Abstract Sanjana S. Mammen Examining the SafeCare Parent-Infant Interaction Module’s Impact on the Quantity and Content of Maternal-Infant Directed Utterances (Under the direction of Shannon Self Brown, PhD) Positive parenting skills reduce risk for child maltreatment. The Parent-Infant Interaction (PII) module of SafeCare was designed to promote positive parent-child relationships; however, little research has examined its impact on parent-infant utterances. Past research has indicated that a rich parent-child language environment predicts literacy skills and academic achievement, so the present research studies how PII impacts positive maternal infant-directed utterances. Three dyads with various risk levels with infants aged younger than 9-months were offered PII training and a short video modeling positive parent-infant communication. Multiple-probe, single-case experimental design yielded data with several positive trends for maternal-infant utterances, but findings were inconsistent during all conditions. Conversely, following the video, improved utterances were demonstrated consistently across all activities and dyads. These pilot data render several future studies relevant to further our understanding of PII’s impact on maternal-infant communication broadly, including more rigorous research designs and measures to further study this important outcome.

No description available.

Data for this study were derived from videotapes of 26 father-infant dyads, specifically from a five minute period of free-play. The first step was the creation of a literal transcription of the father-infant dyads interaction. Subsequently, nine variables of fathers' language characteristics and one infant characteristic were coded employing the literal transcriptions and observing the videotapes. The fathers' language variables were number of : (1) father utterances, (2) father words, (3) father contingent responses, (4) father teaching utterances, (5) father descriptive teaching utterances, (6) father directive teaching utterances - making commands, (7) father directive teaching utterance - asking questions, (8) percentage of father teaching utterances, and (9) mean length of father utterances (MLU). The infant variable was number of vocalizations. Eight out of the nine variables were positively correlated to infant vocalizations, indicating the importance of fathers input in child language development. The only negative correlation in the present study was between Mean Length of Utterance (MLU) and infant vocalizations and the possible reasons are discussed. The findings support the idea that there are positive relationships between fathers' language characteristics and infant vocalizations. Recommendations are made that fathers should be involved in early intervention programs.

No description available.

Le fait que toute activité linguistique et toute interactivité soient relatives à un jeu de langage / un genre / un type de conversation a été reconnu depuis longtemps par divers spécialistes. Néanmoins, jusqu'à présent, aucune théorie systématique n'a pas été construite qui peut fournir en une manière formelle la composition et la gamme des types de conversation actuels et possibles. Dans cette thèse, nous adoptons une approche topologique pour classifier les conversations et développons une théorie formelle des types conversationnels dans le cadre de Type Theory with Records. Énoncés non phrastiques (ENP) - des énoncés fragmentaires qui sont des phrases sans prédicat mais qui expriment néanmoins un sens complet dans un contexte donné - sont un phénomène caractéristique de la conversation. Dans cette thèse, nous étudions les ENP dans un corpus chinois et examinons la distribution des ENP dans les genres parlés du Corpus National britannique (BNC). Cette thèse aborde le sujet de l'élaboration d'une théorie des types conversationnels qui peut expliquer la résolution des énoncés non phrastiques à travers des différents types conversationnels. En revanche, nous testerons l’hypothèse que la variation entre des distributions des énoncés non phrastiques peut servir à structurer l’espace des types conversationnels. / That all linguistic activity and interactivity is relative to a domain/language-game /genre/conversational type has long been acknowledged by various scholars. Nonetheless, hitherto there has been no systematic theory that tries to propose a formal account regarding the make-up and range of actual and possible conversational types. In this thesis, we take a topological approach to classifying conversations and develop a formal theory of conversational types in the framework of Type Theory with Records (TTR). Non-sentential utterances (NSUs)—fragmentary utterances which are incomplete sentences but nevertheless convey a complete sentential meaning in the given context—are a characteristic phenomenon of conversation. In this thesis, we study NSUs in a Chinese corpus and investigate the distribution of NSUs across the spoken genres of the British National Corpus (BNC).This thesis tackles the topic of developing a theory of conversational types that can be used to explicate the resolution of NSUs across different conversational types. Conversely, we investigate whether the variation in the distribution of NSUs can serve as a means of structuring the space of conversational types.

