Jean Quigley
Datos Biográficos
| ID | 5762012 |
|---|---|
| NOMBRE | Jean Quigley |
| NOMBRES | Jean |
| APELLIDO | Quigley |
| FIRMA | QUIGLEY J |
| AFILIACIONES | Trinity College Dublin |
| ORCID | 0000-0003-0469-5199 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 2 |
| OBRAS COMO AUTOR | 11 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
Parental supportive and intrusive directives during dyadic interactions in relation to concurrent skills of preterm and full-term toddlers at age 2 years
Parent–toddler play talk
Children’s speech is influenced by the speech they hear, in particular by the parental speech addressed directly to them. The aim of this study was to analyse toddlers’ speech with their parents and to investigate the influence of specific characteristics of child-directed speech on child speech in real time during mother–child and father–child dyadic interactions. Eighty-four children ( M = 24.11 months, SD = 1.37, 42 girls) and their parents we…
Preterm birth and expressive language development across the first 5 years of life
Multiple factors including the child's non-linguistic characteristics and caregiving environment can affect language development. Since preterm birth (<37 weeks’ gestation) can negatively affect language development, this study used path analysis to investigate whether the influence of preterm birth on expressive language development at 3 and 5 years of age is mediated by a child's non-linguistic characteristics (temperament and cognitive, motor,…
Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books
While the association between shared book reading (SBR) and child language development is well documented, there has been less focus on how book characteristics may differentially elicit parents' language input and hence differentially relate to children's language skills during this activity. Moreover, despite the positive and unique role that fathers have been shown to play for children's language, the father‐child SBR evidence base is small. A…
Domain-specific and cross-domain effects of the home literacy and numeracy environment at 3 years on children's academic competencies at 5 and 9 years
This study examined whether children's formal and informal home literacy (HLE) and home numeracy (HNE) environments at 3 years old demonstrated domain-specific, and cross-domain effects on children's academic performance at 5 and 9 years old. Participants were 7,110 children (49.4% male; 84.4% Irish), recruited between 2007 and 2008 in Ireland. Structural equation modeling revealed that only the informal HLE and HNE demonstrated both domain-speci…
Communicative functions of parents’ child-directed speech across dyadic and triadic contexts
This study examined the roles of parental gender and context in the communicative functions of parents’ child-directed speech. Seventy three families with toddlers participated in the study. Dyadic and triadic parent-toddler interactions were videotaped during structured play activities. Results indicated context-dependent variability in parents’ facilitative speech and gentle guidance. Parental gender effects were observed in parents’ directive …
Parent child directed speech in dyadic and triadic interaction
This observational study compares the child directed speech (CDS) of mothers and fathers to toddlers in the context of dyadic and triadic interaction. Further the influence of observed co-parenting dynamics on parental triadic speech and associations with child language are explored. Seventy-three toddlers (M = 24.1 months, SD=1.37; 37 girls) and their parents were recorded in dyadic and triadic free play in a laboratory setting. All speech from …
Infant language predicts fathers’ vocabulary in infant-directed speech
Research on sources of individual difference in parental Infant-Directed Speech (IDS) is limited and there is a particular lack of research on fathers’ compared to mothers’ speech. This study examined the predictive relations between infant characteristics and variability in paternal lexical diversity (LD) in dyadic free play with two-year-olds (M = 24.1 months, SD = 1.39, 35 girls). Ten minutes of interaction for sixty-four father–infant dyads w…
Exploring the association of infant receptive language and pitch variability in fathers’ infant-directed speech
The objective of this study was to examine the links between prosodic features of paternal Infant-Directed Speech (IDS) and child characteristics. Pitch variability measures were extracted from the speech samples of 50 fathers during unstructured play with their two-year-old children. Evidence for a link between child receptive language ability (measured by the Bayley Scales of Infant Development III) and fathers’ pitch variability was obtained f…
Psychology and Grammar
This is an interdisciplinary discussion bringing grammar to bear on questions of self and identity in children in the linguistic constructionist tradition of theorists like Bamberg, Budwig and Slobin, and in the spirit of theorists like Bruner and Harré who advocate the development and use of grammatical analysis as a research strategy in psychology. Psychology has always been interested in selfhood and the development of a sense of self, most re…
Modality and Tense in Children's Autobiographical Accounts
This is a study of modal time in the autobiographical narratives of a group of five, eight and twelve year old children. Specifically, it is a description of the discourse functions associated with the English modal auxiliaries in conjunction with tense markings in the narratives. The auxiliaries {can, could, will, would, may, must, might, shall, should, ought) are a set of grammatical functors that express a range of related concepts such as abi…
Modality and Tense in Children's Autobiographical Accounts
