Socio-emotional engagement, joint attention, imitation, and conversation skill
Analysis in typical development and specific language impairment
Datos Bibliográficos
| ID | 20343294 |
|---|---|
| Autores | Brad Farrant (0000-0002-3903-0990, The University of Western Australia, autor de correspondencia), Brad M Farrant (The University of Western Australia), Murray T Maybery (0000-0002-3760-1382, The University of Western Australia), Janet Fletcher (0000-0001-7223-4533, The University of Western Australia) |
| Año | 2011 |
| Volumen | 31 |
| Número | 1 |
| Páginas | 23-46 |
| Fecha de publicación | 2011-02-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | First Language (JOURNAL) |
| Identificadores de la revista | ISSN: 0142-7237 • E-ISSN: 1740-2344 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0142723710365431 |
| OpenAlex | W2002886237 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 70 |
According to Racine and Carpendale’s constructivist theory, the acquisition of shared linguistic practice is grounded in the development of competence in shared forms of activity such as joint attention which are naturally embedded in socio-emotional engagement. The present study investigated the relationships among socio-emotional engagement, joint attention, imitation, and conversation skill by establishing a model of these relationships in 94 typically developing children ( M age = 5;4) and further assessing this model in another group of 93 typically developing children ( M age = 5;1) and 30 children with specific language impairment ( M age = 5;3). Joint attention and imitation were found to mediate the relationship between socio-emotional engagement and conversation skill
Cognitive psychology · Conversation · Developmental psychology · Imitation · Joint attention · Language acquisition · Language development · Specific language impairment · Autism Spectrum Disorder Research · Child and Animal Learning Development · Communication · Language Development and Disorders · Psychology · Social Psychology
Joint Attention during Infancy and Early Childhood Across Cultures
Early vocabulary development
Individual Differences in Children’s Pragmatic Ability
Pragmatic Language Development
Establishing conversational engagement and being effective
Parent–child book reading across early childhood and child vocabulary in the early school years
Attachment and joint attention in infants
Atypical vocabulary acquisition in autism
Infant Intersubjectivity
Infants' Contribution to the Achievement of Joint Reference
Cutoff criteria for fit indexes in covariance structure analysis
Structural Equations with Latent Variables
Developments in early lexical comprehension
Infants' ability to consult the speaker for clues to word reference
The correspondence between parent report and child performance for receptive and expressive vocabulary beyond infancy
A longitudinal study of early mother-infant interaction and later language competence
The transition from affective to linguistic meaning
Joint attention and lexical acquisition style
Attachment, Intelligence, and Language
A Korean syndrome of attachment disturbance mimicking symptoms of pervasive developmental disorder
The Development of Communicative Competence of Securely and Insecurely Attached Children in Interactions with Their Mothers
Joint-attentional states and lexical acquisition at 18 months
Interaction of temperamental resistance to control and restrictive parenting in the development of externalizing behavior
Early referential understanding
Adult attachment, working models, and relationship quality in dating couples
The social context of language acquisition
| Citas por año | 0,57 |
|---|---|
| Intervalo de citas | 2012 - 2023 (12) |
| Altamente citado | No |