Transcript Development - Personal Web Pages

frames
and
cognitive/linguistic development
across the lifespan
starting with the child
Frames
Kovecses: ‘a frame is a structured mental
representation of a conceptual category’
-- script, scenario, scene, cultural model,
cognitive model, domain, schema, gestalt
knuckle: hand :: Friday: week/weekend
Frames for Shrek lesson
characteristics of frames
•
•
•
•
•
•
Evoked by particular meanings of words
Can be ‘profiled’
Impose a perspective on the situation
Provide a history
Assume larger cultural frames
Are idealizations – linked to prototypes
What do you see?
What point of view?
Point of view, again – where are
you positioned?
Thumbnail
has PoV,
too
Changing frames-1
your impression?
Changing frames - 2
Your impression?
Changing frames - 3
Your impression?
Cognitive and language
development: starting with the
child
The six discoveries: learning schemes,
cause and effect, use of tools, object
permanence, how objects fill space,
imitation
On learning language
“Children’s mastery of a language in the first
few years of their lives is one of the most
remarkable things humans can do.
Among their impressive achievements is
word learning: children learn tens of
thousands of words by age 8 or so
(according to one study of English
learners), averaging 10 or more per day
for many years….”
P. Brown, [Review] The Journal of the Learning Sciences, 14(2), 293-4
Words and concepts
“Words label concepts; children either have
to map sounds to concepts they already
have or they have to create concepts on
the basis of their experience with words”
[nobody can agree on how this happens]
P. Brown, [Review] The Journal of the Learning Sciences, 14(2), 293-4
Must infer words from context
Words refer, but children have to infer from how
they are used in contexts what they refer to.
Since many different aspects of the situation
could be being referred to when a particular
word is used, children have to be attuned to the
speaker’s communicative intention in the
context, to figure out what aspect is the intended
referent.
The evidence children have for what words mean
is indirect: no one explicitly teaches children the
meanings of most words.
P. Brown, [Review] The Journal of the Learning Sciences, 14(2), 293-4
Taking a perspective
“People don’t always use the same word to label
“the same” situation; children have to learn to
take a perspective on a scene and to understand
the perspective others are taking.
They have to extend the meanings of words on the
basis of their experience of how they are used in
contexts; they have to create categories of many
different kinds and levels of abstraction (e.g.,
“dog”, “Michael”, “brother”, “run”, “nap”, “love”,
and eventually, “debate”, “algorithm”). Many
grammatical terms have abstract, subtle and
elusive meanings that even adults often cannot
articulate.”
P. Brown, [Review] The Journal of the Learning Sciences, 14(2), 293-4
Mintz 2003: Frequent frames
• …”evidence from behavioral studies
suggests that infants and adults
• are sensitive to frame-like units, and that
adults use them to categorize words. This
evidence,
• along with the success of frames in
categorizing words, provides support for
frames as a basis for the acquisition of
grammatical categories.
learn different senses from a word’s
different contexts
Cullen Case’s story in New South Voices uses
core kindergarten vocabulary
“The Blankenships had an apple tree in their
back yard and we would go and we’d
pick apples and take them back
to her place and make apple pies.”
Draw pictures showing different uses
of ‘apple.’ Students can also mime
actions as teacher reads the sentence.
• had an
apple tree
• we would pick
apples
• (we would) make
apple pies
Semantic differential
Frames for the concept ‘saying’
Learning the verb ‘buy’
When we learn the verb buy, we also learn
that the sentence holding the verb must
have a person doing the buying – the
buyer – and something to buy – the goods.
We sometimes extend those features to
new uses, such as phrasal verbs or idioms
like buy in to or buy out. Sometimes the
frame itself is the context cue for
‘guessing’ a new word or usage.
‘buying’
Buyer
The verb Goods
Angela
bought
George
bought
into
The
Brady
Bunch
bought
out
(seller)
the owl
from
Pete
The plan [don’t
know]
Belks
[Belks]
(price)
for $10
[for
XXX?]
Can you figure out ‘send’?
with your name and address. Or send a card to GH (Cookery Book), PO
ing examples of all eight cards send a stamped, addressed envelope
effort. The government says it will send five military transport aircraft to
a selection of K Shoes, please send for our main,64 page Autumn
e Shadow Health Secretary, to send her son to grammar school.
`She's been asking me to send her somebody.She's kind of old,
wn trays.She says she'd rather send her daughters to school than the
to migrate, and earn money to send home to buy food and pay debts,
u don’t have anything else,let’s send out for pizza
Premier John Major is ready to send in RAF Hercules planes as part of
arding: Lets you automatically send incoming calls to another number
to total re-wiring. Simply send off the attached coupon or call
Stages in cognitive development
Social development: recognizes self in mirror, smiles….
Recognizing a self
Six substages of infancy
sensory motor
CHILDES: baby sounds
3 months
9 months
6 months
12 months
Piaget’s stages
peekaboo
Jocie baby talk
Piaget’s stages – 1 and 2
conservation
Minsky (1988) Society of Mind p. 108
All this reminds me of a visit to my home from my friend
Gilbert Voyat, who was then a student of Papert and
Piaget and later became a distinguished child
psychologist. On meeting our five-year-old twins, his eyes
sparkled, and he quickly improvised some experiments in
the kitchen. Gilbert engaged Julie first, planning to ask her
about whether a potato would balance best on one, two,
three or four toothpicks. First, in order to assess her
general development, he began by performing the water
jar experiment. The conversation went like this:
Gilbert: "Is there more water in this jar or in that jar?"
Julie: "It looks like there's more in that one. But you should
ask my brother, Henry. He has conservation already."
Gilbert paled and fled.
• Moral: Don't try to perform psychological experiments on
the children of psychologists!
The Child by Two and a Half
theory of mind
The Child by Around Four
Spelling bee
Spelling bee - oops
tug of war
a metaphor with which to look at adolescent and adult language & cognition
Tannen, What’s in a frame
Converting experience (however
defined) into words
Determine the schema which refers to the
identification of the event
Determine the frame for the sentence-level
expression
Choose category to name parts of event
Match internal representation with
prototypes
Back to Shrek….
Scripts/frames in conversation
• The restaurant script
• The telling-troubles script
• The I don’t like you but we have to talk
script (Antaki tutorial incorporates this)
• The did I tell you about what happened to
me on the way to class script
• The I remember when… script (Norrick)
• The you won’t believe….script
Scollon and Scollon handouts
The Scollons ‘reframe’ politeness theory as
Features of involvement and independence
in conversations
A very useful heuristic, particularly for our
looking at those conversations in which
somebody is trying to share memories or
stories
Linked on our website as Scollon handout,
With an example by Jen Cleary, linked as
Cleary