Michael Fluck
Biographic Data
| ID | 2747568 |
|---|---|
| NAME | Michael Fluck |
| GIVEN NAMES | Michael |
| FAMILY NAME | Fluck |
| SIGNATURE | FLUCK M |
| AFFILIATIONS | University of Portsmouth |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 3 |
Does Counting Count for 3‐ to 4‐year‐olds? Parental Assumptions about Preschool Children's Understanding of Counting and Cardinality
Research indicates that children do not typically understand the connection between counting and cardinality for several months after learning to count, yet parents speak to 3‐year‐olds as though they already understood the significance of counting. The present research was designed to investigate mothers’ awareness of the discrepancy between children's procedural and conceptual mastery of counting. In Study 1 mothers of a hundred 3‐ to 4 1 / 2 ‐…
The Effect of Maternal Support for Counting and Cardinal Understanding in Pre‐School Children
The effect of maternal support on the development of counting and cardinality was examined by observing 18 mother‐child dyads engaged in two procedurally similar , but conceptually different tasks in a longitudinal design consisting of three phases (32, 38 and 44 months). At 32 and 38 months of age in both the supported and a similar unsupported condition the children were more successful in the count task than in the give ‘x’ task, which require…
(Re-) Constructing pre-linguistic interpersonal processes to promote language development in young children with deviant or delayed communication skills
Background. Approaches to intervention with young children with delayed or deviant communication skills have tended to focus directly on the production and comprehension of linguistic forms. Research in developmental psychology, however, has highlighted the role of joint attention and action within a mutually negotiated frame in early communicative development. Aims. An approach to intervention was developed which uses graded participation in suc…
Counting and cardinality in English nursery pupils
This study examines the development of counting and cardinality in a structured sample of 60 English 3 1/2-41/2 year-olds attending local education authority nursery classes in socially mixed areas of Portsmouth. Children were given two types of task: counting sets of animals, and giving specified numbers of items from a pile. Three measures of cardinal understanding were used: spontaneous repetition of the last word on completion of a counting t…
The effects of language of testing on bilingual pre‐adolescents’ attitudes towards welsh and varieties of English
This study, using the matched‐guise technique, was designed (a) to determine how West Welsh pre‐adolescents would react to Welsh speakers reading a passage of prose in one or other of three language varieties (R.P. English [EE] vs. Welsh‐accented English [EW] vs. Welsh [WW]), and (b) to examine what effect language of testing (English vs. Welsh) might have on children's social evaluations of speech styles. The results showed that EW was judged le…
The effect of televised presentation on number conservation in 5 year olds
The Piagetian approach to intellectual development (Piaget & Inhelder, 1969; Piaget, 1952) has come under increasing critcism in the recent literature for its readiness to interpret children's performance in terms of the presence, or absence, of underlying operational structures whilst ignoring the contribution of social influences in the immediate situation; critics have argued that we risk seriously underestimating the cognitive skills availabl…
Comprehension of Relative Clauses By Children Aged Five To Nine Years
Although studies of children's speech suggest that sentences with object relative clauses ( O) are mastered before those with subject clauses (S), there are reasons for predicting that children comprehend the latter first. The present research confirms the findings of an earlier study which supported this. In addition, the results indicate that the O form is not reliably comprehended until nine years, some two years after the S form. Evidence was…
Young Children's Comprehension of Complex Sentences
Studies of children's speech have shown that sentences with subordinate clauses in the subject generally appear later than those with such clauses in the object; this fits Yngve's model of sentence production. However, there are reasons for believing that children must learn to perceive and interpret 'subject' sentences at an earlier age than 'object' sentences. The present study was intended to investigate this and to test specific predictions b…
The effects of language of testing on bilingual pre‐adolescents’ attitudes towards welsh and varieties of English
This study, using the matched‐guise technique, was designed (a) to determine how West Welsh pre‐adolescents would react to Welsh speakers reading a passage of prose in one or other of three language varieties (R.P. English [EE] vs. Welsh‐accented English [EW] vs. Welsh [WW]), and (b) to examine what effect language of testing (English vs. Welsh) might have on children's social evaluations of speech styles. The results showed that EW was judged le…
Comprehension of Relative Clauses By Children Aged Five To Nine Years
Although studies of children's speech suggest that sentences with object relative clauses ( O) are mastered before those with subject clauses (S), there are reasons for predicting that children comprehend the latter first. The present research confirms the findings of an earlier study which supported this. In addition, the results indicate that the O form is not reliably comprehended until nine years, some two years after the S form. Evidence was…