This thesis takes its start from the identification of a gap in knowledge between the act of musical utterance and its significance for human being. Based on the proposition that music education could benefit from what it most appears to lack, a deep epistemology, the study first examines the knowledge gap as an epistemological omission in music curriculum and discourse, and then argues the case for retrieval of a logos epistemology to rectify the omission. The recovery of the meaning of the musical act, it is argued, is an ethical, biographical initiative taken up by the individual who senses the need to strive towards freedom of moral decision. Recovery consists in developing an epistemology specific to human utterance, namely, a logos epistemology. Since the logos is an original form-bestowing power whose sanctuary is the human being, it seeks and finds expression in uttered forms, and it is through fully conscious observation of one's own contribution to the emergence of these forms that one can find oneself as knower. It is significant that it is characteristic of the logos in the current era, however, that it is hidden from the (dual) perspective which humanity has taken up in its cognitive evolution. The condition of its recovery, then, is that it must be 'unconcealed' for it is obscured by its own forms, and consequently, by aesthetic and linguistic theory derived, not from efforts made towards enhanced musical experience, but inferred from the sense-perceptible elements of experience. It is argued that it is educationally responsible to cultivate the individual's latent epistemic resources, namely, self-observed, consciously directed intentionally, so that the meaning of the original experience of musical phenomena, tone and interval, can be raised to awareness, and musical culture renewed. / Doctor of Philosophy (PhD)

This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching? The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought.  The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition. In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life)  is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear.  The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked. In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge. In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.

This thesis focuses on “livsfrågor” (questions of life) a typical Swedish concept introduced in the RE syllabus in the curriculum for compulsory schools in 1969. The study poses three questions: what can qualify as a “livsfråga”, why are they regarded important, and how do they fit into teaching? The main purpose is to study differences of the concept in two materials. Primarily interviews with Teacher educators all over Sweden and, secondly in the R.E. syllabus for compulsory and secondary schools from 1962 until today. Finally, the two materials used, will be brought together, and foci are recognized with the help of a tool for thought.  The study is using the concept dialogicity from Bachtin. Syllabus are viewed as compromises in accordance with a German tradition. In the syllabus, “livsfrågor” is one within many different words used with none what so ever stringency. It is not necessarily the most important term, as “livsåskådningsfrågor” (questions within philosophies of life)  is often dominating in objectivities. Also “existential questions” etc is used. The relation between the words are never made clear.  The syllabus are in one sense monologial as different meanings of the word are not made explicit, and other utterances are not invoked. In the interviews the dialogicity is more obvious. Philosophy is mentioned, eg.. Martin Buber, Viktor Frankl, theology (Paul Thillich), but also literature (Lars Gyllensten) and existentialism in a general sence. Other words are not as frequent – but “livsåskådningsfrågor” are of course mentioned, eg. Faith vs. knowledge. In the last chapter “livsfrågor” is problematized with the help of Andrew Wright and his three metanarrativies within the modern R.E. And the assumption, especially in the syllabus, of “livsfrågor”, as common between cultures and over time is problematized with the help of . feministic theory of knowledge.

