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THE IMPORTANCE OF IMPLEMENTING PHRASEOLOGICAL UNITS AND THE EFFECTIVE WAYS OF TEACHING ...
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THE IMPORTANCE OF IMPLEMENTING PHRASEOLOGICAL UNITS AND THE EFFECTIVE WAYS OF TEACHING ...
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Interactions in Romance languages: multimodal studies ; Les interactions en langues romanes : études multimodales ; Le interazioni in lingue romanze: studi multimodali
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In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-02987600 ; Bulletin suisse de Linguistique appliquée, pp.1-181, 2020 (2020)
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The emergence of causal explanation in everyday thought: Evidence from ordinary conversation.
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Abstract:
Making sense of the events that we see and experience is a basic and constant human task. Adults have powerful tools, particularly causal explanation, for interpreting and understanding relations among phenomena of enormous variety and complexity. However, the nature of young children's causal explanations remains controversial. Do the abilities to explain diverse subject-matter through distinct domains of reasoning emerge early or as a developmental endpoint? Analyses of spontaneous conversations provide a means to assess the emergence of one form of everyday causal explanation: utterances containing explicit lexical markers, such as why and because. Specifically, the present research offers an analysis of the content of early causal explanations, focusing on subject-matter (persons, objects, animals, other) and explanation modes (psychological, physical, biological, social/cultural, other), as well as interrelations among these dimensions. Other dimensions assessed included pragmatic function, syntactic form, and temporal reference of children's explicit but spontaneous explanations. Four English-speaking children provided the longitudinal transcripts for this analysis. These samples were drawn from the CHILDES natural language database. Between ages 2-1/2 through 4 years, children sought or provided causal explanations at a tremendous rate, 4807 total instances or about 1 in 25 utterances. Children as young as 2-1/2 years provided explanations of diverse phenomena, such as objects or animals, as well as persons. Similarly, children used several explanation modes, including physics and biology, as well as naive psychology. These findings contrast with those suggesting that young children explain only human affairs and in exclusively psychological terms. Children also demonstrated an ability to explain a single class of phenomena (human behavior) in multiple ways and, conversely, to extend each explanation mode across a range of entities. Together, these findings point to complex, though by no means indiscriminate, mappings among subject-matter and explanation modes. Overall, this analysis demonstrates a remarkable early ability to explain everyday events. Young children's causal explanations showed striking diversity and surprisingly little developmental change throughout the preschool period. These findings speak to issues of importance for developmental, cognitive, and cross-cultural research. ; Ph.D. ; Developmental psychology ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/129858/2/9635531.pdf
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Keyword:
Causal; Conversation; Emergence; Everyday; Evidence; Explanation; Ordinary; Thought
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URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:9635531
https://hdl.handle.net/2027.42/129858
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