Young Children's Comprehension of Complex Sentences
Studies of children's speech have shown that sentences with subordinate clauses in the subject generally appear later than those with such clauses in the object; this fits Yngve's model of sentence production. However, there are reasons for believing that children must learn to perceive and interpret 'subject' sentences at an earlier age than 'object' sentences. The present study was intended to investigate this and to test specific predictions b…
Counting and cardinality in English nursery pupils
This study examines the development of counting and cardinality in a structured sample of 60 English 3 1/2-41/2 year-olds attending local education authority nursery classes in socially mixed areas of Portsmouth. Children were given two types of task: counting sets of animals, and giving specified numbers of items from a pile. Three measures of cardinal understanding were used: spontaneous repetition of the last word on completion of a counting t…
Young Children's Comprehension of Complex Sentences
Studies of children's speech have shown that sentences with subordinate clauses in the subject generally appear later than those with such clauses in the object; this fits Yngve's model of sentence production. However, there are reasons for believing that children must learn to perceive and interpret 'subject' sentences at an earlier age than 'object' sentences. The present study was intended to investigate this and to test specific predictions b…
Comprehension of Relative Clauses By Children Aged Five To Nine Years
Although studies of children's speech suggest that sentences with object relative clauses ( O) are mastered before those with subject clauses (S), there are reasons for predicting that children comprehend the latter first. The present research confirms the findings of an earlier study which supported this. In addition, the results indicate that the O form is not reliably comprehended until nine years, some two years after the S form. Evidence was…
The effect of televised presentation on number conservation in 5 year olds
The Piagetian approach to intellectual development (Piaget & Inhelder, 1969; Piaget, 1952) has come under increasing critcism in the recent literature for its readiness to interpret children's performance in terms of the presence, or absence, of underlying operational structures whilst ignoring the contribution of social influences in the immediate situation; critics have argued that we risk seriously underestimating the cognitive skills availabl…
The effects of language of testing on bilingual pre‐adolescents’ attitudes towards welsh and varieties of English
This study, using the matched‐guise technique, was designed (a) to determine how West Welsh pre‐adolescents would react to Welsh speakers reading a passage of prose in one or other of three language varieties (R.P. English [EE] vs. Welsh‐accented English [EW] vs. Welsh [WW]), and (b) to examine what effect language of testing (English vs. Welsh) might have on children's social evaluations of speech styles. The results showed that EW was judged le…
Counting and cardinality in English nursery pupils
This study examines the development of counting and cardinality in a structured sample of 60 English 3 1/2-41/2 year-olds attending local education authority nursery classes in socially mixed areas of Portsmouth. Children were given two types of task: counting sets of animals, and giving specified numbers of items from a pile. Three measures of cardinal understanding were used: spontaneous repetition of the last word on completion of a counting t…
(Re-) Constructing pre-linguistic interpersonal processes to promote language development in young children with deviant or delayed communication skills
Background. Approaches to intervention with young children with delayed or deviant communication skills have tended to focus directly on the production and comprehension of linguistic forms. Research in developmental psychology, however, has highlighted the role of joint attention and action within a mutually negotiated frame in early communicative development. Aims. An approach to intervention was developed which uses graded participation in suc…
The Effect of Maternal Support for Counting and Cardinal Understanding in Pre‐School Children
The effect of maternal support on the development of counting and cardinality was examined by observing 18 mother‐child dyads engaged in two procedurally similar , but conceptually different tasks in a longitudinal design consisting of three phases (32, 38 and 44 months). At 32 and 38 months of age in both the supported and a similar unsupported condition the children were more successful in the count task than in the give ‘x’ task, which require…
Does Counting Count for 3‐ to 4‐year‐olds? Parental Assumptions about Preschool Children's Understanding of Counting and Cardinality
Research indicates that children do not typically understand the connection between counting and cardinality for several months after learning to count, yet parents speak to 3‐year‐olds as though they already understood the significance of counting. The present research was designed to investigate mothers’ awareness of the discrepancy between children's procedural and conceptual mastery of counting. In Study 1 mothers of a hundred 3‐ to 4 1 / 2 ‐…
Psychology (8 works) · Child and Animal Learning Development (5 works) · Linguistics (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Cognition (3 works) · Comprehension (3 works) · Computer Science (3 works) · Cardinality (data modeling (2 works)