Parent-child interaction in Nigerian families: conversation analysis, context and culture

This paper uses a conversation analysis (CA) approach to explore parent child interaction (PCI) within Nigerian families. We illustrate how speech and language therapists (SLTs), by using CA, can tailor recommendations according to the interactional style of each individual family that are consonant with the family’s cultural beliefs. Three parent-child dyads were videoed playing and talking together in their home environments. The analysis uncovered a preference for instructional talk similar to that used in the classroom. Closer examination revealed that this was not inappropriate when considering the context of the activities and their perceived discourse role. Furthermore, this was not necessarily at the expense of responsivity or semantic contingency. The preference for instructional talk appeared to reflect deeply held cultural beliefs about the role of adults and children within the family and it is argued that the cultural paradigm is vitally important to consider when evaluating PCI. Given a potential risk that such young children may be vulnerable in terms of language difficulties, we offer an example of how PCI can be enhanced to encourage language development without disrupting the naturally occurring talk or the underlying purpose of the interaction

Stretching and Bending the Frame – Green Possibilities in Popular Romantic Narratives

This article examines frame theory, popular culture, and environmental values. Reviewing frame theory across journalism, communication studies, linguistics, and fine art, it will examine in particular ‘cultural framing’. Radical thought is invariably associated with the avant-garde, yet narrative or genre innovations in popular culture can also trigger ‘deeper’ cognitive shifts, potentially transforming ‘common culture’. Citing comics, films, and animation, the main example is popular music and how Björk and British Sea Power have subverted generic and acoustic conventions (e.g. melody), and music’s habitual romantic narratives, to re-frame human–nonhuman relationships ecologically. By stretching and manipulating frames, popular culture can adapt and engender environmental narratives for mass consumption

Flare energetics

In this investigation of flare energetics, researchers sought to establish a comprehensive and self-consistent picture of the sources and transport of energy within a flare. To achieve this goal, they chose five flares in 1980 that were well observed with instruments on the Solar Maximum Mission, and with other space-borne and ground-based instruments. The events were chosen to represent various types of flares. Details of the observations available for them and the corresponding physical parameters derived from these data are presented. The flares were studied from two perspectives, the impulsive and gradual phases, and then the results were compared to obtain the overall picture of the energics of these flares. The role that modeling can play in estimating the total energy of a flare when the observationally determined parameters are used as the input to a numerical model is discussed. Finally, a critique of the current understanding of flare energetics and the methods used to determine various energetics terms is outlined, and possible future directions of research in this area are suggested

Ambiguous loss and incomplete abduction narratives in Kosovo

Ten mothers of men and boys who were abducted and listed as missing during the war in Kosovo in 1998/1999 were interviewed in Kosovo in the spring of 2012. Although the missing are presumed dead by the authorities, the mothers continue to live in a state of emotional ambiguity where a presumption of death is balanced with the hope of being reunited. In the absence of absolute proof, finding the remains of their loved ones becomes a major preoccupation. Using a social phenomenological approach, this study explored the social and political complexities existing within the life-world of these women. The findings suggest that they live in a continual state of psychological distress, and even when remains are returned, the unknown elements of the narrative of their abduction and murder only add to their distress and force many into self-imposed emotional exile away from community and close family

Parents’ Ethnotheories of Maladaptive Behavior in Young Children

Parents’ culturally influenced belief systems, or ethnotheories, are critical components of children’s socialization. Beliefs about children’s desirable characteristics motivate specific parenting activities and moderate the effectiveness of childrearing practices. However, relatively little attention has been given to parents’ ethnotheories of children’s undesirable behavior. From a few studies, we know that parents have culturally specific theories about the nature and management of children’s maladaptive behavior that motivate their socialization practices. In this review, we identify gaps in the research and suggest that qualitative studies of parents’ ethnotheories about the nature and management of children’s deviant behavior have strong theoretical, empirical, and practical benefits for developmental science.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151344/1/cdep12330.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151344/2/cdep12330_am.pd

Who I Am: The Meaning of Early Adolescents’ Most Valued Activities and Relationships, and Implications for Self-Concept Research

Self-concept research in early adolescence typically measures young people’s self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people’s own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample (n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girls’ active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem