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Mexican and European Heritage Families’ Elaborations During Two Storytelling Activities
Full text linkThere is important variation in how elaborative parents from different cultural backgrounds are with their children during narratives (Fivush, Haden, & Reese, 2006; Schick & Melzi, 2010). The present study built on this work by examining whether mothers from three cultural communities varied in the content of their elaborations when in two storytelling contexts: parents sharing their own personal experiences, and narratives elicited using a wordless book, The Lion and the Mouse (Pinkney, 2009). Sixty families: 40 US parents of Mexican descent from two schooling levels, and 20 European Heritage parents shared narratives about the parent and a wordless book at home. Parents’ academic elaborations (print knowledge, labeling, generics, and physical causality) and life lesson elaborations (causal motivation, causal motivation implicit, personal connection, and consejos) were coded. In the personal storytelling context, European heritage mothers shared more personal connections than Mexican Heritage mothers from both groups. In the wordless book context, Mexican Heritage mothers in the basic schooling group shared more causal motivation talk than European Heritage mothers and Mexican Heritage mothers from the higher schooling group, whereas European Heritage mothers shared more print knowledge talk than the other two groups of Mexican mothers. This study advances practical understandings of how the content of elaborations children are exposed to at home varies across contexts in these communities
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What’s wrong with being wrong? Making sense of parent perceptions of misconceptions
Full text linkChildren often discuss science and nature topics in their everyday conversations with their parents; however, these conversations are not always scientifically accurate. Some researchers argue that these scientifically incorrect conversations interfere with children’s learning by reinforcing children’s misconceptions (Shtulman, 2017). Others argue that factually incorrect conversations may still support children’s learning by giving them opportunities to discuss science in meaningful and contextually relevant ways (Hammer, 1996). This study explores how parents view and approach science misconceptions, comparing high-stakes topics like health and safety versus low-stakes general science topics. I also consider how parents’ reported and observed approaches to science misconceptions might vary with child age, parents’ attitude towards science or failure mindset, and parent or child gender. Parent-child dyads (N = 107) participated in this study (55 girls, 52 boys, M = 63.09 months, SD = 10.41 months, Range: 48-83 months; 69 mothers, 38 fathers). Parents discussed their views about science misconceptions in a brief interview, and reported they respond to misconceptions by (1) correcting, (2) scaffolding, or (3) exploring their children’s science misconceptions. Parents most often reported an approach to misconceptions that was in line with a goal to correct their children’s science misconceptions. More positive views of failure predicted a greater likelihood of parents reporting a scaffolding compared to a correcting or exploring approach. In a prompted conversation activity, parents were observed approaching misconceptions by (a) providing the correct answer, (b) scaffolding, (c) mixed (scaffolding / correct answer), or (d) exploring. Parents were more likely to correct children’s misconceptions about health and safety than general science topics. Parents’ observed approaches to misconceptions also varied based on their mindset about failure and their gender. Their reported approach and observed approaches were generally aligned. Parent talk during the conversation activity was also coded at the utterance level for accuracy talk; fathers used more frequent accuracy talk than mothers, but there was no difference in the proportion of accuracy talk for mothers and fathers. Altogether the present study illuminates how parents and children engage with misconceptions and provides new insights into better understanding children’s science learning in real-world contexts
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Uncovering the Hidden Meaning of Canny Consumption Practices: Links to Indigenous Views about the Natural World
Full text linkThe goals of my dissertation are first to gain a better understanding of the variety and breadth of a set of environmental practices that I call canny consumption practices, and second to provide empirical evidence that canny practices are part of Indigenous-descent families' daily activities and their connections to Indigenous principles which consider all living entities—human and non-human—to be persons and part of one body. Twenty Indigenous-descent mothers or fathers from rural and urban communities of Guatemala were interviewed together with their pre-teen or teenage children. Parents’ responses to the semi-structured interviews showed that canny practices are indeed part of Guatemalan Indigenous-descent families’ daily lives and that these cultural practices are aligned with Indigenous Worldview principles. These findings are important for research that focuses on Indigenous-descent communities, particularly in the developmental field, because they bring a culturally relevant lens to explore the development of Indigenous-descent children’s environmental concepts
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Practicing Possibilities: The Role of Parents' Vocations and Explanations in the Development of Children's Possibility Thinking
Full text linkHow do children learn about possibility? About what is physically impossible versus what is merely improbable or unexpected and could occur under the right imagined circumstances? Recent developmental research shows younger children to frequently be more skeptical than older children about unusual events. I provide evidence that parents' explanations are an even larger predictor of the variation found in children's possibility thinking than children's age. Building on a prior study, the current study found variations in the frequencies of 62 parents' speculative, skeptical and requesting explanations during a picture book discussion with their 5-to-8-year-old child. These differences in parental talk were related to parent's artistic, scientific and other vocations. Importantly, differences in parental explanations predicted children's own judgments that improbable events could be possible in real life. Parents with `scientific' vocations requested more explanations from their children than parents with `artistic' or `other' vocations. Additionally, both parents with scientific and parents with artistic vocations gave more speculative explanations than parents with other vocations. Importantly, parents' tendencies to be speculative, skeptical, or requesting were related to children's thinking about possibility and to their use of more sophisticated mechanistic justifications for their possibility judgments. The discussion focuses on why some differences in explanations among vocations might have been found, and why talk is an important predictor for differences in children's thinking. Future directions look to a deeper examination of the reciprocal nature of parent-child conversations, the notion of habitual talk patterns as real individual differences related to everyday practice, and the need for more research on creative communication genres such as practicing possibilities as they relate to understanding of fantasy, reality, and the boundaries in between
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Who Decides? Mothers' and Children's Beliefs about Food Choices
Full text linkWhat do mothers and children believe about whether parents are in charge of what and how much a child should eat? The current study explored children's beliefs about the scope of parental authority over food decisions and whether these beliefs depend on features of the situation. Additionally, relations between children's and their mothers' beliefs were explored. Mothers and their 5- or 7-year-old children were interviewed separately regarding 4 different types of hypothetical food-related disagreements where a mother requested her child to: eat healthy foods, eat unhealthy foods, eat foods equally healthy to what the child wanted, and eat more or less than the amount the child desired. Mothers were also interviewed about actual family disagreements about food and strategies for dealing with them. Results showed that in healthy scenarios mothers and children viewed what children ate as the mothers' decision; however, in all other scenarios mothers viewed what to eat as the child's choice. Children were more likely to see what children ate as up to the parent, only reliably categorizing the unhealthy scenario as the child's choice. Exploring individual differences showed the proportion of mothers' rule-like strategies for real-life food conflicts were correlated with children's authority-based answers. Mothers' political position also predicted children's authority orientation toward food decisions, with children of conservative parents more likely to focus on authority
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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