Jean Berko Gleason
Biographic Data
| ID | 741395 |
|---|---|
| NAME | Jean Berko Gleason |
| GIVEN NAMES | Jean Berko |
| FAMILY NAME | Gleason |
| SIGNATURE | GLEASON J B |
| AFFILIATIONS | Boston University |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 95 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 7 |
When is a First Language More Emotional? Psychophysiological Evidence from Bilingual Speakers
This chapter will review recent studies measuring physiological aspects of bilinguals’ emotional response to stimuli presented in speakers’ first and second language. We also introduce a new theory, ‘the emotional contexts of learning theory’, developed to account for findings from existing studies of bilingualism and emotion. We then evaluate the data consistent with this theory, the new predictions it makes, and the overall prospects for integr…
I'm sorry I said that
We examined children's use of apology terms in parent–child discourse. Longitudinal data from 9 children (5 males, 4 females) between the ages of 1;2 and 6;1 were analysed. Before 2;0, the use of apology terms was rare. Thereafter, several developmental trends were noted including a decrease with age in directly elicited apologies and an increase in indirectly elicited apologies. With age children's apologies also became more elaborate. Children …
Taboo words and reprimands elicit greater autonomic reactivity in a first language than in a second language
Second language speakers commonly acknowledge that taboo terms can be uttered with greater ease in their second language (L2) than in their first language (L1). To investigate this phenomenon psychophysiologically, 32 Turkish–English bilinguals rated a variety of stimuli for pleasantness in Turkish (L1) and English (L2) while skin conductance was monitored via fingertip electrodes. Participants demonstrated greater autonomic arousal to taboo word…
Attention to Language
The ordinary discourse of parents, and to a lesser degree young children, includes a surprising amount of attention to language. The dinner table conversations of 22 middle class families, each with a child between 2 and 5 1 / 2 years of age, were recorded. Transcripts of these conversations were analyzed for the presence and function of language‐focused terms, words such as say, ask, tell, and speak. More than 11% of mothers’, 7% of fathers’, an…
The Mutual Construction of Narrative by Mothers and Children
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The Mutual Construction of Narrative by Mothers and Children
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Why Didn't You Talk to Your Mommy, Honey
Family talk about talk
Reporting past speech is an important but little studied discourse skill. The speech mothers, fathers, and children spontaneously quote at dinnertime was analyzed in this study. Subjects were 22 middle‐class families, each with a child between 2 years, 3 months and 5 years, 2 months of age. Reported speech was found in the dinnertime conversations of most families. Mothers used reported speech far more frequently than did fathers or children. Whe…
Romāni child-directed speech and children's language among Gypsies in Hungary
Adult-child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral cul…
Developmental perspectives on politeness
The Development of Language
What's the magic word
This study examines the use of politeness routines at the dinner table in the homes of eight middle‐class American families with preschool‐age children. Politeness routines, for example please, thank you, may I please be excused, were used pervasively. In addition, in six of the eight families parents used routinized prompts for eliciting politeness from their children, for example, What do you say? and What's the magic word? The discussion consi…
Sex differences in parental directives to young children
Hi, thanks, and goodbye
This study examines children's acquisition of three politeness routines: hi, thanks, and goodbye . Twenty-two children, eleven boys and eleven girls, and their parents participated. At the end of a parent-child play session, an assistant entered the playroom with a gift to elicit routines from the children. Spontaneous production of the three routines was low, with thank you the most infrequent. Parents actively prompted their children to produce…
The acquisition of routines in child language
The acquisition of routines is one aspect of language development. Routines such asBye-bye, in contrast to more referential language, appear to be among the earliest acquisitions and are congruent with the sensori-motor child's capacities. This study investigates performance of the highly constrained Hallowe'enTrick or treatroutine in 115 children from 2 to 16 years of age. Changes in competence and the role of parental input are examined in rela…
The acquisition of routines in child language
The acquisition of routines is one aspect of language development. Routines such asBye-bye, in contrast to more referential language, appear to be among the earliest acquisitions and are congruent with the sensori-motor child's capacities. This study investigates performance of the highly constrained Hallowe'enTrick or treatroutine in 115 children from 2 to 16 years of age. Changes in competence and the role of parental input are examined in rela…
Developmental perspectives on politeness
What's the magic word
This study examines the use of politeness routines at the dinner table in the homes of eight middle‐class American families with preschool‐age children. Politeness routines, for example please, thank you, may I please be excused, were used pervasively. In addition, in six of the eight families parents used routinized prompts for eliciting politeness from their children, for example, What do you say? and What's the magic word? The discussion consi…
Why Didn't You Talk to Your Mommy, Honey
Attention to Language
The ordinary discourse of parents, and to a lesser degree young children, includes a surprising amount of attention to language. The dinner table conversations of 22 middle class families, each with a child between 2 and 5 1 / 2 years of age, were recorded. Transcripts of these conversations were analyzed for the presence and function of language‐focused terms, words such as say, ask, tell, and speak. More than 11% of mothers’, 7% of fathers’, an…
