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        <title>Exploring “Associative Talk”: When German Mothers Instruct Their Two Year Olds about Spatial Tasks</title>
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    <abstract>In this study, maternal input was analyzed during a task, in which German mothers instructed their two-year-old children to put two objects together in a particular way. In the setting, the spatial relation (ON and UNDER) and the canonicality of these relations (canonical such as ‘a pot on a table’ and noncanonical like ‘a train on a tunnel’) were varied. Two kinds of discourse strategies are proposed that characterize mothers’ input in this task: bring-in and follow-in. For the analysis, an automatic procedure was developed, in which the amount of words spent on a strategy was related to the overall word amount. The data suggest that the canonicality of the task can change the discourse: Bring-in strategies dominated the discourse in tasks with canonical spatial relations while in more difficult tasks with non-canonical relations, German-speaking mothers used follow-ins significantly more often than in the canonical tasks. Together, the results of this study shed light on the process of an on-line adaptation of the mother to her child and give us insight into how a situated understanding in a task-oriented discourse emerges.</abstract>
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%0 Journal Article
%T Exploring “Associative Talk”: When German Mothers Instruct Their Two Year Olds about Spatial Tasks
%A Rohlfing, Katharina J.
%J Dialogue & Discourse
%D 2011
%8 July
%V 2
%I University of Bielefeld
%C Bielefeld, Germany
%F rohlfing-2011-exploring
%X In this study, maternal input was analyzed during a task, in which German mothers instructed their two-year-old children to put two objects together in a particular way. In the setting, the spatial relation (ON and UNDER) and the canonicality of these relations (canonical such as ‘a pot on a table’ and noncanonical like ‘a train on a tunnel’) were varied. Two kinds of discourse strategies are proposed that characterize mothers’ input in this task: bring-in and follow-in. For the analysis, an automatic procedure was developed, in which the amount of words spent on a strategy was related to the overall word amount. The data suggest that the canonicality of the task can change the discourse: Bring-in strategies dominated the discourse in tasks with canonical spatial relations while in more difficult tasks with non-canonical relations, German-speaking mothers used follow-ins significantly more often than in the canonical tasks. Together, the results of this study shed light on the process of an on-line adaptation of the mother to her child and give us insight into how a situated understanding in a task-oriented discourse emerges.
%R 10.5087/dad.2011.201
%U https://aclanthology.org/2011.dnd-2.1/
%U https://doi.org/10.5087/dad.2011.201
%P 1-18

Markdown (Informal)

[Exploring "Associative Talk": When German Mothers Instruct Their Two Year Olds about Spatial Tasks](https://aclanthology.org/2011.dnd-2.1/) (Rohlfing, DND 2011)

• Exploring “Associative Talk”: When German Mothers Instruct Their Two Year Olds about Spatial Tasks (Rohlfing, DND 2011)

ACL

• Katharina J. Rohlfing. 2011. Exploring "Associative Talk": When German Mothers Instruct Their Two Year Olds about Spatial Tasks. Dialogue & Discourse, 2:1–18.