Bente Eriksen Hagtvet
Datos Biográficos
| ID | 658190 |
|---|---|
| NOMBRE | Bente Eriksen Hagtvet |
| NOMBRES | Bente Eriksen |
| APELLIDO | Hagtvet |
| FIRMA | HAGTVET B E |
| AFILIACIONES | University of Oslo |
| VERIFICADO | No |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
Teacher–Child Interactions During Toy Play and Book Sharing
Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to si…
The linguistic complexity of adult and child contextualized and decontextualized talk
The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well-attested but not well-understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty-eight Norwegian children (M age = 5.5 years; 25 girls; 30 Norwegian-speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book re…
App-based morphological training produces lasting effects on word knowledge in primary school children
Vocabulary, knowledge of word meanings, is essential for comprehension and production of oral and written language. It is, however, an unconstrained skill that covers a vast content area. This makes explicit teaching of every single word in a language an impossible task. Additionally, teaching the meanings of specific words is unlikely to provide transfer of knowledge to other words. We need to target knowledge and skills that are generalizable. …
The concurrent and longitudinal relationship between narrative skills and other language skills in children
We examined the concurrent relationship between narrative skills (the Renfrew Bus Story Test) and core language measures (vocabulary, grammar and verbal memory) at age 4 and the longitudinal relationship between core language and listening comprehension skills at age 7 in a sample of 215 children using latent variables and structural equation modelling. Our main purpose was to investigate to what extent narrative retell constitutes a unique influ…
Ragnar Rommetveit
Over a long professional lifetime, Ragnar Rommetveit contributed to numerous disciplines in the social sciences and humanities, reflecting discussions in global social science and his own unending quest to understand social and individual life. His remarkable career and impact can be outlined in terms of four main phases. The first involved general social psychology in the 1950s and was reflected in Social Norms and Roles (1953/1955). In the seco…
Sentence repetition is a measure of children's language skills rather than working memory limitations
Sentence repetition tasks are widely used in the diagnosis and assessment of children with language difficulties. This paper seeks to clarify the nature of sentence repetition tasks and their relationship to other language skills. We present the results from a 2‐year longitudinal study of 216 children. Children were assessed on measures of sentence repetition, vocabulary knowledge and grammatical skills three times at approximately yearly interva…
Re-conceptualizing “directiveness” in educational dialogues
On the Dialogical Basis of Meaning
On the Dialogical Basis of Meaning
Re-conceptualizing “directiveness” in educational dialogues
Sentence repetition is a measure of children's language skills rather than working memory limitations
Sentence repetition tasks are widely used in the diagnosis and assessment of children with language difficulties. This paper seeks to clarify the nature of sentence repetition tasks and their relationship to other language skills. We present the results from a 2‐year longitudinal study of 216 children. Children were assessed on measures of sentence repetition, vocabulary knowledge and grammatical skills three times at approximately yearly interva…
Ragnar Rommetveit
Over a long professional lifetime, Ragnar Rommetveit contributed to numerous disciplines in the social sciences and humanities, reflecting discussions in global social science and his own unending quest to understand social and individual life. His remarkable career and impact can be outlined in terms of four main phases. The first involved general social psychology in the 1950s and was reflected in Social Norms and Roles (1953/1955). In the seco…
The concurrent and longitudinal relationship between narrative skills and other language skills in children
We examined the concurrent relationship between narrative skills (the Renfrew Bus Story Test) and core language measures (vocabulary, grammar and verbal memory) at age 4 and the longitudinal relationship between core language and listening comprehension skills at age 7 in a sample of 215 children using latent variables and structural equation modelling. Our main purpose was to investigate to what extent narrative retell constitutes a unique influ…
App-based morphological training produces lasting effects on word knowledge in primary school children
Vocabulary, knowledge of word meanings, is essential for comprehension and production of oral and written language. It is, however, an unconstrained skill that covers a vast content area. This makes explicit teaching of every single word in a language an impossible task. Additionally, teaching the meanings of specific words is unlikely to provide transfer of knowledge to other words. We need to target knowledge and skills that are generalizable. …
The linguistic complexity of adult and child contextualized and decontextualized talk
The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well-attested but not well-understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty-eight Norwegian children (M age = 5.5 years; 25 girls; 30 Norwegian-speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book re…
Teacher–Child Interactions During Toy Play and Book Sharing
Research Findings: Although it is well documented that toy play and book sharing shape communication between adults and children in different ways, relatively few studies have compared teacher – child interactions in the two activities. The aim of this observational study was to describe and compare the conversational functions of teachers’ and children’s interactional contributions during book sharing and toy play. Examining dyads of five- to si…
Psychology (7 obras) · Developmental psychology (6 obras) · Linguistics (6 obras) · Cognitive psychology (3 obras) · Early Childhood Education and Development (3 obras) · Language Development and Disorders (3 obras) · Reading and Literacy Development (3 obras) · Child Development and Digital Technology (2 obras) · Communication (2 obras) · Epistemology (2 obras)