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- Eriksson, Mårten, et al.
(författare)
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Differences between girls and boys in emerging language skills : Evidence from 10 language communities
- 2012
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Ingår i: British Journal of Developmental Psychology. - Oxford : John Wiley & Sons. - 0261-510X .- 2044-835X. ; 30:2, s. 326-343
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Tidskriftsartikel (refereegranskat)abstract
- The present study explored gender differences in emerging language skills in 13,783 European children from 10 non-English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur-Bates Communicative Development Inventories (CDIs) from age 0;08-2;06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary and in combining words. The difference increased with age. Boys were not found to be more variable than girls. Despite extensive variation in language skills between language communities, the difference between girls and boys remained. This suggests that the difference is caused by robust factors that do not change between language communities.
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- Schröder, Lisa, et al.
(författare)
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Cultural Expressions of Preschoolers' Emerging Self : Narrative and Iconic Representations
- 2011
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Ingår i: Journal of Cognitive Education and Psychology. - : Springer Publishing Company. - 1945-8959 .- 1810-7621. ; 10:1, s. 77-95
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate the socialization and internalization of children’s cultural self-representations. A total of 149 mothers and their 4-year-old children from four different cultural milieus representing different cultural models participated. The sociodemographic profiles of the four samples were associated with different emphases on autonomy and relatedness. There were 36 middle-class families from Berlin, Germany, and 42 middle-class families from Stockholm, Sweden (both representing the model of autonomy); 33 rural Cameroonian farming families (representing the model of relatedness); and 38 middle-class families from Tallinn, Estonia (representing the model of autonomy relatedness). Two tasks were investigated in view of children’s socialization and internalization of their self-representations: mother–child past event conversations and children’s drawings of themselves. Overall, the different cultural emphases on autonomy and relatedness were embodied in mother–child reminiscing and children’s drawings of themselves. Specifically, mothers in the autonomous contexts were more elaborative relative to being repetitive and focused more on the child relative to others during reminiscing. Accordingly, children provided more memory elaborations, referred more to themselves relative to others, and drew themselves bigger compared to children from the relational rural Nso milieu. Mother–child conversations in the Tallinn sample were very similar to those of the autonomous samples; however, children’s drawings were medium in size. Correlations between narrative and drawing variables were only prevalent in the autonomous milieus and not in the Tallinn and rural Nso milieus.
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- Tougu, Pirko, et al.
(författare)
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Content of maternal open-ended questions and statements in reminiscing with their 4-year-olds : Links with independence and interdependence orientation in European contexts
- 2012
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Ingår i: Memory. - : Informa UK Limited. - 0965-8211 .- 1464-0686. ; 20:5, s. 499-510
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Tidskriftsartikel (refereegranskat)abstract
- Mother's open-ended questions and elaborative statements during reminiscing were analysed for their content (child agency, co-agency, non-social, and social context) in three cultural contexts. Participants were 115 mothers and their 4-year-old children: 35 dyads from Berlin, Germany, 42 from Stockholm, Sweden, and 38 from Tallinn, Estonia. Across samples the most prominent content was talk about non-social context followed by co-agency and child agency. Tallinn mothers asked the children to talk about themselves, and Berlin mothers asked the children to talk about themselves together with other people, more frequently than they talked about these contents themselves. The content was related to the cultural orientations of mothers assessed through questionnaires: the Berlin mothers whose independence/ interdependence ratio was higher talked less about other people and asked the children fewer questions about other people; the Stockholm mothers with a higher independence/interdependence ratio talked more about child agency. In Tallinn both correlations existed on a trend level. The results are discussed in the light of common conversational practices and mothers' orientation to independence and interdependence in these cultural contexts.
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- Tougu, Pirko, et al.
(författare)
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Socialization of past event talk : Cultural differences in maternal elaborative reminiscing
- 2011
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Ingår i: Cognitive development. - : Elsevier BV. - 0885-2014 .- 1879-226X. ; 26:2, s. 142-154
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Tidskriftsartikel (refereegranskat)abstract
- This study examines mother-child reminiscing conversations with respect to variation in use and function of mothers' elaborations, the nature of children's memory elaborations, and the connections between the two, in three Western middle-class cultures where autonomy is valued over relatedness. Mothers participated with their 4-year-old children (35 dyads from Berlin, Germany, 42 dyads from Stockholm, Sweden, and 38 from Tallinn, Estonia). Mothers' open-ended questions predicted children's memory elaborations in Estonian dyads, mothers' statements and verbal confirmation did so in German dyads, and verbal confirmations did so in Swedish dyads. Number of children's elaborations was similar in all three groups, but Estonian mothers were less elaborative than Swedish and German mothers. These findings contrast with previous research in which number of child elaborations has been linked to number of mother elaborations. The results suggest that different aspects of elaborative style function differently. The differences are discussed in light of culturally rooted meanings and practices of talking.
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- Tryggvason, Marja, et al.
(författare)
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How do preschool children engage each other in dialogue in Finland, Estonia and Sweden?
- 2008
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Ingår i: Multilingua - Journal of Cross-cultural and Interlanguage Communication. - 0167-8507 .- 1613-3684. ; 27:4, s. 389-408
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Tidskriftsartikel (refereegranskat)abstract
- The present study compares preschool children in Finland, Estonia and Sweden regarding linguistic structures with which children in dyads elicited talk from each other in a naturalistic play activity Nineteen Finnish (mean age 5.1), 19 Estonian (mean age 5.4) and 17 Swedish (mean age 5.1) same-sex pairs were video-recorded by a native researcher Analyses of the results showed that children in different groups produced quite a similar number of utterances and eliciting talk structures. The Swedish and Finnish children used most yes-no questions, whereas the Estonian children had the highest occurrence of open questions. Imperative as well as elliptic structures were used by the Finnish children to a significantly higher extent than by the Swedish children. In summary, the groups differed less from each than was predicted on the basis of adult-child interaction. The results suggested that the symmetrical child-child free play context affected the choice of eliciting talk structures.
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- Tryggvason, Marja-Terttu, et al.
(författare)
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How do preschool children engage each other in dialogue in Finland, Estonia and Sweden?
- 2008
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Ingår i: Multilingua - Journal of Cross-cultural and Interlanguage Communication. - Berlin, New York : Mouton de Gruyter. - 0167-8507 .- 1613-3684. ; 27:4, s. 389-408
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Tidskriftsartikel (refereegranskat)abstract
- The present study compares preschool children in Finland, Estonia and Sweden regarding linguistic structures with which children in dyads elicited talk from each other in a naturalistic play activity Nineteen Finnish (mean age 5.1), 19 Estonian (mean age 5.4) and 17 Swedish (mean age 5.1) same-sex pairs were video-recorded by a native researcher Analyses of the results showed that children in different groups produced quite a similar number of utterances and eliciting talk structures. The Swedish and Finnish children used most yes-no questions, whereas the Estonian children had the highest occurrence of open questions. Imperative as well as elliptic structures were used by the Finnish children to a significantly higher extent than by the Swedish children. In summary, the groups differed less from each than was predicted on the basis of adult-child interaction. The results suggested that the symmetrical child-child free play context affected the choice of eliciting talk structures
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