The question‐answer exchange between mothers and young children

Robinson, W. P.; Arnold, Jenifer

doi:10.1002/ejsp.2420070204

Cited by 10 publications

(6 citation statements)

References 6 publications

(7 reference statements)

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“…There is some evidence, mainly based on interviews or laboratory situations, of a social class difference in tbe readiness and fullness with which parents answer young children's questions (cf. Newson and Newson, 1968;Henderson, 1973;Robinson and Arnold, 1977). A number of educationalists have inferred from these studies that such differences in parentad answering style contribute to social class differences in educational attainment, since a child who is not offered explanations will not learn "to look to an adult to seek understanding of what happens around him" (Tough, 1976).…”

Section: Introductionmentioning

confidence: 99%

Children's Questions and Adults' Answers

Tizard

Hughes

Carmichael

et al. 1983

Child Psychology Psychiatry

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Radio-recordings were made of the conversation of 30 girls, aged just under four, at school with their teachers and at home with their mothers. Half the girls were middle class and half working class. The frequency and type of question asked by the children and the frequency and type of answer given by the adults were analysed. Particular attention was paid to passages of persistent questioning by the child. There were home-school and social class differences in all these measures. The significance of the findings for education is discussed.

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Section: Introductionmentioning

confidence: 99%

Children's Questions and Adults' Answers

Tizard

Hughes

Carmichael

et al. 1983

Child Psychology Psychiatry

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“…Indeed, his 1978 book, Language Management in Education, was an excellent analysis of these concerns and an evaluation of the ways in which school programs can facilitate or impede language development in young children. Of particular interest to him were the ways in which children's questions were answered by their mothers and the impact of the mothers' variable responses to their children's cognitive and communicative development (e.g., W. P. Robinson & Arnold, 1977). With Susan Rackstraw, Peter pulled together these and other materials to produce a two-volume series of books (translated into German the following year) titled A Question of Answers (W. P. Robinson & Rackstraw, 1972).…”

Section: W Peter Robinson: the Man The Scholarmentioning

confidence: 99%

Language, Truth, and Social Reality in the Work of W. Peter Robinson

Winn

Giles

Bradac

2001

Journal of Language and Social Psychology

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In this prologue, and after outlining the reasons for creating this double special issue in honor of W. Peter Robinson’s scholarship, the authors provide a brief biography of his academic career and achievements. The breadth of his work and important contributions to the understanding of language and communication, as well as the challenging intellectual questions and dilemmas he posed, are outlined. Particular attention is here afforded the processes of child communication and miscommunication, language and social class, and deceptive phenomena. Finally, the subsequent articles are overviewed in terms of their connection to Robinson’s concerns for the effects of context on cognition, language, and communication practices.

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“…It was also found that mother-child interactions, both reported and observed, were consistent with Bernstein's thesis. This was so for contexts where the regulation of behavior would be expected to be the priority (Cook-Gumperz, 1973;Turner, 1973) and for those where giving propositional information in answer to the child's questions might be expected (Robinson & Arnold, 1977;Robinson & Rackstraw, 1972). Cook-Gumperz (1973) found that MSES mothers reported that they were more likely than LSES mothers to use propositional appeals based on the personal consequences of nonconformity for mother and/or child.…”

Section: Language Social Class and Education (England)mentioning

confidence: 99%

A Tale of Two Histories

Robinson

2001

Journal of Language and Social Psychology

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Over the past 40 years in Britain, the differences in the overall life-chances of the highest and lowest strata of the class hierarchy have not reduced; this includes life-chances in education. In contrast, the differences in those chances between women and men have been greatly ameliorated and, in the case of education, have almost disappeared. Language and its use are argued to have been relevant to the fates of members of both social categories, and reasons for the different outcomes are suggested and discussed.

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The question‐answer exchange between mothers and young children

Cited by 10 publications

References 6 publications

Children's Questions and Adults' Answers

Children's Questions and Adults' Answers

Language, Truth, and Social Reality in the Work of W. Peter Robinson

A Tale of Two Histories

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