Search results for "Turn-taking"

The Materialisation of Children’s Mathematical Thinking Through Organisation of Turn-Taking in Small Group Interactions in Kindergarten

2020

This chapter reports from a case study which focuses on the coordination of turn-taking within two small groups of kindergarten children (age 5–6) working on addition problems. The two segments of small group interaction were analysed from a multimodal, interpretative perspective. Drawing on Radford’s (J Res Math Educ, 2:7–44, 2013) theory of knowledge objectification, the study explores the characteristics of children’s turn-taking and what role children’s organisation of turn-taking plays in the movement of the joint activity, and thus for the materialisation of their mathematical thinking. The findings suggest that children’s various ways of organising turn-taking give rise to different …

Children’s beliefs about bilingualism and language use as expressed in child-adult conversations

2017

AbstractThe aim of this article is to describe young children’s beliefs about language and bilingualism as they are expressed in verbal utterances. The data is from Swedish-medium preschool units in three different sites in Finland. It was generated through ethnographic observations and recordings of the author’s interactions with the children. The meaning constructions in the interactions were analyzed mainly by looking closely at the participants’ turn taking and conversational roles. The results show that children’s beliefs of bilingualism are that you should use one language when speaking to one person; that languages are learnt through using them; and that the advantage of knowing more…

The many faces of overlap : non-competitive overlap in a conversation between Finnish and British speakers of English

2008

You cannot speak and listen at the same time: a probabilistic model of turn-taking.

2017

Turn-taking is a preverbal skill whose mastering constitutes an important precondition for many social interactions and joint actions. However, the cognitive mechanisms supporting turn-taking abilities are still poorly understood. Here, we propose a computational analysis of turn-taking in terms of two general mechanisms supporting joint actions: action prediction (e.g., recognizing the interlocutor's message and predicting the end of turn) and signaling (e.g., modifying one's own speech to make it more predictable and discriminable). We test the hypothesis that in a simulated conversational scenario dyads using these two mechanisms can recognize the utterances of their co-actors faster, wh…