Limitations and transformations of habitus in Child-Directed Communication

By Elinor Ochs, Olga Solomon, L. Sterponi. 2005

123 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/728ba81613047182a8e36414b9cd54755b8c0ea7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. B. Jegatheesan
2. Olga Solomon
3. Charles Goodwin

In Developmental and Educational Psychology

1. B. Jegatheesan
2. Olga Solomon
3. Bambi B. Schieffelin
4. Elinor Ochs
5. Dwight Atkinson

In Education

1. B. Jegatheesan
2. Susan Fowler
3. P. Miller
4. Bambi B. Schieffelin
5. Charles Goodwin
6. Elinor Ochs

Citations in the corpus

• What a Dog Can Do: Children with Autism and Therapy Dogs in Social Interaction (2010, background): “…it expands the notion of sociality to include human beings with and without developmental disorders (see also Ochs and Solomon 2004, this issue; and Ochs et al. 2005), and suggests that sociality is not a quality of an individual but a capacity realized through certain kinds of social interaction.”
• Participation, stance and affect in the organization of activities (2007, background): “More recently, innovative work on the treatment of autism has emphasized the power of building arrangements for participation that permit shared visual focus on a common referent, without, however, requiring mutual gaze between participants (Ochs et al., 2005).”
• Autism From a Religious Perspective: A Study of Parental Beliefs in South Asian Muslim Immigrant Families (2010, background): “In this connection, Ochs, Solomon, and Sterponi (2005) describe a model in which they suggest that a rapid, rhythmic tempo and a side-by-side participant framework would be more effective in treating autism than a strategy based on didactic, child-directed face-to-face interaction.”
• The Theory of Language Socialization (2011, background): “…socialization, preferred corporeal habitats of infants (e.g. carried on back, nested in front, or facing caregiver; swaddled; placed in cradle) organize communication between infants and others (de Le ó n, this volume; Ochs, Solomon, and Sterponi 2005 ; Solomon, this volume; Takada, this volume).”
• Socializing politeness routines: Action, other-orientation, and embodiment in a Japanese preschool (2010, background): “2), which creates a face-to-face ‘corporeal alignment’ (Ochs et al., 2005:554) that encourages them to align their bodies towards each other in the politeness routine.”