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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 10 of 10 1 Peer interaction in text chat: Qualitative analysis of chat transcripts Golonka, Ewa M.; Tare, Medha; Bonilla, Carrie. - : University of Hawaii National Foreign Language Resource Center, 2017. : Michigan State University Center for Language Education and Research, 2017 BASE Show details 2 " We call it as puppy" : pragmatic factors in bilingual language choice Tare, Medha; Gelman, Susan A. In: Language in interaction (Amsterdam, 2014), p. 191-206 MPI für Psycholinguistik Show details 3 Hi‐LAB: A New Measure of Aptitude for High‐Level Language Proficiency Linck, Jared A.; Hughes, Meredith M.; Campbell, Susan G.... In: Language learning. - Hoboken, NJ : Wiley 63 (2013) 3, 530-566 OLC Linguistik Show details 4 Bilingual parents' modeling of pragmatic language use in multiparty interactions Gelman, Susan A.; Tare, Medha In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 32 (2011) 4, 761-780 BLLDB OLC Linguistik Show details 5 Bilingual parents’ modeling of pragmatic language use in multiparty interactions Tare, Medha; Gelman, Susan A.. - 2011 BASE Show details 6 Determining that a label is kind-referring: factors that influence children's and adults' novel word extensions Gelman, Susan A.; Tare, Medha In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 37 (2010) 5, 1007-1026 BLLDB OLC Linguistik Show details 7 Can you say it another way? Cognitive factors in bilingual children’s pragmatic language skills Tare, Medha; Gelman, Susan A.. - 2010 BASE Show details 8 Acquiring Non-Object Terms: The Case for Time Words Shatz, Marilyn; Tare, Medha; Nguyen, Simone P.. - 2010 BASE Show details 9 Maternal uses of non-object terms in child-directed speech: color, number and time Gilbertson, Lisa; Tare, Medha; Shatz, Marilyn In: First language. - London [u.a.] : SAGE Publ. 28 (2008) 84, 87-100 BLLDB OLC Linguistik Show details 10 The Development of Pragmatic Differentiation Skills in Preschool-Aged Bilingual Children. Tare, Medha P. Abstract: This dissertation examined pragmatic differentiation, bilingual speakers’ ability to use two languages appropriately with different speakers. Case studies of naturalistic interaction have shown that some sensitivity emerges in early childhood (by 2 years); however, the component skills of this pragmatic understanding and their relation to other developing metacognitive capacities have not been examined. In order to examine these issues, I compared the language use of 28 bilingual children (2;7 to 3;10 and 4;1 to 4;11) across three tasks, which varied in context and interlocutor. All children were bilingual in English and Marathi, an Indian language. I also included theory of mind measures to assess how developing cognitive capacities relate to pragmatic ability. In Study 1, each child participated in an Object Naming task, where he/she was asked to name familiar objects, and a Free Play task in which the child conversed with an adult. Both tasks were conducted twice, once with an English speaker and once with a Marathi speaker. In Study 2, the child and one of his/her bilingual parents discussed a picture book in three different sessions: one with the parent-child dyad alone, and one each where a third-person bystander was either an English speaker or a Marathi speaker. Children performed very well in the Free Play task, using more of the appropriate language with each speaker. Furthermore, children switched languages between the two consecutive sessions. However, children had more difficulty with Object Naming, and used predominantly English labels with both speakers. There were developmental effects; older children were more responsive to prompts to switch languages. This responsiveness was also highly related to children’s theory of mind scores, even when controlling for their age. Finally, as predicted for the Picture Book task, parents were sensitive to the experimenter’s presence and adjusted their language use accordingly; however, children did not follow their parents’ model and adjust their language use between sessions. These results demonstrate that pragmatic differentiation is not an all-or-none ability, but one which has component skills that develop over the preschool years. This protracted development is also related to metacognitive abilities which emerge during the preschool years. ; Ph.D. ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/61649/1/mtare_1.pdf Keyword: Bilingual Development; Language Development; Preschool; Psychology; Social Sciences; Theory of Mind URL: https://hdl.handle.net/2027.42/61649 BASE Hide details

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