“Does that mean ‘no'?”: Negotiating proto‐conversation in infant‐caregiver pairs∗

Yingling, Julie

doi:10.1080/08351819009389333

Cited by 9 publications

(3 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Practising what she described as "culturally contexted conversation analysis" (p. 278), by combining ethnography and conversation analysis, Brun-Cottan considered the various technologies through which operators' interaction was mediated and accomplished, on the basis that "[n]either conversation analysis, nor our attentions to the participants' activities are confined to talk" (p. 294). Allowing for different forms of data and analytic method, we can also notice how embodiment features in single articles on areas to which later researchers would give increasing or more systematic attention-for example, on audience/recipient (Streeck, 1994), caregiving (Leppanen, 1998;Yingling, 1990), children's play (M. H. Sheldon, 1996), disability (C. Sweidel, 1991), facial expression (Chovil, 1991), instruction (Weeks, 1996), collaborative work (Ford, 1999;Kleifgen, 2001;, participation (Egbert, 1997;Rae, 2001), and structuring activity (Berducci, 2001). Lastly, in 1993 ROLSI presented an early 1980s interview with Erving Goffman (Verhoeven, 1993a(Verhoeven, , 1993b, covering some influences and characteristics of his studies and including his comment that "the dimensions or extensions of our gestural language, our gestural behavior, has not been mapped much" (Verhoeven, 1993b, pp.…”

Section: Significant Momentsmentioning

confidence: 98%

The Embodied Turn in Research on Language and Social Interaction

Nevile

2015

Research on Language and Social Interaction

226

View full text Add to dashboard Cite

Section: Significant Momentsmentioning

confidence: 98%

The Embodied Turn in Research on Language and Social Interaction

Nevile

2015

Research on Language and Social Interaction

226

View full text Add to dashboard Cite

“…The core idea of this digital method for assessing cognition in young children is the evaluation of an extent of shared intentionality (ShI) in dyads made by analyzing their protoconversation. This interaction modality occurs in child-adult interaction at the onset of cognition, during the period of development when children still lack communication skills ( Gopnik 1981 ; Trevarthen 1989 , 1998 ; Yingling 1990 ; Bråten et al 1998 ; Tomasello 2019 ). It appears before the age when the typical developmental trajectory predetermines communication.…”

Section: Introductionmentioning

confidence: 99%

A New Perspective on Assessing Cognition in Children through Estimating Shared Intentionality

Danilov¹,

Mihailova

2022

J. Intell.

View full text Add to dashboard Cite

This theoretical article aims to create a conceptual framework for future research on digital methods for assessing cognition in children through estimating shared intentionality, different from assessing through behavioral markers. It shows the new assessing paradigm based directly on the evaluation of parent-child interaction exchanges (protoconversation), allowing early monitoring of children’s developmental trajectories. This literature analysis attempts to understand how cognition is related to emotions in interpersonal dynamics and whether assessing these dynamics shows cognitive abilities in children. The first part discusses infants’ unexpected achievements, observing the literature about children’s development. The analysis supposes that due to the caregiver’s help under emotional arousal, newborns’ intentionality could appear even before it is possible for children’s intention to occur. The emotional bond evokes intentionality in neonates. Therefore, they can manifest unexpected achievements while performing them with caregivers. This outcome shows an appearance of protoconversation in adult-children dyads through shared intentionality. The article presents experimental data of other studies that extend our knowledge about human cognition by showing an increase of coordinated neuronal activities and the acquisition of new knowledge by subjects in the absence of sensory cues. This highlights the contribution of interpersonal interaction to gain cognition, discussed already by Vygotsky. The current theoretical study hypothesizes that if shared intentionality promotes cognition from the onset, this interaction modality can also facilitate cognition in older children. Therefore in the second step, the current article analyzes empirical data of recent studies that reported meaningful interaction in mother-infant dyads without sensory cues. It discusses whether an unbiased digital assessment of the interaction ability of children is possible before the age when the typical developmental trajectory implies verbal communication. The article develops knowledge for a digital assessment that can measure the extent of children’s ability to acquire knowledge through protoconversation. This specific assessment can signalize the lack of communication ability in children even when the typical trajectory of peers’ development does not imply verbal communication.

show abstract

“…It is suggested that children acquire knowledge at the sensorimotor stage of development up to 8-9 months, as stated by Piaget, through protoconversations with their mothers [30,31] and shared intentionality [32]. Recent research [33] showed the ability of young children aged 18, 28, 31, and 33 months, indwelling with their mothers, to display the bond between unfamiliar sounds (numbers in an unfamiliar language) and the appropriate items without any sensory clues.…”

Section: Introductionmentioning

confidence: 99%

Computerized Assessment of Cognitive Development in Neurotypical and Neurodivergent Children

Danilov¹,

Svajyan²,

Mihailova³

2022

OBM Neurobiol

View full text Add to dashboard Cite

This study aims to observe the differences in the shared intentionality magnitude in mother-child dyads with neurotypical (NT) children and neurodivergent (ND) children aged 3-6 years. The quality of shared intentionality in infancy is associated with cognitive development. Our results showed that ND children scored six times higher (on average) in quiz-test than NT children. Children with difficulties in interaction (ND children) are more likely to use shared intentionality in conversation than NT children. We believe that this knowledge can contribute to developing computerized assessment methods which can diagnose developmental disabilities in such children.

show abstract

“Does that mean ‘no'?”: Negotiating proto‐conversation in infant‐caregiver pairs∗

Cited by 9 publications

References 20 publications

The Embodied Turn in Research on Language and Social Interaction

The Embodied Turn in Research on Language and Social Interaction

A New Perspective on Assessing Cognition in Children through Estimating Shared Intentionality

Computerized Assessment of Cognitive Development in Neurotypical and Neurodivergent Children

Contact Info

Product

Resources

About