“Crib talk”的意思、由来-开放百科全书

Crib talk or crib speech is pre-sleep monologue made by young children while in bed. This starts somewhere around one-and-a-half years and usually ends by about two-and-a-half years of age, though children can continue longer.^[1]^[2] It consists of conversational discourse with turn-taking often containing semantically and syntactically coherent question-answer sequences. It may contain word play and bits of song and nursery rhyme.

Crib talk has been found in deaf children in their early sign language.^[3] It also occurs in autistic children.^[4]

Types

Enactment sequences

This occurs most commonly in early monologues and is done in a low tone. It concerns using language to bring about action and occurs when playing with toys and dolls as “friends” with language embedded in ongoing play. Whilst like conversational speech, it can occur in long uninterrupted sequences in which the child describes what they are doing.

Proto-narrative

In this a child creates a story about events that have happened or imaginary events in temporal-causal sequences that can be as short as five words or as long as 150. They may include the reciting of stories that have been read to them. They occur throughout the period in which a child engages in crib talk.

Problem focused

These concern what happened in the past, what will happen in the future and how events are organized. They incorporate descriptions used by others to enable prediction.

Function

Such monologues have been argued to play a key role in providing a practice space for developing complex connected discourse,^[1] aiding a child to use language as a tool to categorize, explain and know the world,^[6] and to “clarify what may originally have been problematic or troublesome”.^[7]

Such talk is more complex than that done by children in interactions with others,^[1]^[2]^[8] and this has been suggested to be due to the freedom to control what they say and so not have their cognitive abilities stretched by having to work out how to respond to what someone has just said.^[9]

While similar to private speech which usually starts after 3 and ends about 7,^[10] crib talk lacks its self-regulatory instructions.^[11]{{rp|17–19}}

Research

Problems

Crib talk is difficult to transcribe because such young children typically have poor pronunciation, and because there may be little context to infer the likely meaning of a child’s words, even with the help of a parent. This has limited the number of children studied and the length of time over which the development of crib talk monologues have been researched.^[2]

The children studied are also atypical in that they are the offspring of researchers or their close colleagues, and so are from highly educated backgrounds. The child studied by Katherine Nelson, for example, was highly precocious in her language abilities, which raises questions about the generality of findings on that one child.^[2]

Studies

Crib talk was first studied by Ruth Hirsch Weir on her son Anthony and published in 1962.^[1] Two other studies have been carried out by Stan Kuczaj on 14 children between 15–30 months - published in 1983^[8] - and Katherine Nelson on Emily in 1989.^[11]

Examples

Anthony

Anthony is here between 28 and 30 months playing at grammatical transformations and combinations.

Emily

"In the Dark"

See also

References

1. ^¹²³⁴Weir RH. (1962). Language in the Crib. University of Michigan; Edition 2, (1970) Mouton. {{OCLC|300988484}}
2. ^¹²³Nelson K. Oster E., Bruner JS. (Ed). (1989). Narratives from the crib. Cambridge, MA, US: Harvard University Press. {{ISBN|978-0-674-02363-5}}
3. ^Petitto LA. (2000). On The Biological Foundations of Human Language. In K. Emmorey and H. Lane (Eds.) The signs of language revisited: An anthology in honor of Ursula Bellugi and Edward Klima. Erlbaum
4. ^{{Cite journal | last1 = Schaerlaekens | first1 = A. | title = Crib speech in autistic and psychotic children: Case studies of form, content and function | doi = 10.1177/014272379701705114 | journal = First Language | volume = 17 | issue = 51 | pages = 303–310 | year = 1997 | pmid = | pmc = }}
5. ^Nelson K. (1989). Monologue as representation of real-life experience (pp.27-72) In Narratives from the crib. Cambridge, MA, US: Harvard University Press. {{ISBN|978-0-674-02363-5}}
6. ^Feldman CF. (1989). Monologue as problem solving narrative (pp. 98-120) In Narratives from the crib. Cambridge, MA, US: Harvard University Press. {{ISBN|978-0-674-02363-5}}
7. ^Bruner J Lucariello J (1989). Monologue as Narrative Recreation of the World (pp.73-97) In Narratives from the crib. Cambridge, MA, US: Harvard University Press. {{ISBN|978-0-674-02363-5}}
8. ^¹Kuczaj S. (1983). Crib speech and language play. New York: Springer Verlag. {{ISBN|978-0-387-90860-1}}
9. ^{{Cite journal | last1 = Bloom | first1 = L. | last2 = Margulis | first2 = C. | last3 = Tinker | first3 = E. | last4 = Fujita | first4 = N. | title = Early conversations and word learning: Contributions from child and adult | journal = Child Development | volume = 67 | issue = 6 | pages = 3154–3175 | year = 1996 | pmid = 9071775 | doi=10.1111/j.1467-8624.1996.tb01907.x}}
10. ^Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: The MIT Press. {{ISBN|978-0-262-72010-6}} (Original work published 1934)
11. ^¹Nelson K. (1989). Introduction: Monologues in the crib. (pp. 1-24) In Narratives from the crib. Cambridge, MA, US: Harvard University Press. {{ISBN|978-0-674-02363-5}}
12. ^Nelson K. (1998). Language in cognitive development: the emergence of the mediated mind. Cambridge University Press,{{ISBN|978-0-521-62987-4}} . p162
13. ^Daiute C. Lightfoot C. (2003). Narrative analysis: studying the development of individuals in society. SAGE. {{ISBN|978-0-7619-2798-3}} p.98
14. ^Miller, G. (1962) Foreword by a psychologist, pp. 13-17, In Weir RH. (1962). Language in the Crib. University of Michigan; Edition 2, (1970) Mouton. {{OCLC|300988484}}