LATENT PROFILES OF PHYSICAL AGGRESSION AND PROSOCIAL BEHAVIORS IN INFANCY AND TODDLERHOOD

Physical aggression is known to be common and prevelant in infancy and toddlerhood. Individual differences in physical aggression can be relatively stable already in infancy and toddlerhood, and predict a range of negative outcomes later in life. Several studies have identified children who exhibit high levels of aggression throughout their childhood beginning in infancy and toddlerhood. Most research has focused on identifying risk factors associated with such chronic aggression. Surprisingly, there is very little attention paid to the role prosocial behavior plays in the early development of aggression. Yet, some evidence suggests that aggression and prosocial behavior can go hand in hand earlier in the development. Recent studies have even identified different groups of children who demonstrate distinct trajectories of aggression and prosocial behavior beginning in toddlerhood. Despite that both aggression and prosocial behavior emerge during the first two years of life, there is a dearth of studies examining the co-development of aggression and prosocial behaviors during that developmental period. Thus, the goal of this cross-sectional study was to examine whether I could identify distinct profiles of 4- to 15-month-old children based on their physical aggression and prosocial behavior, and whether profile membership would be differentially associated with children’s age, motor skills, temper loss, and harsh-parenting. Participants included a sample of 376 mothers in the US of infants of 4 to 15 months, (6.4% boys; Mage = 9.41 months), who completed scales measuring infant exploratory and directed aggression, prosocial behaviors, early motor development, temper loss, and harsh parenting. I conducted latent profile analyses. Relying on several fit indices, the present study identified 5 different profiles of children, aged 4-to 15 months, who displayed varied levels of prosocial behavior and/or physical aggression. The study covariates were also differentially related to behavioral profiles. These results highlight the importance of studying the early development of physical aggression together with prosocial behavior to better understand the deficits and skills of different aggressive children. Taking a person-centered approach allows researchers to identify different subgroups of infants who may benefit from different intervention efforts, depending on their unique set of skills and deficits

Langue et lieu dans l’univers de l’enfance

Les voix de l’enfance, rappelées par les auteurs en exil ou de la diaspora, témoignent des liens forts et permanents qui unissent la langue, le lieu, les souvenirs et l’identité. La recherche en socialisation langagière nous offre une perspective complémentaire pour comprendre comment les enfants sont socialisés et intégrés dans des univers sociaux existants et comment ils en construisent de nouveaux à leur image. Des données ethnographiques et sociolinguistiques recueillies en Dominique (dans les Antilles orientales) et en territoire Kaluli (en Papouasie-Nouvelle-Guinée) illustrent l’importance du lieu et le rôle que jouent la ou les langues dans la négociation des relations sociales et les souvenirs qui s’y rattachent. La langue fournit aussi à l’enfant les ressources symboliques qui lui sont nécessaires pour déterminer quelle langue utiliser où, dans quelle circonstance et avec qui et pour construire ses narrations et son jeu. Puisque les activités langagières sont toujours localisées dans des lieux particuliers et portent souvent sur des lieux particuliers, les enfants qui commencent juste à parler sont déjà sensibles et initiés aux significations du lieu et aux façons de parler du lieu qui sont propres à leur culture.Voices remembered from childhood, and retrieved by diasporic and exiled writers attest to the profound connections between language, place, memory and identity. Research on children’s language socialization provides a complementary perspective for understanding the ways in which young children are socialized into existing social worlds, as well as seeing how they create their own. Ethnographic and sociolinguistic data from two societies, Dominica (West Indies) and Kaluli (Papua New Guinea) illustrates the importance of place and the role of language(s) in mediating social relationships and remembering them, as well as providing symbolic resources for narrative, language choice and play. As speech activities are always located in particular places, and are often about particular places, even in their earliest use of language, children are sensitive to and learn culturally specific meanings of and ways of talking about place.Las voces de la infancia, rememorada por los autores en exilio o de la diáspora, demuestran los lazos fuertes y permanentes que unen la lengua, el lugar, los recuerdos y la identidad. La investigación en socialización lingüística nos ofrece una perspectiva complementaria para comprender cómo los niños son socializados e integrados en universos sociales existentes y cómo construyen otros conforme a su imagen. Los datos etnográficos y sociolingüísticos recogidos en Dominica en las Antillas orientales y en territorio Kaluli en Papuasia, Nueva Guinea ilustran la importancia del lugar y del rol que juegan las lenguas en la negociación de las relaciones sociales y de los recuerdos que generan. La lengua ofrece a los niños los recursos simbólicos necesarios para determinar qué lengua utilizar donde, en qué circunstancia et con quien, y en la construcción de sus relatos y de sus juego. Puesto que las actividades lingüísticas están siempre localizadas en lugares particulares y tratan de situaciones particulares, incluso los niños que comienzan a hablar comprenden los significados del lugar y las maneras de hablar de los lugares apropiados para su cultura

