Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book
Vivien Heller1, Katharina J Rohlfing2
1Department of German Studies, School of Humanities and Cultural Studies, University of Wuppertal Wuppertal, Germany.
Frontiers in Psychology
|March 7, 2017
Summary
Caregivers and young children co-create meaning through coordinated interactions during shared activities. This study reveals how children
Area of Science:
- Developmental Psychology
- Linguistics
- Human-Computer Interaction
Background:
- Establishing reference is a complex developmental process.
- Early communication relies on embodied and situated interactions.
- Understanding joint attention and shared understanding is key to language acquisition.
Purpose of the Study:
- To investigate how young children and caregivers jointly establish reference.
- To analyze the developmental trajectory of reference acquisition in early childhood.
- To identify the interactive and embodied mechanisms underlying shared meaning-making.
Main Methods:
- Longitudinal study of two mother-child dyads from 9 to 24 months.
- Video recordings of picture-book reading and play activities.
- Development of a descriptive instrument based on conversation and multimodal analysis to assess joint accomplishment of reference.
Main Results:
- Reference acquisition is linked to a child's ability to manage conditional relevancies.
- Both participants' contributions to establishing reference evolve over time.
- Bodily and verbal resources are dynamically employed to achieve joint reference.
Conclusions:
- Reference is an interactive achievement, built through coordinated actions.
- Adults' use of conditional relevancies, recipient design, and observability drives reference acquisition.
- The study highlights the importance of embodied interaction in early semantic development.
Keywords:
conditional relevancecoordinationinteractionjoint attentionlanguage acquisitionobservabilityreferencesequential organizationMore Related Videos
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