Volume 03

Introduction from Dean Dr. Charles Ross Little Shop of Horrors by Longwood Theater Department Who Has the Hottest Hotsauce in Farmville: A Quantitative Comparison of Sauces from Local Restaurants by Cheryl Peck and Charles Hoever Precipitation Effects on the Growth of White Oaks and Virginia Pines on the Mt. Vernon Plantation by Brittany Anderson Design and Synthesis of Novel Ion Binding Molecules for Self-Assembly and Sensing Applications by J. Ervin Sheldon A Statistical Analysis of Algorithms for Playing SameGame by Richard Hayden Intersecting Cylinders at Arbitrary Angles by Yuri Calustro Putting a Foot in the Revolving Door: Strategies for Reducing Teacher Attrition by Candice Fleming and Rebecca Franklin The Effect of Presentation on Spanish Vocabulary Recall by Ashley Yocum How Attractive Are You? Individuals Sensitivity to Number of Sexual Partners by Danielle M. Jagoda and Cristina M. Valdivieso Culturally Relevant Practices for Teaching Code-Switching to African-American Students in Kindergarten Classrooms by Jameka Jones Two Poems – “Dust” and “Check Out Girls” by Amy Ellis Three Poems – “Rosewood Massacre, 1923”, “Jarring” and “Reverence” by Ashley Maser Three Poems – “Dirty Thunderstorm”, “Summer Hide \u27N Seek Car Tag” and “Bliss” by Erikk Shupp Analysis of the Wilton Diptych by Jamie Yurasits “Nod”, “Corriline” “Flying” “Familiar” by Alexander Leonhart Papermaking by Kenny Wolfe and Sally Meadows “Plant” by J. Haley, Amy Jackson, and Morgan Howard “Dare to Dart” by Amy Jackson, Adrienne Heinbaugh and Melissa Dorton Untitled Photographs by Hopson “Lockets” by Morgan Howard Graphic Designs and Untitled Photographs by Ciarra Stalker Selections from a Senior Recital by Joshua Davi

Gender in discourse behaviour in parent–child dyads: a literature review

This anonymously peer-reviewed theoretical contribution has three parts: a review of the substantial literature on gender and discourse in children and carers, discussion of methodological difficulties of relating input to uptake, and discussion of research designs that consider this caveat, thus providing a source of reference for researchers (developmental linguistics, gender linguistics) and suggestions for further research. A systematic overview of the much debated topic of gendered talk in parents/carers and emergence of gender differences in children’s styles presents comparative results from all large studies and two meta-analyses. The findings on parental gendered input are shown to be fragmented, sometimes contradictory. Regarding gender differences in children, however, findings show relative uniformity from age c.3,6 onwards, pointing to the need to investigate less mature speech. The author argues that more refined methods of data collection and analysis, used in other areas of child language development, are needed for this purpose

Preschool children’s conversational skills for explaining game rules: communicative guidance strategies as a function of type of relationship and gender

International audienceTen trios of children from 4 to 6 years old were observed in a situation where one child (the expert) who had learned the rules of a game explained these rules to two other children at the same time (the novices): one with whom s/he had a positive relationship and the other with whom her/his relationship was negative. Within this asymmetrical situation created artificially, the children functioned on the basis of a complex tutorial contract. The results indicated that, at these young ages, children are capable to strongly manage three dimensions of the explanatory goal: interactional, ideational (management of the object), and linguistic. However, the errors made by the novices were regulated differently, depending on the type of relationship and gender: the experts in boy trios intervened less frequently when errors were made by the novice with whom the relationship was negative (i.e., the not-friend novice) than with the other novice; conversely, the experts in girl trios intervened less frequently when errors were produced by the novice with whom the relationship was positive (i.e., the friend novice) than with the other novice. An analysis of the communicative strategies observed here highlights early sophisticated pragmatic skills in this interactive assigned design