Transcription systems for videotaped interactions: Some advantages and limitations of manual and computer rendering techniques

Zukow, Patricia Goldring

doi:10.1017/s0142716400004161

Cited by 6 publications

(10 citation statements)

References 4 publications

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“…In the example shown in Figure 3 the mother visually presents a book to her 4-month-old son, who is sitting between her legs leaning against her, and puts it in his reach. She starts with a sharp intake of breath indicating surprise (“.h”) (Zukow, 1982 ), then, pointing dynamically by moving her left index finger up and down over the pictures of the book cover, follows this up with “Look at the cats,” while the infant is looking at the book continuously. (For transcription conventions see glossary).…”

Section: Resultsmentioning

confidence: 99%

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Jointly structuring triadic spaces of meaning and action: book sharing from 3 months on

et al. 2014

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This study explores the emergence of triadic interactions through the example of book sharing. As part of a naturalistic study, 10 infants were visited in their homes from 3–12 months. We report that (1) book sharing as a form of infant-caregiver-object interaction occurred from as early as 3 months. Using qualitative video analysis at a micro-level adapting methodologies from conversation and interaction analysis, we demonstrate that caregivers and infants practiced book sharing in a highly co-ordinated way, with caregivers carving out interaction units and shaping actions into action arcs and infants actively participating and co-ordinating their attention between mother and object from the beginning. We also (2) sketch a developmental trajectory of book sharing over the first year and show that the quality and dynamics of book sharing interactions underwent considerable change as the ecological situation was transformed in parallel with the infants' development of attention and motor skills. Social book sharing interactions reached an early peak at 6 months with the infants becoming more active in the coordination of attention between caregiver and book. From 7 to 9 months, the infants shifted their interest largely to solitary object exploration, in parallel with newly emerging postural and object manipulation skills, disrupting the social coordination and the cultural frame of book sharing. In the period from 9 to 12 months, social book interactions resurfaced, as infants began to effectively integrate manual object actions within the socially shared activity. In conclusion, to fully understand the development and qualities of triadic cultural activities such as book sharing, we need to look especially at the hitherto overlooked early period from 4 to 6 months, and investigate how shared spaces of meaning and action are structured together in and through interaction, creating the substrate for continuing cooperation and cultural learning.

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Section: Resultsmentioning

confidence: 99%

“…In the micro-analytic descriptions and ELAN illustrations some transcription conventions from conversation analysis were used where appropriate. (See Zukow, 1982 ; Jefferson, 2004 )…”

Section: Glossarymentioning

confidence: 99%

Jointly structuring triadic spaces of meaning and action: book sharing from 3 months on

et al. 2014

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“…Twenty-minute videotapes and simultaneous audio-recordings were made each month. The audio-recordings of the caregiver-infant conversations were transcribed according to conventions established by Sacks et al (1974) and Zukow (1982). We collected detailed caregiver interviews to ensure that the researchers' interpretations of activities agreed with those of the carepver.…”

Section: Methodsmentioning

confidence: 99%

Sensitive Caregiving Fosters the Comprehension of Speech: When Gestures Speak Louder than Words

Zukow-Goldring

1996

Early Dev. Parent.

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Despite a variety of theoretical arguments to the contrary, sensitive caregiving makes an important contribution to the comprehension and emergence of speech. This research, informed by social ecological realism, documented that during the prelinguistic and one-word periods, caregivers routinely provided additional perceptual structure to their infants following communicative breakdowns. This sensitive adjusting of subsequent messages to infants contributed significantly to reaching a common understanding. Caregivers also modified their verbal messages in subsequent turns by making them more specific. In contrast, however, these elaborations did not contribute to achieving a practical consensus regarding ongoing events. These results suggest that the social ecological realist approach informing this research has important implications for theory, reviewing past empirical findings and future research. 0 1996 by John Wiley & Sons, Ltd.Early D e n Parent. 5: [195][196][197][198][199][200][201][202][203][204][205][206][207][208][209][210][211] 1996 the interactive origins of speech comprehension during the pre-linguistic period. How caregivers sensitively make speech comprehensible to infants during the second half of the first year of life as well as during the one-word period remains relatively unexplored. Among the exceptions, Harris et al. (1983) and Messer (1983) document the close coupling of caregiver speech and actions prior to and after infants' first words. Another body of research provides some suggestive clues. Many researchers have confirmed that caregiver methods for focusing the attention of their infants during the one-word period and beyond contribute to the emergence of the lexicon (Adamson et al

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“…These separate transcriptions were sequentially integrated by computer into a script-like format on the basis of a time code. [For a full description of the transcription system and the rationale for this methodology, see Zukow (1982) and Zukow et al (1982). ]…”

Section: Transcriptionmentioning

confidence: 99%

The relationship between interaction with the caregiver and the emergence of play activities during the one‐word period

Zukow¹

1986

British J of Dev Psycho

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The relationship between interaction with the caregiver and the emergence of play activities during the one‐word period was examined in this research. In particular, Vygotsky's views regarding the importance of social interaction as the source of the child's knowledge of the world were discussed. In order to examine the role of the caregiver, observations were made of six children, two at each of three levels of semantic development within the one‐word period. At each level of semantic development the children's performance during interactive play sequences was significantly more advanced than their performance during non‐interactive sequences. These results lend support to Vygotsky's contention that children gain knowledge of the world through social interaction.

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Transcription systems for videotaped interactions: Some advantages and limitations of manual and computer rendering techniques

Cited by 6 publications

References 4 publications

Jointly structuring triadic spaces of meaning and action: book sharing from 3 months on

Jointly structuring triadic spaces of meaning and action: book sharing from 3 months on

Sensitive Caregiving Fosters the Comprehension of Speech: When Gestures Speak Louder than Words

The relationship between interaction with the caregiver and the emergence of play activities during the one‐word period

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