In 2015 a new national Child Health Care Program was introduced in Uppsala County, Sweden. Due to this, the Child Health Center’s speech-language screening for 3-year old’s was moved to 2½ years. The same method of screening - ‘Westerlunds 3-årsmetod’ - is maintained, though there have been a few changes. The children are only expected to use two-word utterances for a passable result, contrary to the earlier requirement for three-word utterances. The absence of three-word utterances now means a follow-up at the age of three. The purpose of the present study was to evaluate the part in “Westerlunds 3-årsmetod” which examines length of utterances, by examining if the absence of three-word utterances could be used as an indicator for language difficulties and whether a postponement of the screening (with approximately a month) could ensue in fewer children being called for a follow-up. The participants were recruited through mail to families with children just above the age for the 2½ year speech-language screening. It proved difficult to find participants for the study with the chosen recruitment method and on that account an additional recruitment was implemented. Despite that, none of the possible participants met all the inclusion criteria in the end, which meant that the prospective analyses could not be performed and therefore the research questions could not be entirely answered. A choice was made to analyze the already collected data, meaning that the entire group of children screened in the right age range (2:6-2:9) were examined. The group consisted of 26 children, 14 girls and 12 boys. The average age was 2:6 years (min: 2:6, max: 2:8). Of these 8% (2 children) were not using three-word utterances, although they also had other difficulties. Based on this group vague indications could be seen suggesting that a connection between age and the time of screening does not exist. Most of the children, 95%, screened at the age of 2:6 years passed the screening without remarks. Furthermore, it turned out that some children were screened as early as 2:5 with passable results. Consequently, no data in this study supports the notion that a postponement of the screening would result in fewer follow-ups. It should be noted that due to insufficient data no clear conclusions can be drawn. / År 2015 infördes det nya nationella barnhälsovårdsprogrammet i Uppsala. Det resulterade i en förflyttning av språkscreeningen på barnavårdscentralen (BVC), från 3 års ålder till 2 ½ år. Samma screeningmetod - Westerlunds 3-årsmetod - används fortfarande, med vissa mindre ändringar. En förändring som skett i och med förflyttningen är att barnen vid 2 ½ år inte längre förväntas tala i treordssatser för godkänt resultat. Istället räcker det att barnen använder tvåordssatser. Avsaknad av treordssatser vid screeningen innebär dock en uppföljning av språkutvecklingen vid 3 år. Syftet med denna studie var att utvärdera hur delmomentet Språkanvändning (som undersöker satslängd) i screeningmetoden fungerar vid 2 ½ års ålder. Detta för att undersöka om avsaknad av treordssatser vid 2 ½ år kan vara en indikation för språkliga svårigheter samt om en senareläggning av screeningen (med någon månad) kan bidra till att färre barn behöver följas upp. Deltagare rekryterades genom brevutskick till familjer med barn som nyligen passerat åldern för 2 ½ -årsscreening på BVC. Det visade sig vara svårt att hitta deltagare till studien med den valda metoden, därav genomfördes en kompletterande rekrytering. Efter fullgjord rekrytering framkom det ändå att ingen av de möjliga deltagarna uppfyllde alla studiens inklusionskriterier, vilket medförde att de tilltänkta analyserna inte kunde genomföras och frågeställningarna inte kunde besvaras. På grund av detta gjordes valet att titta på alla barn som screenats i rätt åldersintervall (2:6 - 2:9 år). Därmed undersöktes 26 barn (14 flickor och 12 pojkar, ålder 2:6 – 2:8 år, medelålder 2:6 år). Av dem var det 8 % (2 barn) som inte talade i treordssatser, dock i kombination med andra svårigheter. Utifrån dessa 26 barn kunde vissa indikationer ses som tyder på att ett samband mellan ålder på barnet och tidpunkt för screening inte existerar. Majoriteten, 95 %, av barnen som screenades vid 2:6 år klarade den helt utan anmärkning. Det visade sig även att ett antal barn screenats så tidigt som vid 2:5 år och ändå presterat utan anmärkning. Därmed ses ingen data i den här studien tala för att en senareläggning av screeningen skulle medföra att färre barn kallas för uppföljning. På grund av bristande data bör det dock påpekas att inga faktiska slutsatser kan dras utifrån den här studien.

The world of animation has painted an inspiring image of what the robots of the future could be. Taking the robots R2D2 and C3PO from the Star Wars films as representative examples, these robots are portrayed as being more than just machines, rather, they are presented as intelligent and capable social peers, exhibiting many of the traits that people have also. These robots have the ability to interact with people, understand us, and even relate to us in very personal ways through a wide repertoire of social cues. As robotic technologies continue to make their way into society at large, there is a growing trend toward making social robots. The field of Human-Robot Interaction concerns itself with studying, developing and realising these socially capable machines, equipping them with a very rich variety of capabilities that allow them to interact with people in natural and intuitive ways, ranging from the use of natural language, body language and facial gestures, to more unique ways such as expression through colours and abstract sounds. This thesis studies the use of abstract, expressive sounds, like those used iconically by the robot R2D2. These are termed Non-Linguistic Utterances (NLUs) and are a means of communication which has a rich history in film and animation. However, very little is understood about how such expressive sounds may be utilised by social robots, and how people respond to these. This work presents a series of experiments aimed at understanding how NLUs can be utilised by a social robot in order to convey affective meaning to people both young and old, and what factors impact on the production and perception of NLUs. Firstly, it is shown that not all robots should use NLUs. The morphology of the robot matters. People perceive NLUs differently across different robots, and not always in a desired manner. Next it is shown that people readily project affective meaning onto NLUs though not in a coherent manner. Furthermore, people's affective inferences are not subtle, rather they are drawn to well established, basic affect prototypes. Moreover, it is shown that the valence of the situation in which an NLU is made, overrides the initial valence of the NLU itself: situational context biases how people perceive utterances made by a robot, and through this, coherence between people in their affective inferences is found to increase. Finally, it is uncovered that NLUs are best not used as a replacement to natural language (as they are by R2D2), rather, people show a preference for them being used alongside natural language where they can play a supportive role by providing essential social cues.