The Relation Between Gesture and Speech in Congenitally Blind and Sighted Language-Learners

Gesture is widely regarded to play an important role in communication, both in conjunction with and independent of speech. Indeed, gesture is known to develop even before the onset of spoken words. However, little is known about the communicative conditions under which gesture emerges. The aim of this study was to explore the role of vision in early gesturing. We examined gesture development in 5 congenitally blind and 5 sighted toddlers videotaped longitudinally between the ages of 14 and 28 months in their homes while engaging in free play with a parent or experimenter. All of the blind children were found to produce at least some gestures during the one-word stage of language development. However, gesture production was relatively low among the blind children relative to their sighted peers. Moreover, although blind and sighted children produced the same overall set of gesture types, the distribution of gesture types across categories differed. In addition, blind children used gestures primarily to communicate about objects that were nearby, while sighted children used them for nearby as well as distally located objects. These findings suggest that gesture may play different roles in the language-learning process for sighted and blind children. Nevertheless, they also make it clear that gesture is a robust phenomenon of early communicative development, emerging even in the absence of experience with a visual model.     

The Influence of Mouthing on Infant Vocalization

Although vocalization and mouthing are behaviors frequently performed by infants, little is known about the characteristics of vocalizations that occur with objects, hands, or fingers in infants' mouths. The purpose of this research was to investigate characteristics of vocalizations associated with mouthing in 6‐ to 9‐month‐old infants during play with a primary caregiver. Results suggest that mouthing may influence the phonetic characteristics of vocalizations by introducing vocal tract closure and variation in consonant production.     

Multiple motives of pro-social behavior: evidence from the solidarity game

The article analyses experimental “solidarity games” with two benefactors and one beneficiary. Depending on their motive for giving—e.g., warm glow, altruism, or guilt—the benefactors’ response functions are either constant, decreasing, or increasing. If motives interact, or if envy is a concern, then more complex (unimodal) shapes may emerge. Controlling for random utility perturbations, we determine which and how many motives affect individual decision making. The main findings are that the motives of about 75% of the subjects can be identified fairly sharply, that all of the motives discussed in the literature co-exist in the population, and that for any given individual no more than two motives (out of six motives considered overall) are identified. We conclude that a unifying motive for solidarity cannot be derived even when we allow for individually heterogeneous parameterization: different subjects give for different reasons and all existing social preference theories are partially correct.     

Demographic and Motivation Differences Among Online Sex Offenders by Type of Offense: An Exploration of Routine Activities Theories

This article presents an analysis of the relationship between online sexual offenders’ demographic background and characteristics indicative of motivation and offense type. Specifically, we investigate whether these characteristics can distinguish different online sexual offender groups from one another as well as inform routine activity theorists on what potentially motivates perpetrators. Using multinomial logistic regression, this study found that online sexual offenders’ demographic backgrounds and characteristics indicative of motivation do vary by offense types. Two important implications of this study are that the term “online sexual offender” encompasses different types of offenders, including some who do not align with mainstream media’s characterization of “predators,” and that the potential offender within routine activity theory can be the focus of empirical investigation rather than taken as a given in research.     

Implementation of Active User Principle: Learning from the Czech Social Services Reform

ABSTRACT

The active user principle introduced in Czech social services by the new Act on Social Services (2007) was expected to induce change of the prevalent paternalistic nature of social service provision. This study examines the relationship between clients and social service workers in social service facilities designed for people without shelter. From 2001 to 2008, instrumental case studies were examined from three different shelter facilities using qualitative interviews (with 17 members of staff) and document analysis. The findings indicated that neither the frontline workers nor the managers could always understand how to implement this principle. Response patterns and the effect it had on recipients are examined. These findings imply that such a profound change needs to be supported with proper explanation, professional training, and practical application skills. Directions for further application and future research are suggested.     

Are we all constructivists now? Exploring the impact of nationalism studies among Slovakia’s secondary-school teachers

ABSTRACT

This paper focuses on the impact of current nationalism studies on national narratives disseminated through secondary education. The paper draws on interviews and focus group discussions with 31 teachers in Slovakia as a case study and asks to what extent these teachers’ understandings of national identity reflect primordialism, constructivism or ethno-symbolism. It also explores the teachers’ awareness of these mainstream paradigms. The findings defy the straightforward categorisation of the teachers’ views into these paradigms and suggest that nationalism studies have a limited impact, as the teachers’ understandings remain unchallenged. The paper concludes with the implications for educational research and practice.     

Scoring predictions at extreme quantiles

AStA Advances in Statistical Analysis - Prediction of quantiles at extreme tails is of interest in numerous applications. Extreme value modelling provides various competing predictors for this...     

Infant locomotion shapes proximity to adults during everyday play in the U.S.

Learning to walk expands infants’ access to the physical environment and prompts changes in their communicative behaviors. However, little is known about whether walking also shapes infants’ proximity to their adult social partners during everyday activities at home. Here we followed 89 infants (42 boys, 47 girls; 92% White, not Hispanic or Latino) longitudinally and documented connections between infant locomotion and infant-adult proximity on two timescales: (1) across developmental time, by comparing data from a session when infants could only crawl to a later session when they could walk (M walk onset = 12.15 months, range = 8-15); and (2) in real time, by testing whether the amount of time that infants spent in motion (regardless of their locomotor status) related to their interpersonal distance to adults. The developmental transition to walking corresponded to a significant, but modest, decrease in infant-adult proximity. Infants’ moment-to-moment locomotion, however, was strongly related to patterns of interpersonal distance: infants who spent more time in motion spent less time near adults and instigated more proximity transitions, resulting in shorter and more dispersed bouts of proximity throughout sessions. Findings shed new light on how infants’ motor achievements can reverberate across other domains of development, and how changes in infant development that researchers often observe over months arise from infants’ moment-to-moment experiences.     

Child and Youth Coaching in families experiencing complex and multiple problems: A longitudinal evaluation study

Studies investigating services for families experiencing complex and multiple problems have emphasized the need for more child-centred support. The aim of this longitudinal study was to investigate whether providing child-centred services (Child and Youth Coaching) combined with family-focused services (Ten for the Future) is effective for children growing up in families experiencing complex and multiple problems. Children's psychosocial skills, emotional and behavioural problems, and the quality of their pedagogical environment were measured at baseline, 6 months and 12 months. Parent and coach reports of children indicated for Child and Youth Coaching (n = 57) and nonindicated children (n = 18) were analysed using repeated measures multilevel models. Both parents and coaches reported improved psychosocial skills of children, but changes were only significant for coach reports. In both reports, no significant decrease in emotional and behavioural problems was observed for both indicated and nonindicated children. Many children still experienced considerable problems at case closure. Furthermore, no significant improvement in quality of the pedagogical environment was observed in both groups. Given the limitations in this study, more research is needed to identify whether these findings can be replicated and attributed to the Child and Youth Coaching and Ten for the Future programmes.