Nancy Budwig
Datos Biográficos
| ID | 352087 |
|---|---|
| NOMBRE | Nancy Budwig |
| NOMBRES | Nancy |
| APELLIDO | Budwig |
| FIRMA | BUDWIG N |
| AFILIACIONES | Clark University |
| ORCID | 0000-0001-8952-2662 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 23 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1989 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Living with generative AI
The growing presence of generative artificial intelligence (GenAI) in educational practice raises questions about how learners and educators live with AI and reshapes questions about how learning unfolds across contemporary learning environments. Although research on AI in education has expanded quickly, much of this work continues to frame GenAI in technocentric and static terms, as a tool to be evaluated, rather than as a relational and develop…
A Developmental and Sociocultural Approach to the Transition from High School to College
Lee Gurel (1926–2023)
Lee Gurel, who had a distinguished career as a research psychologist with the Veterans Administration, passed away at home in Alexandria, Virginia, on July 24, 2023, at the age of 96. Gurel was born on October 1, 1926, in Poland, and came to the United States with his family in 1930. He was a prolific researcher with over 120 publications. Some of his lasting contributions to the field came from his tireless philanthropic efforts to support educa…
Eugenics, Prejudice, and Human Development Revisited
This manuscript stems from discussion in a graduate seminar on developmental theories taught by the first author and held at Clark University in the fall of 2022. While the first author drafted the text and played a central role in outlining the argument, all participants critically discussed and evaluated the ideas presented, analyzed primary materials in the archive, and played a central role in editing the manuscript. The student authors are l…
The Future of Constructivist Education
We make the case that there is an urgent need to revitalize the reach of constructivist education into both K-12 public schools and higher education. After considering the current state of the theory and practice of constructivist education, we argue that disparities between theory and practice arise from the divergent conceptual-frameworks constructivist theorists and educators hold. To examine this, core aspects of the approach centering on pro…
Exploring the Conceptual Frameworks Guiding Developmental Research and Practice in Higher Education
This article examines questions initially raised at a meeting that took place 50 years ago on the topic of the development of knowledge in higher education where Jean Piaget coined the term “transdisciplinarity” and distinguished it from interdisciplinarity. We consider the question of why transdisciplinary scholarship has been so challenging for the field of developmental science. We argue that shifts in the guiding metatheoretical framework of …
Concepts and tools from the learning sciences for linking research, teaching and practice around sustainability issues
The Development of Predication
The article reviews the book "Predicative Minds: The Social Ontogeny of Propositional Thinking," by R. Bogdan
Social Life and Social Knowledge
Current developmental theorizing faces a number of dilemmas, if not aporias. The three most relevant ones that provide offspring for different approaches within developmental psychology are (1) the “identity dilemma,” posing the question: how it is possible to consider oneself as the same in the face of constant change; (2) the “uniqueness dilemma”: whether it is possible to consider oneself as unique in the face of being the same as everyone els…
Argument realization in Hindi caregiver-child discourse
Building Bridges between Developmental Psychology and Linguistic Theorizing
Reviews the book "Constructing a Language: A Usage-Based Theory of Language Acquisition," by Michael Tomasello
Why Sally Never Calls Bobby 'I' ' Revisited
In this article, I consider the question posed by Boesch (2003) in his commentary that appeared in response to issues raised in Coehlo and Figueiredo's (2003) discussion of intersubjectivity. I begin with an overview of an alternative view of language to the one adopted in Boesch's question, one that starts from a usage-based approach. Next I move on to consider empirical findings from recent research that examines language and the construction o…
Language, Practices and the Construction of Personhood
This paper argues for the central role of language practices in children's construction of personhood. It aims to connect prior theorizing that recognized language as central to developmental issues, with more recent discussions about personhood stemming from discursive psychology and linguistic anthropology. Drawing upon longitudinal observations of caregivers and their preschoolers from three language communities, a case is made that the develo…
Contents Vol. 42, 1999
A. Gopnik & A. MELTZOFF, Words, thoughts, and theories . Cambridge, MA
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Contribution of Language to the Study of Mind
Commentaries| January 19 2000 The Contribution of Language to the Study of Mind: A Tool for Researchers and Children Subject Area: Psychiatry and Psychology , Women's and Children's Health Nancy Budwig Nancy Budwig Clark University, Worcester, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (1999) 42 (6): 362–368. https://doi.org/10.1159/000022643 Article history Published Online: January 19 …
How far does a construction grammar approach to argument structure take us in understanding children's language development