Family talk about talk
Reporting past speech is an important but little studied discourse skill. The speech mothers, fathers, and children spontaneously quote at dinnertime was analyzed in this study. Subjects were 22 middle‐class families, each with a child between 2 years, 3 months and 5 years, 2 months of age. Reported speech was found in the dinnertime conversations of most families. Mothers used reported speech far more frequently than did fathers or children. Whe…
Sex differences in parental directives to young children
Romāni child-directed speech and children's language among Gypsies in Hungary
Adult-child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral cul…
The acquisition of routines in child language
The acquisition of routines is one aspect of language development. Routines such asBye-bye, in contrast to more referential language, appear to be among the earliest acquisitions and are congruent with the sensori-motor child's capacities. This study investigates performance of the highly constrained Hallowe'enTrick or treatroutine in 115 children from 2 to 16 years of age. Changes in competence and the role of parental input are examined in rela…
Hi, thanks, and goodbye
This study examines children's acquisition of three politeness routines: hi, thanks, and goodbye . Twenty-two children, eleven boys and eleven girls, and their parents participated. At the end of a parent-child play session, an assistant entered the playroom with a gift to elicit routines from the children. Spontaneous production of the three routines was low, with thank you the most infrequent. Parents actively prompted their children to produce…
Sex differences in parental directives to young children
What's the magic word
This study examines the use of politeness routines at the dinner table in the homes of eight middle‐class American families with preschool‐age children. Politeness routines, for example please, thank you, may I please be excused, were used pervasively. In addition, in six of the eight families parents used routinized prompts for eliciting politeness from their children, for example, What do you say? and What's the magic word? The discussion consi…
The Development of Language
Developmental perspectives on politeness
Romāni child-directed speech and children's language among Gypsies in Hungary
Adult-child interaction and linguistic input in relation to oral culture were investigated in 13 traditional settlements of Romāni-speaking Gypsies in Hungary. Many of the typical modifications found in the childdirected speech (CDS) register of other languages are also found in the speech addressed to children acquiring Romāni. In addition, CDS in these communities is deeply influenced by living traditions and properties of the Gypsies' oral cul…
Family talk about talk
Reporting past speech is an important but little studied discourse skill. The speech mothers, fathers, and children spontaneously quote at dinnertime was analyzed in this study. Subjects were 22 middle‐class families, each with a child between 2 years, 3 months and 5 years, 2 months of age. Reported speech was found in the dinnertime conversations of most families. Mothers used reported speech far more frequently than did fathers or children. Whe…
Why Didn't You Talk to Your Mommy, Honey
The Mutual Construction of Narrative by Mothers and Children
Preview this article: The Mutual Construction of Narrative by Mothers and Children: Cross-Cultural Observations, Page 1 of 1 /docserver/preview/fulltext/jnlh.7.1-4.26the-1.gif
The Mutual Construction of Narrative by Mothers and Children
Preview this article: The Mutual Construction of Narrative by Mothers and Children: Cross-Cultural Observations, Page 1 of 1 /docserver/preview/fulltext/jnlh.7.1-4.26the-1.gif
Attention to Language
The ordinary discourse of parents, and to a lesser degree young children, includes a surprising amount of attention to language. The dinner table conversations of 22 middle class families, each with a child between 2 and 5 1 / 2 years of age, were recorded. Transcripts of these conversations were analyzed for the presence and function of language‐focused terms, words such as say, ask, tell, and speak. More than 11% of mothers’, 7% of fathers’, an…
Taboo words and reprimands elicit greater autonomic reactivity in a first language than in a second language
Second language speakers commonly acknowledge that taboo terms can be uttered with greater ease in their second language (L2) than in their first language (L1). To investigate this phenomenon psychophysiologically, 32 Turkish–English bilinguals rated a variety of stimuli for pleasantness in Turkish (L1) and English (L2) while skin conductance was monitored via fingertip electrodes. Participants demonstrated greater autonomic arousal to taboo word…
When is a First Language More Emotional? Psychophysiological Evidence from Bilingual Speakers
This chapter will review recent studies measuring physiological aspects of bilinguals’ emotional response to stimuli presented in speakers’ first and second language. We also introduce a new theory, ‘the emotional contexts of learning theory’, developed to account for findings from existing studies of bilingualism and emotion. We then evaluate the data consistent with this theory, the new predictions it makes, and the overall prospects for integr…
I'm sorry I said that
We examined children's use of apology terms in parent–child discourse. Longitudinal data from 9 children (5 males, 4 females) between the ages of 1;2 and 6;1 were analysed. Before 2;0, the use of apology terms was rare. Thereafter, several developmental trends were noted including a decrease with age in directly elicited apologies and an increase in indirectly elicited apologies. With age children's apologies also became more elaborate. Children …
Psychology (14 works) · Linguistics (12 works) · Developmental psychology (11 works) · Language, Discourse, Communication Strategies (10 works) · Social Psychology (8 works) · Multilingual Education and Policy (6 works) · Computer Science (5 works) · Language Development and Disorders (5 works) · Philosophy (4 works) · Socialization (4 works)