Moving performance to text : Can performance be transcribed?

In what follows I will restrict myself largely to discussion of the transcription of verbal and aural components of performance materials. This restriction is not to slight the special complexities of visual transcription but for simplicity, because encompassing the special issues of visual transcription would not add to the general points I wish to make.Issue title: Performance Literature I

A Letter from Samuel B. Schieffelin to A. C. Van Raalte

A letter from Samuel B. Schieffelin to A.C.V.R. regarding property matters. Schieffelin seems to have a high regard for Van Raalte. The author also makes some medicinal recommendations for A.C.V.R.\u27s health problems.https://digitalcommons.hope.edu/vrp_1850s/1367/thumbnail.jp

This Document is an Assignment of a Mortgage Concerning Property Matters Between Albertus and Christina Van Raalte and Samuel B. Schieffelin of New York.

This document is an assignment of a mortgage concerning property matters between Albertus and Christina Van Raalte and Samuel B. Schieffelin of New York.https://digitalcommons.hope.edu/vrp_1860s/1258/thumbnail.jp

This Document is the Satisfaction of a Mortgage Made Between Samuel B. Schieffelin of New York and Albertus and Christina Van Raalte in the Amount of $873.85

This document is the satisfaction of a mortgage made between Samuel B. Schieffelin of New York and Albertus and Christina Van Raalte in the amount of $873.85.https://digitalcommons.hope.edu/vrp_1860s/1259/thumbnail.jp

Bilingual episodic memory: an introduction

Our current models of bilingual memory are essentially accounts of semantic memory whose goal is to explain bilingual lexical access to underlying imagistic and conceptual referents. While this research has included episodic memory, it has focused largely on recall for words, phrases, and sentences in the service of understanding the structure of semantic memory. Building on the four papers in this special issue, this article focuses on larger units of episodic memory(from quotidian events with simple narrative form to complex autobiographical memories) in service of developing a model of bilingual episodic memory. This requires integrating theory and research on how culture-specific narrative traditions inform encoding and retrieval with theory and research on the relation between(monolingual) semantic and episodic memory(Schank, 1982; Schank & Abelson, 1995; Tulving, 2002). Then, taking a cue from memory-based text processing studies in psycholinguistics(McKoon & Ratcliff, 1998), we suggest that as language forms surface in the progressive retrieval of features of an event, they trigger further forms within the same language serving to guide a within-language/ within-culture retrieval

Reaching out to the other side: Formal-linguistics-based SLA and Socio-SLA

Generative linguistics has long been concerned with the linguistic competence of the “ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly” (Chomsky 1965: 3). Research in formal-linguistics-based second language acquisition takes as its starting point the second language (L2) speaker's underlying mental representation. Here the factors of interest are influence of the learner's native language and, in generative SLA, the operation of innate linguistic mechanisms (Universal Grammar). Similar to methodology in formal syntax, lxSLA adopts techniques such as grammaticality judgment, comprehension and perception tasks supplementing spontaneously produced oral data. While there may be individual differences in oral production, tasks that tap learners' mental representations reveal commonalities across learners from a given native language background with the same amount/ type of exposure and age of initial L2 exposure. When it comes to phonology, age has long been a central factor with numerous comparative studies showing younger learners far outperforming older learners (see Piske et al. 2001). This paper discusses a case of possible non-acquisition by L2 children who had had considerable exposure to the L2. Children's non-acquisition is only apparent, and this allows us to consider the value of lxSLA methodology on the one hand, and and raises issues about what might be lacking in the current socio-SLA paradigm, on the other. We argue that only when we return to the cooperation that marked its birth in the 1960s will we have a comprehensive picture of SLA