Allayne Bridges
Dados Biográficos
| ID | 3658437 |
|---|---|
| NOME | Allayne Bridges |
| PRENOMES | Allayne |
| SOBRENOME | Bridges |
| ASSINATURA | BRIDGES A |
| AFILIAÇÕES | University of Birmingham |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 1984 |
| ÍNDICE H | 1 |
Preschool children's comprehension of agency
An acting-out task and two modified forms of the token-assignment task described by Braine & Wells (1978) were used to test the ability of 72 children aged 3;0–4;6 to identify the actor in an event; in one token-assignment task the children were required to respond after watching silent enactments of transitive events, and in the other the children heard verbal descriptions of similar events. Comparison of individual response patterns across the …
Syntactic comprehension in Down's syndrome children
The ability of 24 Down's syndrome children to act out active and passive semantically biased and neutral sentences in a comprehension task was compared with that of 24 non-retarded children, matched on the basis of their verbal comprehension scores on the Reynell Developmental Language Scale (Reynell, 1969). Down's syndrome children closely resembled control children both in terms of percentage correct responses and in terms of individual childre…
Learning through Interaction
There have been many studies of children learning to talk, but perhaps none as comprehensive - in terms of the number of children involved, the period of continuous observation and the scope of the analysis - as the Bristol Study of Language Development. This is the first full-length volume to be written by members of the research team and it is a fundamental study of language development from infancy to primary school. It synthesises the researc…
SVO comprehension strategies reconsidered
Several researchers (e.g. Bever 1970, Strohner & Nelson 1974) have suggested that young children commonly employ a word-order strategy of the form: ‘the first mentioned participant is agent’ when interpreting active and passive sentences. Pre-school children (aged 2; 6–5; 0) were presented with reversible active and passive sentences in four comprehension test settings (two acting-out tasks, a selection task and a verification task). Their respon…
Directing two-year-old's attention; some clues to understanding
The behaviour of 32 mothers during an object-retrieval game was analysed in terms of the hints and ‘clues’ they used to direct their children's attention. Age-related differences were found in the type of information offered; the prompts 2; 0-year-olds received primarily concerned the target-objects' whereabouts, whereas 2; 6-year-olds' mothers referred to the target-objects (especially those unfamiliar by name) in terms of the children's backgro…
Syntactic comprehension in Down's syndrome children
The ability of 24 Down's syndrome children to act out active and passive semantically biased and neutral sentences in a comprehension task was compared with that of 24 non-retarded children, matched on the basis of their verbal comprehension scores on the Reynell Developmental Language Scale (Reynell, 1969). Down's syndrome children closely resembled control children both in terms of percentage correct responses and in terms of individual childre…
Directing two-year-old's attention; some clues to understanding
The behaviour of 32 mothers during an object-retrieval game was analysed in terms of the hints and ‘clues’ they used to direct their children's attention. Age-related differences were found in the type of information offered; the prompts 2; 0-year-olds received primarily concerned the target-objects' whereabouts, whereas 2; 6-year-olds' mothers referred to the target-objects (especially those unfamiliar by name) in terms of the children's backgro…
SVO comprehension strategies reconsidered
Several researchers (e.g. Bever 1970, Strohner & Nelson 1974) have suggested that young children commonly employ a word-order strategy of the form: ‘the first mentioned participant is agent’ when interpreting active and passive sentences. Pre-school children (aged 2; 6–5; 0) were presented with reversible active and passive sentences in four comprehension test settings (two acting-out tasks, a selection task and a verification task). Their respon…
Learning through Interaction
There have been many studies of children learning to talk, but perhaps none as comprehensive - in terms of the number of children involved, the period of continuous observation and the scope of the analysis - as the Bristol Study of Language Development. This is the first full-length volume to be written by members of the research team and it is a fundamental study of language development from infancy to primary school. It synthesises the researc…
Preschool children's comprehension of agency
An acting-out task and two modified forms of the token-assignment task described by Braine & Wells (1978) were used to test the ability of 72 children aged 3;0–4;6 to identify the actor in an event; in one token-assignment task the children were required to respond after watching silent enactments of transitive events, and in the other the children heard verbal descriptions of similar events. Comparison of individual response patterns across the …
Syntactic comprehension in Down's syndrome children
The ability of 24 Down's syndrome children to act out active and passive semantically biased and neutral sentences in a comprehension task was compared with that of 24 non-retarded children, matched on the basis of their verbal comprehension scores on the Reynell Developmental Language Scale (Reynell, 1969). Down's syndrome children closely resembled control children both in terms of percentage correct responses and in terms of individual childre…
Developmental psychology (5 obras) · Linguistics (5 obras) · Psychology (5 obras) · Cognitive psychology (4 obras) · Comprehension (3 obras) · Computer Science (3 obras) · Language Development and Disorders (3 obras) · Reading and Literacy Development (3 obras) · Child and Animal Learning Development (2 obras) · Language development (2 obras)