model of interaction was proposed that focused on the mutual exchanges and interdependent relationships that exist within and between multiple levels of interactions.
Fifteen mother-child dyads participated in this study. Each dyad was assigned to one of three comparison groups. The HOME Inventory showed that prenatally exposed children living with their biological mothers had significantly less variety of stimulation in the home than the children in the other groups.
The global rating revealed that the biological mothers of the prenatally exposed children were less sensitive and less responsive to the interests and behaviors of their children than the mothers in the foster and control groups. The foster mothers scored significantly lower on the measure of social stimulation and quantity of direction during interactive sessions.
The children who were prenatally exposed and still living with the biological mothers were significantly less active than the other children, but the children living in foster care showed less emotional expressiveness than the children living with their biological mothers.
Overall, the children who were prenatally exposed to drugs were less verbal than the children in the control group. Although the average number of utterances for the mothers in each group did not vary significantly, the types of utterances did vary across groups. The mothers in the foster and control groups tended to use more questions and comments when interactions with their children and the biological mothers of the prenatally exposed children tended to use more directives.
The play episodes were analyzed for events of joint attention versus events of parallel play. It was found that the dyads involving biological mothers and their prenatally exposed children engaged in more parallel play than joint attention. The opposite was true of the control mothers and their children. The distribution of events was fairly evenly divided among the dyads in the foster group.
In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example... more In Vygotsky's description and analysis of everyday and scientific concepts, he used as an example the differing processes for acquiring a first and second language. In this article, we also draw an analogy between the processes of acquiring a first and second language and acquiring everyday and scientific concepts. Our analysis, however, is grounded in a functional systems approach that allows us to conceptualize everyday and scientific concepts as an interconnected d3Tiatnic system rather than as separate processes implied by dichotomous relationships.
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Papers by Teresa Meehan
Fifteen mother-child dyads participated in this study. Each dyad was assigned to one of three comparison groups. The HOME Inventory showed that prenatally exposed children living with their biological mothers had significantly less variety of stimulation in the home than the children in the other groups.
The global rating revealed that the biological mothers of the prenatally exposed children were less sensitive and less responsive to the interests and behaviors of their children than the mothers in the foster and control groups. The foster mothers scored significantly lower on the measure of social stimulation and quantity of direction during interactive sessions.
The children who were prenatally exposed and still living with the biological mothers were significantly less active than the other children, but the children living in foster care showed less emotional expressiveness than the children living with their biological mothers.
Overall, the children who were prenatally exposed to drugs were less verbal than the children in the control group. Although the average number of utterances for the mothers in each group did not vary significantly, the types of utterances did vary across groups. The mothers in the foster and control groups tended to use more questions and comments when interactions with their children and the biological mothers of the prenatally exposed children tended to use more directives.
The play episodes were analyzed for events of joint attention versus events of parallel play. It was found that the dyads involving biological mothers and their prenatally exposed children engaged in more parallel play than joint attention. The opposite was true of the control mothers and their children. The distribution of events was fairly evenly divided among the dyads in the foster group.
Fifteen mother-child dyads participated in this study. Each dyad was assigned to one of three comparison groups. The HOME Inventory showed that prenatally exposed children living with their biological mothers had significantly less variety of stimulation in the home than the children in the other groups.
The global rating revealed that the biological mothers of the prenatally exposed children were less sensitive and less responsive to the interests and behaviors of their children than the mothers in the foster and control groups. The foster mothers scored significantly lower on the measure of social stimulation and quantity of direction during interactive sessions.
The children who were prenatally exposed and still living with the biological mothers were significantly less active than the other children, but the children living in foster care showed less emotional expressiveness than the children living with their biological mothers.
Overall, the children who were prenatally exposed to drugs were less verbal than the children in the control group. Although the average number of utterances for the mothers in each group did not vary significantly, the types of utterances did vary across groups. The mothers in the foster and control groups tended to use more questions and comments when interactions with their children and the biological mothers of the prenatally exposed children tended to use more directives.
The play episodes were analyzed for events of joint attention versus events of parallel play. It was found that the dyads involving biological mothers and their prenatally exposed children engaged in more parallel play than joint attention. The opposite was true of the control mothers and their children. The distribution of events was fairly evenly divided among the dyads in the foster group.