This is a study of modal time in the autobiographical narratives of a group of five, eight and twelve year old children. Specifically, it is a description of the discourse functions associated with the English modal auxiliaries in conjunction with tense markings in the narratives. The auxiliaries {can, could, will, would, may, must, might, shall, should, ought) are a set of grammatical functors that express a range of related concepts such as abi…
Modality and Tense in Children's Autobiographical Accounts
This is a study of modal time in the autobiographical narratives of a group of five, eight and twelve year old children. Specifically, it is a description of the discourse functions associated with the English modal auxiliaries in conjunction with tense markings in the narratives. The auxiliaries {can, could, will, would, may, must, might, shall, should, ought) are a set of grammatical functors that express a range of related concepts such as abi…
Psychology and Grammar
This is an interdisciplinary discussion bringing grammar to bear on questions of self and identity in children in the linguistic constructionist tradition of theorists like Bamberg, Budwig and Slobin, and in the spirit of theorists like Bruner and Harré who advocate the development and use of grammatical analysis as a research strategy in psychology. Psychology has always been interested in selfhood and the development of a sense of self, most re…
Exploring the association of infant receptive language and pitch variability in fathers’ infant-directed speech
The objective of this study was to examine the links between prosodic features of paternal Infant-Directed Speech (IDS) and child characteristics. Pitch variability measures were extracted from the speech samples of 50 fathers during unstructured play with their two-year-old children. Evidence for a link between child receptive language ability (measured by the Bayley Scales of Infant Development III) and fathers’ pitch variability was obtained f…
Infant language predicts fathers’ vocabulary in infant-directed speech
Research on sources of individual difference in parental Infant-Directed Speech (IDS) is limited and there is a particular lack of research on fathers’ compared to mothers’ speech. This study examined the predictive relations between infant characteristics and variability in paternal lexical diversity (LD) in dyadic free play with two-year-olds (M = 24.1 months, SD = 1.39, 35 girls). Ten minutes of interaction for sixty-four father–infant dyads w…
Communicative functions of parents’ child-directed speech across dyadic and triadic contexts
This study examined the roles of parental gender and context in the communicative functions of parents’ child-directed speech. Seventy three families with toddlers participated in the study. Dyadic and triadic parent-toddler interactions were videotaped during structured play activities. Results indicated context-dependent variability in parents’ facilitative speech and gentle guidance. Parental gender effects were observed in parents’ directive …
Parent child directed speech in dyadic and triadic interaction
This observational study compares the child directed speech (CDS) of mothers and fathers to toddlers in the context of dyadic and triadic interaction. Further the influence of observed co-parenting dynamics on parental triadic speech and associations with child language are explored. Seventy-three toddlers (M = 24.1 months, SD=1.37; 37 girls) and their parents were recorded in dyadic and triadic free play in a laboratory setting. All speech from …
Preterm birth and expressive language development across the first 5 years of life
Multiple factors including the child's non-linguistic characteristics and caregiving environment can affect language development. Since preterm birth (<37 weeks’ gestation) can negatively affect language development, this study used path analysis to investigate whether the influence of preterm birth on expressive language development at 3 and 5 years of age is mediated by a child's non-linguistic characteristics (temperament and cognitive, motor,…
Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books
While the association between shared book reading (SBR) and child language development is well documented, there has been less focus on how book characteristics may differentially elicit parents' language input and hence differentially relate to children's language skills during this activity. Moreover, despite the positive and unique role that fathers have been shown to play for children's language, the father‐child SBR evidence base is small. A…
Domain-specific and cross-domain effects of the home literacy and numeracy environment at 3 years on children's academic competencies at 5 and 9 years
This study examined whether children's formal and informal home literacy (HLE) and home numeracy (HNE) environments at 3 years old demonstrated domain-specific, and cross-domain effects on children's academic performance at 5 and 9 years old. Participants were 7,110 children (49.4% male; 84.4% Irish), recruited between 2007 and 2008 in Ireland. Structural equation modeling revealed that only the informal HLE and HNE demonstrated both domain-speci…
Parental supportive and intrusive directives during dyadic interactions in relation to concurrent skills of preterm and full-term toddlers at age 2 years
Parent–toddler play talk
Children’s speech is influenced by the speech they hear, in particular by the parental speech addressed directly to them. The aim of this study was to analyse toddlers’ speech with their parents and to investigate the influence of specific characteristics of child-directed speech on child speech in real time during mother–child and father–child dyadic interactions. Eighty-four children ( M = 24.11 months, SD = 1.37, 42 girls) and their parents we…
Psychology (11 obras) · Developmental psychology (9 obras) · Linguistics (7 obras) · Language development (5 obras) · Language Development and Disorders (5 obras) · Vocabulary (4 obras) · Family and Disability Support Research (3 obras) · Language, Discourse, Communication Strategies (3 obras) · Social Psychology (3 obras) · Social Psychology (3 obras)