TY  - JOUR
AB  - Research of tutoring in parent-infant interaction has shown that tutors - when presenting some  action  -  modify  both  their  verbal  and  manual  performance  for  the  learner   (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges.
DA  - 2014
DO  - 10.1075/is.15.1.03pit
KW  - conversation analysis
KW  - interactional coordination
KW  - adult-child-interaction
KW  - feedback
KW  - gaze
KW  - quantification
KW  - social learning
KW  - motionese
KW  - tutoring
LA  - eng
IS  - 1
M2  - 55
PY  - 2014
SN  - 1572-0373
SP  - 55-98
T2  - Interaction Studies
TI  - Tutoring in adult-child-interaction: On the loop of the tutor's action modification and the recipient's gaze
UR  - https://nbn-resolving.org/urn:nbn:de:0070-pub-26621581
Y2  - 2024-11-22T07:27:49
ER  -