429 research outputs found
Childrens Use and Understanding of Modal Expressions
Get PDFThe purpose of the study was to examine children's use and underĀ¬
standing of modal expressions during middle childhood. The assumptions
on which the work was based are as follows. First that any analysis
of the developing modal system must be based on an adequate conception
of the developmental endpoint viz. an adequate theoretical account of
the adult English modal system. Secondly it is of value in studying
children's language development to study both their spontaneous usage
as well as their understanding of the same domain. Data derived from
both sources can be integrated into a broad conception of this aspect
of children's linguistic competence.
The relevant philosophical, psychological, linguistic and developĀ¬
mental psycholinguistic literature on the area of modality is briefly
reviewed. This allows us to establish central issues and to assess
which questions seem appropriate to research. A working model of
English modality is presented, which is based on the work of F.R. Palmer
(1979), but contains the insights of other researchers such as Leech
(1969), Perkins (1980) and Haegeman (1980). It is intended to give us
an instrument by which we may usefully analyse our spontaneous and
experimental data. Three types of modality - epistemic, discourseoriented
(deontic) and dynamic - are established. As well as
'possibility' and 'necessity', 'futurity' (prediction) is presented as
a third degree of modality. Auxiliary and non-auxiliary expressions of
each type and degree are presented. Four observational case-studies (2 five year olds and 2 seven year olds) are
described: the data are approached both qualitatively and quantitatively.
No developmental effect is identified. There follows an analysis of
five experimental tasks, carried out with 5, 6, 7, 9 and 11 year olds.
The first study involved children transforming simple active declarative
sentences into interrogatives, negated, and tense sequence forms
respectively. In the second task children were asked to judge and
correct deviant sentences, in which there was a redundant modal or
quasi-modal verb. The third task required children to give acceptable
paraphrases for modal verbs; in the fourth task children were to judge
pairs of sentences containing different modal expressions as synonymous
or nonsynonymous. The fifth task required children to make judgements
about the strength of actuality implication and the deontic source of
modals. It was found that, apart from the first, rather easier task,
it was only at about the age of nine years that the children were
proficient at these epilinguistic skills, and gave linguistic justiĀ¬
fications for their judgements. Before this age children were likely
to give pragmatic justifications. It is suggested that these skills
may be related to the development of literacy. The case study children
showed the predicted developmental effect in the performance on these
tasks. It is suggested that research to establish the connexions
between linguistic and conceptual modalities may now be pursued
The score is not the music: integrating experience-based and practice-based perspectives on value co-creation in collective consumption contexts
Get PDFIn response to recent calls for deeper understanding of value co-creation between multiple actors, this article explores co-creation in collective consumption contexts. These are defined as settings within which multiple consumers, and optionally multiple other actors such as service personnel, are co-present (physically and/or virtually) and coordinate with one another during product/service consumption. To understand co-creation in such contexts, the article argues for an integration of practice-based and experience-based perspectives, because while collective coordination occurs via social practices, the value that results is by definition an individual experience. By studying an orchestral music context in which multiple consumers and service providers participate, the authors develop a framework dialectically relating co-creation practices to value. Four variables emerge influencing the relationship between co-creation practices and value: role rigidity, consumer heterogeneity conflict, participation access, and signposting. Value can be constrained by role rigidity and by consumer heterogeneity conflict between consumers of differing competence; mitigating this requires that service providers pay attention to participation access and signposting (guiding consumers to select and combine practices in line with their skills and competences). Overall, the findings show how practices shape not just coordination among consumers, but also social learning. Implications for service organizations include how to facilitate social learning between novices and experts so as to optimize value for all
The Aberdeen Weight-Bearing Test (Knee) : a new objective test for anterior knee discomfort
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