Tomasello's stimulating review of Goldberg's (1995) book, Constructions: a construction grammar approach to argument structure , raises several themes worthy of discussion. Tomasello suggests numerous reasons why functional and cognitive linguistic approaches in general, and Goldberg's approach in particular, are central to current work in child language. In my commentary I will summarize Tomasello's central claims about what he sees as significa…
Language Development from Two to Three
The chapters in this volume were originally separate research reports from longitudinal study of a group of four children. As a collection, the reports present a developmental story of language acquisition in the third year of life – a time of great achievement as children acquire a basic knowledge of semantics, syntax, and discourse. The early chapters show the children learning to form simple sentences; later chapters show them beginning to acq…
A developmental approach to language acquisition
The aim of this article is to revitalize and extend functionalist approaches to language use and language acquisition by utilizing a theory which focuses on general issues of human development. The emphasis here is to show how such developmental considerations enable one to reconstruct a growing child's own efforts to acquire and use a language in increasing accord with cultural demands as to a telos of language development. Two case studies are …
The contribution of caregivers' input to children's talk about agency and pragmatic control
The linguistic marking of nonprototypical agency
The present study examines how children vary perspective in describing events. In particular, it investigates how children describe events that deviate from prototypical transitive events. Cross-linguistic research suggests that speakers of various languages organize particular linguistic devices around clusters of related notions such as volition, animacy, and control (see Comrie 1981; DeLancey 1984; Givon 1979, 1984; Hopper and Thompson 1980; L…
The linguistic marking of agentivity and control in child language
The present study examines the relationship between linguistic forms and the functions they serve in children's early talk about agentivity and control. The spontaneous linguistic productions of six children ranging between 1;8 and 2;8 served as the data base. Preliminary analyses of who the children referred to and what forms were used in subject position suggest that the children could be divided into two groups. Three children primarily referr…
Argument realization in Hindi caregiver-child discourse
The linguistic marking of nonprototypical agency
The present study examines how children vary perspective in describing events. In particular, it investigates how children describe events that deviate from prototypical transitive events. Cross-linguistic research suggests that speakers of various languages organize particular linguistic devices around clusters of related notions such as volition, animacy, and control (see Comrie 1981; DeLancey 1984; Givon 1979, 1984; Hopper and Thompson 1980; L…
Social Life and Social Knowledge
Current developmental theorizing faces a number of dilemmas, if not aporias. The three most relevant ones that provide offspring for different approaches within developmental psychology are (1) the “identity dilemma,” posing the question: how it is possible to consider oneself as the same in the face of constant change; (2) the “uniqueness dilemma”: whether it is possible to consider oneself as unique in the face of being the same as everyone els…
Concepts and tools from the learning sciences for linking research, teaching and practice around sustainability issues
The linguistic marking of agentivity and control in child language
The present study examines the relationship between linguistic forms and the functions they serve in children's early talk about agentivity and control. The spontaneous linguistic productions of six children ranging between 1;8 and 2;8 served as the data base. Preliminary analyses of who the children referred to and what forms were used in subject position suggest that the children could be divided into two groups. Three children primarily referr…
The linguistic marking of nonprototypical agency
The present study examines how children vary perspective in describing events. In particular, it investigates how children describe events that deviate from prototypical transitive events. Cross-linguistic research suggests that speakers of various languages organize particular linguistic devices around clusters of related notions such as volition, animacy, and control (see Comrie 1981; DeLancey 1984; Givon 1979, 1984; Hopper and Thompson 1980; L…
A developmental approach to language acquisition
The aim of this article is to revitalize and extend functionalist approaches to language use and language acquisition by utilizing a theory which focuses on general issues of human development. The emphasis here is to show how such developmental considerations enable one to reconstruct a growing child's own efforts to acquire and use a language in increasing accord with cultural demands as to a telos of language development. Two case studies are …
The contribution of caregivers' input to children's talk about agency and pragmatic control
Language Development from Two to Three
The chapters in this volume were originally separate research reports from longitudinal study of a group of four children. As a collection, the reports present a developmental story of language acquisition in the third year of life – a time of great achievement as children acquire a basic knowledge of semantics, syntax, and discourse. The early chapters show the children learning to form simple sentences; later chapters show them beginning to acq…
How far does a construction grammar approach to argument structure take us in understanding children's language development
Tomasello's stimulating review of Goldberg's (1995) book, Constructions: a construction grammar approach to argument structure , raises several themes worthy of discussion. Tomasello suggests numerous reasons why functional and cognitive linguistic approaches in general, and Goldberg's approach in particular, are central to current work in child language. In my commentary I will summarize Tomasello's central claims about what he sees as significa…
Contents Vol. 42, 1999
A. Gopnik & A. MELTZOFF, Words, thoughts, and theories . Cambridge, MA
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Contribution of Language to the Study of Mind
Commentaries| January 19 2000 The Contribution of Language to the Study of Mind: A Tool for Researchers and Children Subject Area: Psychiatry and Psychology , Women's and Children's Health Nancy Budwig Nancy Budwig Clark University, Worcester, Mass., USA Search for other works by this author on: This Site PubMed Google Scholar Human Development (1999) 42 (6): 362–368. https://doi.org/10.1159/000022643 Article history Published Online: January 19 …
Language, Practices and the Construction of Personhood
This paper argues for the central role of language practices in children's construction of personhood. It aims to connect prior theorizing that recognized language as central to developmental issues, with more recent discussions about personhood stemming from discursive psychology and linguistic anthropology. Drawing upon longitudinal observations of caregivers and their preschoolers from three language communities, a case is made that the develo…
Building Bridges between Developmental Psychology and Linguistic Theorizing
Reviews the book "Constructing a Language: A Usage-Based Theory of Language Acquisition," by Michael Tomasello
Why Sally Never Calls Bobby 'I' ' Revisited
In this article, I consider the question posed by Boesch (2003) in his commentary that appeared in response to issues raised in Coehlo and Figueiredo's (2003) discussion of intersubjectivity. I begin with an overview of an alternative view of language to the one adopted in Boesch's question, one that starts from a usage-based approach. Next I move on to consider empirical findings from recent research that examines language and the construction o…
Argument realization in Hindi caregiver-child discourse
Social Life and Social Knowledge
Current developmental theorizing faces a number of dilemmas, if not aporias. The three most relevant ones that provide offspring for different approaches within developmental psychology are (1) the “identity dilemma,” posing the question: how it is possible to consider oneself as the same in the face of constant change; (2) the “uniqueness dilemma”: whether it is possible to consider oneself as unique in the face of being the same as everyone els…
The Development of Predication
The article reviews the book "Predicative Minds: The Social Ontogeny of Propositional Thinking," by R. Bogdan
Concepts and tools from the learning sciences for linking research, teaching and practice around sustainability issues
Exploring the Conceptual Frameworks Guiding Developmental Research and Practice in Higher Education
This article examines questions initially raised at a meeting that took place 50 years ago on the topic of the development of knowledge in higher education where Jean Piaget coined the term “transdisciplinarity” and distinguished it from interdisciplinarity. We consider the question of why transdisciplinary scholarship has been so challenging for the field of developmental science. We argue that shifts in the guiding metatheoretical framework of …
The Future of Constructivist Education
We make the case that there is an urgent need to revitalize the reach of constructivist education into both K-12 public schools and higher education. After considering the current state of the theory and practice of constructivist education, we argue that disparities between theory and practice arise from the divergent conceptual-frameworks constructivist theorists and educators hold. To examine this, core aspects of the approach centering on pro…
Eugenics, Prejudice, and Human Development Revisited
This manuscript stems from discussion in a graduate seminar on developmental theories taught by the first author and held at Clark University in the fall of 2022. While the first author drafted the text and played a central role in outlining the argument, all participants critically discussed and evaluated the ideas presented, analyzed primary materials in the archive, and played a central role in editing the manuscript. The student authors are l…
Lee Gurel (1926–2023)
Lee Gurel, who had a distinguished career as a research psychologist with the Veterans Administration, passed away at home in Alexandria, Virginia, on July 24, 2023, at the age of 96. Gurel was born on October 1, 1926, in Poland, and came to the United States with his family in 1930. He was a prolific researcher with over 120 publications. Some of his lasting contributions to the field came from his tireless philanthropic efforts to support educa…
Living with generative AI
The growing presence of generative artificial intelligence (GenAI) in educational practice raises questions about how learners and educators live with AI and reshapes questions about how learning unfolds across contemporary learning environments. Although research on AI in education has expanded quickly, much of this work continues to frame GenAI in technocentric and static terms, as a tool to be evaluated, rather than as a relational and develop…
A Developmental and Sociocultural Approach to the Transition from High School to College
Psychology (20 obras) · Sociology (14 obras) · Philosophy (10 obras) · Cognitive science (9 obras) · Epistemology (9 obras) · Linguistics (9 obras) · Computer Science (8 obras) · Language Development and Disorders (8 obras) · Developmental psychology (7 obras) · Language, Discourse, Communication Strategies (7 obras)