The language of friendship and identity: children’s communication choices in an interfaith exchange

How Many Gods in Heaven? Young Children and Religious Plurality — Results of a Qualitative Study

“…Surprisingly, very little is known about how they actually deal with this situation and how they come to terms with the religious diversity they encounter. Many general studies of religion in childhood have come to hand (for an overview of these, see Schweitzer, 2010); but the importance and influence of religious plurality, especially in the case of young children at a pre-primary stage, is rarely addressed: not only in Germany (where our own study was conducted) but also in, for example, the UK and the Scandinavian countries (Ipgrave, 2011;Sagberg, 2010;Kuusisto, 2011). In these countries and elsewhere there seems to be a growing interest in the relationship between religious plurality and the religious development and education of young children; but, according to these reports and to the best of our own knowledge, hardly any empirical data have come to light so far except for some studies from the Netherlands (see section 2.1).…”

“…In these countries and elsewhere there seems to be a growing interest in the relationship between religious plurality and the religious development and education of young children; but, according to these reports and to the best of our own knowledge, hardly any empirical data have come to light so far except for some studies from the Netherlands (see section 2.1). There certainly are studies of related interest (for example, ter Avest, 2009;Ipgrave, 2009); but for the most part these relate to older children and adolescents and not to the age group we are concerned with, which is young children under the age of 6.…”

“…In the 1990s, Eleanor Nesbitt and Robert Jackson proposed a diffferent approach to the way children refer to religious plurality and backgrounds: an ethnographic approach geared specifijically to the situation and life worlds of Hindu children in Britain (Jackson & Nesbitt, 1993). Their results show, once again, that young children (in some countries they would be called preschoolers; in others, such as the UK, they are classifijied as belonging to Key Stage 1 -see Ipgrave, 2011) can be distinctly aware of religious diffferences, sometimes coming up with their own interpretations and explanations. Jackson and Nesbitt emphasise what they call the "multiple cultural competence" of the children they studied (Jackson & Nesbitt, 1993: 174).…”

Paralinguistics in speech and language—State-of-the-art and the challenge

“…structural (behavioural, interactional, social) signals: role in dyads, groups, and the like (Laskowski et al, 2008), friendship and identity (Ipgrave, 2009), positive/negative attitude (Fujie et al, 2006), (non-verbal) social signals (Vinciarelli et al, 2009), entrainment (Lee et al, 2011a);…”

Ten Recent Trends in Computational Paralinguistics

“…Besides, analysis of personality is an increasingly popular area of research [34,53,59] comprising acoustic and linguistic phenomena [65]. Medium term speaker attributes refer to temporary conditions, including sleepiness [41], (alcohol) intoxication [45,68,78], health [50] or depression [25], but also group roles [43], friendship and identity [38]. Finally, important short term states from an application point of view include voice quality, speaking style, and affect.…”