language, children and society

International Series in Psychobiology and Learning Editor: Samuel A. Corson In Preparation

V. RENTEL and S. A. CORSO Psychobiological Aspects of Reading

LANGUAGE, CHILDREN AND SOCIETY The Effect of Social Factors on Children Learning to Communicate

Other Titles of Int erest

B. ASHEM and E. G. POSER Adaptive Learning ERON et al. Learning of Aggression in Children A. M . GRAZIANO Child Without Tomorrow L. A . HERSOV , M . BERGER, D . SHAFFER

Aggression and Antisocial Behaviour in Childhood and Adolescence LEFKOWITZ et al. Growing up to be Violent

Edited by

OLGA K. GARNICA Assistant Professor Department of Linguistics The Ohio State University and

MARTHA L. KING Professor Early and Middle Childhood EducaLion The Ohio State University

R. LYNN Personality and National Character C. E. RENFREW Speech Disorders in Children

PERGAMON PRESS OXFORD · NEW YORK · TORONTO · SYDNEY · PARIS · FRANKFURT

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What Is an Instructional Context?

J. Green and C. Wallat

184

APPENDIX C: MAP OF AN INSTRUCTIONAL CONVERSATION: WELCOME LESSON Divergent UNITS

Text

Lines

PHASE I OF

APPENDIX C (cont'd)

THEMATICALLY TIED INSTRUCTIONAL UNITS

WELCOME, WELCOME, WELCOME HERE TODAY

001

010

J

012 25 013

25

WELCOME, WELCOME MEANS HELLO PLEASE STAY

014 Rogan: [Rogan enters circle for first time]

NV 003

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ROGAN, WELCOME

004

STEPHANIE, IF YOU'LL SIT BACK HERE SO I CAN SEE NYLA, PLEASE Stephanie: [She was kneeling and sits back] SIT BACK HERE. [Points to space in circle] Stephanie: [Sits back]

011 8

002

185

016

HELLO THANK YOU [To Stephanie simultaneous with new unit to complete previous unit on lines 012-013)

25

HELLO, AND HOW ARE YOU TODAY? 25

WELCOME, WELCOME EVERYONE

005

25

017 018

James: [Inaudible nonverbal action]

006

WE'RE SINGING NOW points to James]

007

+

019 24 25

[Teacher

020 021 23022 023

009

J

WE WILL SHARE AND LEARN AND HAVE SOME FUN.

25

HELLO [points to right side of group] All: hello [sung simultaneously with Teacher] I'M FEELING FINE TODAY . 25

James: [Stops vying for Teacher's attention and refocuses]

008

HELLO [points to left side of circle]

G

024 25

COME OUT, COME OUT, [waves hand toward self)

25

COME OUT WITH ME AND PLAY [waves hand toward self)

25

ALL RIGHT, ALL RIGHT, I'LL BE THERE RIGHT AWAY All: I'll be there right away [sung simultaneously with T while T sings in quieter tones]

5

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186

What Is an Instructional Context?

APPENDIX D: MAP OF AN INSTRUCTIONAL CONVERSATION: WELCOME LESSON

025 026

23

I'M GOING TO GREET ALL OF YOU THIS MORNING BECAUSE [said almost in a whisper]

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HELLO JAMES

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HELLO NYLA

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~1iss Brienik: Good morning Mrs. Marx

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Stephanie:

031

APPENDIX D (cont'd)

MY VOICE IS GOING TO GET VERY SMALL AND

I'D LIKE TO SAY [said louder]

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030

PHASE II OF

187

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HELLO SHAUNA

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APPENDIX D (cont'd)

050

J

HELLO ERIC

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051

Eric:

Hello

052

James: Hello Peter [side comment - not part of main conversation]

A Cross-cultural Investigation of Children's Imagery* VERA JOHN· STEINER, PATRICIA IRVINE, and HELGI OSTERREICH University of New Mexico

INTRODUCTION

053

J

Humans of all ages are hard at work creating order, frequently of a temporary kind, out of their complex, and often contradictory, environments. Children's activities are particularly noteworthy in this respect as they are more overt and thus open to observation than those of adults.

[TEACHER AND PETER IGNORE JAMES] 3

054] 055

056] 057

058] 058

059] 060

061] 062

AND HELLO NICHOLAOUS [rhythm changes-said stressed and slower] Nicholaous:

25

Hi

25

ALL TOGETHER

We know more about the role verbal representation plays in thinking and learning than we do about the role of visual or other modes of representations. In this paper we are only examining imagery and verbal processes at the exclusion of other modes. Language is more accessible to study. It is a more socially conditioned and a more socially supported process of communication and representation than imaging. The visual representation of experience is less easily understood, as it is bound to the internal, subjective life of the mind to a greater extent than are verbal processes.

AND CAN WE S

James: Peter, You didn't said Peter

1

24 25 24 25

I DID SAY PETER.

Peter: self

And hello your24 15

WELL THANK YOU. HA! HA! HAl HA! St. X:

Well, well, well

St. X: self.

Well hello your-

The inward flow of sensations and experiences are organized by the brain in a variety of ways; some sense impressions are stored in long-term memory requiring re-coding. The transformation of what is heard, seen or touched is dependent upon the skill of the human mind in presenting anew, or rbpr;senting events as images, as inner language, and as other forms of sym ol1c representation. It is difficult to ascertain the nature of inner cognitive processes. We are dependent to a large extent upon subjective reports as our source of information. Individuals do specify visual, verbal, kinesthetic and more elusive elements as components of their memory skills and thoughts. There are variations in introspective report among individuals in the same culture and between individuals from differing cultures in their reliance upon one or another aspect of these inner processes.

Nevertheless, psychological theorists have stressed the importance of the iconic, particularly in the course of development, as an essential stage in the growth of thinking. The two questions which provide the focus of this paper are: (a) To what extent are children's and adult's images the same or different? and (b) Do children rely on images more than adults? Developmental psychologists approach the issue of varying modes of representation from the point of view of stages. In one theory at least (Bruner, 1966), verbal processes are placed in the context of an age-linked progression: "At first the child's world is known to him principally by the habitual *The research reported here was supported by the National Institute of Education, HEW: NE-G-00-0074. 189

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