Psychology
http://hdl.handle.net/10547/613702
2024-03-16T04:59:16ZPerson reference and a preference for association in emergency calls
http://hdl.handle.net/10547/626176
Person reference and a preference for association in emergency calls
Tennent, Emma; Weatherall, Ann
Person reference is pervasive in talk. Conversation analytic work has identified preferences in person reference relating to recognitional reference. However, the principles shaping non-recognitional reference are less well understood. We propose a preference for association in an institutional setting where recognition is not relevant. Our data are calls to the New Zealand police emergency line which were institutionally classified as family harm. Using a collection methodology, we found that non-recognitional person reference typically takes the form my x which directly associates speaker and referent, for example “my partner”, “my ex-partner”, “my dad”. Initial references that suggest no association (e.g. “someone” or “an abusive guy”) were subsequently revised by callers using self-repair or targeted by call-takers through questions that seek clarification about association. The shifts from non-associative to associative references demonstrate participants’ orientations to the relevance of association and are evidence of a preference for association in the setting under examination. Data are in English.
2024-02-12T00:00:00ZDigital rhythm training improves reading fluency in children
http://hdl.handle.net/10547/626125
Digital rhythm training improves reading fluency in children
Zanto, Theodore P.; Giannakopoulou, Anastasia; Gallen, Courtney L.; Ostrand, Avery E.; Younger, Jessica W.; Anguera-Singla, Roger; Anguera, Joaquin A.; Gazzaley, Adam
Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8-9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance.
2024-01-09T00:00:00ZRe-visions of gender and language research in the 21st century
http://hdl.handle.net/10547/626106
Re-visions of gender and language research in the 21st century
Weatherall, Ann; Holmes, Janet
2000-01-01T00:00:00ZIntroducing Sex and the Body: Feminist scholarship from ‘down under’ on sexuality, gender and embodiment
http://hdl.handle.net/10547/626105
Introducing Sex and the Body: Feminist scholarship from ‘down under’ on sexuality, gender and embodiment
Potts, Annie; Gavey, Nicola; Weatherall, Ann
2004-01-01T00:00:00Z