Carolyn P Panofsky
Biographic Data
| ID | 756267 |
|---|---|
| NAME | Carolyn P Panofsky |
| GIVEN NAMES | Carolyn P |
| FAMILY NAME | Panofsky |
| SIGNATURE | PANOFSKY C P |
| AFFILIATIONS | Providence College |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 1 |
Sociocultural Approaches to Language and Literacy: An Interactionist Perspective
Narrative Competence: Cross-Cultural Comparisons
In a series of cross-cultural studies of narratives by children and adolescents, we examined thematic variations as well as cohesive devices. Our subjects ranged from 5 to 15 years of age. Our initial study included Black, Hispanic, and Native-American participants. We used a story-retelling task for comparative analysis. We found that children between ages 5 and 8 substantively increased the quantity and accuracy of their retold narratives. We a…
The functions of language in parent-child book reading events
tangible than earlier conceptions suggested, and that what the reader brings to the text is of central importance to the meaning he or she will take away from the experience of reading (e.g., Bransford, 1979). We know quite a bit about what readers bring to reading-knowledge of the world, of other specific texts, and of general features of text (e.g., Spiro, Bruce, & Brewer, 1980). From the perspective of cognitive psychology, this knowledge can …
Linguistics and Literacy
The functions of language in parent-child book reading events
tangible than earlier conceptions suggested, and that what the reader brings to the text is of central importance to the meaning he or she will take away from the experience of reading (e.g., Bransford, 1979). We know quite a bit about what readers bring to reading-knowledge of the world, of other specific texts, and of general features of text (e.g., Spiro, Bruce, & Brewer, 1980). From the perspective of cognitive psychology, this knowledge can …
Linguistics and Literacy
The functions of language in parent-child book reading events
tangible than earlier conceptions suggested, and that what the reader brings to the text is of central importance to the meaning he or she will take away from the experience of reading (e.g., Bransford, 1979). We know quite a bit about what readers bring to reading-knowledge of the world, of other specific texts, and of general features of text (e.g., Spiro, Bruce, & Brewer, 1980). From the perspective of cognitive psychology, this knowledge can …
Narrative Competence: Cross-Cultural Comparisons
In a series of cross-cultural studies of narratives by children and adolescents, we examined thematic variations as well as cohesive devices. Our subjects ranged from 5 to 15 years of age. Our initial study included Black, Hispanic, and Native-American participants. We used a story-retelling task for comparative analysis. We found that children between ages 5 and 8 substantively increased the quantity and accuracy of their retold narratives. We a…
Sociocultural Approaches to Language and Literacy: An Interactionist Perspective
Linguistics (4 works) · Psychology (4 works) · Sociology (3 works) · Anthropology (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · EFL/ESL Teaching and Learning (2 works) · Literacy (2 works) · Pedagogy (2 works) · Philosophy (2 works)