Children's Inference Generation and Social Competence Article Review by Top Papers

Children's Inference Generation and Social Competence
A critical examination of the article, "Inference Generation during Discourse and its Relation to Social Competence" by Ford and Milosky.
# 139087 | 1,650 words | 7 sources | APA | 2008 | US


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Description:

The paper provides an assessment of Ford and Milosky's article on preschoolers' language capacity and ability to infer emotions and their social competence. The writer spots several defects in this article, including a general failure to explain why particular children were said to be impaired, and what the specific origins of their impaired language development and abilities are.

Outline:
Introduction
Method & Further Questions
Varied Conclusions
Conclusion - Towards a Better Study

From the Paper:

"Ford & Milosky make no allowance for further child differences, beyond those of typical or impaired language capacity that are spelled out at the beginning and carry through the article's rather narrow analysis. (2008:368) The researchers explain how there has been little research into the time course of inference generation in children, as opposed to adults, as in studies examining inferred emotion, cues and perceptions and what is deduced from particular voices that can produce hasty or incorrect decision-making or altered workplace relations. (E.g. Hughes et al:2008; Pell:2005) Ford & Milosky seem to have made no theoretical or other summary of normal language development in children under the age of 5 and what the implications or non-typical language development may be. For instance, some children may be severely TI but show innate ability to infer emotions that subjects may even attempt to suppress, or those not discerned by adults or 'normal' children but the researchers are content to explain how LI children can show very limited semantic understanding of words and make more meaning than TL children in terms of the meaning of words. (Ford & Milosky:2008:369)"

Sample of Sources Used:

  • Anthony, B., Anthony, L., Morrel, T. & M. Acosta. (2005). Evidence for Social and Behavior Problems in low income, urban preschoolers - effects of site, classroom and teacher. Journal of Youth & Adolescence, 34, 31-39.
  • Dawson, B. & S. Williams. (2008). The Impact of Language Status as an acculturation stressor -Internalizing and externalizing behaviors in Latino/a children: a longitudinal analysis from school entry through third grade. Journal of Youth & Adolescence, 4, 399-411.
  • Ford, J. & L. Milosky. (2008). Inference Generation during discourse and its relation to social competence - an online investigation of abilities of children with and without language impairment. Journal of Speech, Language & Hearing, 51, 367-380.
  • Handen, B. & L. Valdes. (2007). Preschoolers with Developmental Difficulties - a comparison of ADHD and a non-ADHD group. Journal of Developmental & Physical Disabilities, 19, 579-592.
  • Hughes, S., Pastizzo, M. & G. Gallup. (2008). The Sound of Symmetry Revisited - subjective and objective analysis of voice. Journal of Nonverbal Behavior, 32, 93-108.

Cite this Article Review:

APA Format

Children's Inference Generation and Social Competence (2008, December 01) Retrieved April 21, 2021, from https://www.academon.com/article-review/children-inference-generation-and-social-competence-139087/

MLA Format

"Children's Inference Generation and Social Competence" 01 December 2008. Web. 21 April. 2021. <https://www.academon.com/article-review/children-inference-generation-and-social-competence-139087/>

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