New directions for child development最新文献

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Weekly rhythms of parents' work stress, home stress, and parent-adolescent tension. 每周父母的工作压力、家庭压力和亲子关系的节奏。
New directions for child development Pub Date : 1998-12-01 DOI: 10.1002/CD.23219988205
D. Almeida, D. McDonald
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引用次数: 26
Ups and downs: daily cycles of adolescent moods. 起伏:青少年情绪的日常循环。
New directions for child development Pub Date : 1998-12-01 DOI: 10.1002/CD.23219988203
Bonnie L. Barber, Kristen C. Jacobson, K. Miller, Anne C. Petersen
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引用次数: 14
Waiting for the weekend: Friday and Saturday night as the emotional climax of the week. 等待周末:周五和周六晚上是一周的情感高潮。
New directions for child development Pub Date : 1998-12-01 DOI: 10.1002/CD.23219988204
Reed W. Larson, M. Richards
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引用次数: 41
The development of gesture and speech as an integrated system. 手势和语言作为一个综合系统的发展。
New directions for child development Pub Date : 1998-01-01 DOI: 10.1002/cd.23219987903
S Goldin-Meadow
{"title":"The development of gesture and speech as an integrated system.","authors":"S Goldin-Meadow","doi":"10.1002/cd.23219987903","DOIUrl":"https://doi.org/10.1002/cd.23219987903","url":null,"abstract":"<p><p>Children, even at the one-word stage of language development, spontaneously produce gestures along with their speech, just as adults do. Although there appears to be a brief period prior to the onset of two-word speech during which gesture and speech do not form a well-integrated system, the ability to coordinate gesture and speech to convey a single message--and to \"read\" others' gestures with their speech to comprehend a message--develops early and is maintained throughout life. Gesture-speech combinations deliver a coherent message to the listener despite the fact that they consist of two different modalities of expression. According to McNeill (1992; Chapter One), this coherence is possible because gesture and speech share a common cognitive representation; that is, before the communication unfolds, gesture and speech are part of a single idea. As expression proceeds the message is parsed, with most information channeled into speech but some information channeled into gesture. Speech conveys information in a segmented, combinatorial format, whereas gesture conveys information in a global, mimetic format (see Goldin-Meadow, McNeill, and Singleton, 1996). Thus gesture and speech need not, and in fact often do not, convey the same information within a single utterance. Because gesture and speech form a unified system, mismatches between them can be a source of insight into the cognitive state of the speaker. And, indeed, it turns out that in both the young, one-word speaker and the older child (and possibly adults as well; Perry and Elder, 1996), a difference--or mismatch--between the information conveyed in gesture and the information conveyed in speech can signal readiness for cognitive growth. Whether the actual production of gesture-speech mismatches contributes to cognitive growth is an open question. That is, does the act of expressing two different pieces of information across modalities but within a single communicative act improve a child's ability to transpose that knowledge to a new level and thus express those pieces of information within a single modality? More work is needed to investigate whether the act of producing gesture-speech mismatches itself facilitates transition. Even if it turns out that the production of gesture-speech mismatches has little role to play in facilitating cognitive change, mismatch remains a reliable marker of the speaker's potential for cognitive growth. As such, an understanding of the relationship between gesture and speech may prove useful in clinical settings. For example, there is some evidence that children with delayed onset of two-word speech fall naturally into two groups: children who eventually achieve two-word speech, albeit later than the norm (that is, late bloomers), and children who continue to have serious difficulties with spoken language and may never be able to combine words into a single string (Feldman, Holland, Kemp, and Janosky, 1992; Thal, Tobias, and Morrison, 1991). Obser","PeriodicalId":77284,"journal":{"name":"New directions for child development","volume":" 79","pages":"29-42"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cd.23219987903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"20430892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 77
Waiting for the weekend: Friday and Saturday night as the emotional climax of the week. 等待周末:周五和周六晚上是一周的情感高潮。
New directions for child development Pub Date : 1998-01-01
R Larson, M Richards
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引用次数: 0
The organization of children's same-sex peer relationships. 儿童同性同伴关系的组织。
New directions for child development Pub Date : 1998-01-01 DOI: 10.1002/cd.23219988103
J Benenson, N Apostoleris, J Parnass
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引用次数: 51
Neighborhood rhythms and the social activities of adolescent mothers. 邻里节奏与青春期母亲的社会活动。
New directions for child development Pub Date : 1998-01-01
L M Burton, J E Graham
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引用次数: 0
Child care in India: a comparative developmental view of infant social environments. 印度的儿童保育:婴儿社会环境的比较发展观。
New directions for child development Pub Date : 1998-01-01 DOI: 10.1002/cd.23219988005
D Sharma, R A LeVine
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引用次数: 22
Seasonal and weekly rhythms: windows into variability in family socialization experiences in early adolescence. 季节性和每周节律:青少年早期家庭社会化经历的可变性之窗。
New directions for child development Pub Date : 1998-01-01 DOI: 10.1002/CD.23219988206
A. Crouter, M. C. Maguire
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引用次数: 8
Children's development within peer groups: using composite social maps to identify peer networks and to study their influences. 儿童在同伴群体中的发展:使用复合社会地图确定同伴网络并研究其影响。
New directions for child development Pub Date : 1998-01-01 DOI: 10.1002/cd.23219988105
T Kindermann
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引用次数: 31
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