. Methodology of investigation] (pp. 355-377). Lublin: Wydawnictwo UMCS. Grabias, S. (1980). O ekspresywności języka. Ekspresja a słowotwórstwo [On expressiveness in Language. Expression and word formation]. Lublin: Wydawnictwo UMCS. Grabias, S. (1981). Typy derywacji i składnikowa analiza funkcji formantów [Types of derivation and the component analysis of the function of derivational morphemes]. In J. Bartmiński (Ed.), Pojęcie derywacji w lingwistyce [The concept of derivation in linguistics] (pp. 127-148). Lublin
Thomas Rhys Evans and Gail Steptoe-Warren
. Finch, H. (2005). Comparison of the performance of nonparametric and parametric MANOVA test statistics when assumptions are violated. Methodology: European Journal Of Research Methods For The Behavioral And Social Sciences, 1 (1), 27-38. Fleck, D.W. (2006). On the origin and cultural significance of unusually large synonym sets in some Panoan languages of Western Amazonia. Anthropological Linguistics, 48 (4), 335-368. Gries, S.H. (2004). Shouldn’t it be breakfunch? A quantitative analysis of blend structure in English. Linguistics, 42
Sarah Bro Trasmundi and Matthew Isaac Harvey
Psychology, 19(1), 13-16. Mylopoulos, M., & Farhat, W. (2014). “I can do better”: Exploring purposeful improvement in daily clinical work. Advances in Health Sciences Education. Theory and Practice, 20(2), 237-283. Nolan, F., & Jeon, H.-S. (2014). Speech rhythm: A metaphor? Philosophical Transactions of the Royal Society, 369(1568), 1-11. Norris S. (2004). Analyzing multimodal interaction: A methodological framework. London: Routledge. Norris S. (2011). Identity in (inter)action: introducing multimodal (inter
The analysis of collaborative exchanges of couples during their household activities is at the core of this paper. Although the management of responsibilities around household tasks is a potential source of contention within the decision-making process about home activities, another complementary perspective considers practices of communication during household activities as ways to build or reinforce the family educational processes. Our goal is to capture these daily interactions as indicators of collaborative relationships among couples, exemplifying how communicative exchanges contribute to the creation of frames for family participation in routines. In the first part of the paper, a review of issues regarding the division of labor within the family setting will be introduced in order to examine how these aspects relate to the ongoing negotiation of responsibilities and expectations between women and men. Thereafter, the methodological design of the study will be presented, as well as the qualitative analysis of data based on the argumentative topic model. A discussion of participants’ responsibilities in household tasks will be presented as indicators of their collaborative relationships during everyday activities. Lastly, implications for family studies will be highlighted in order to illustrate how family members ascribe meanings during routines.
Early bilingualism: children of immigrants in an English-language childcare center
In this study, language views and home language practice of sixteen immigrant parents were documented and related to the dual language behaviors of their young children (ages 1:09 to 3;06) who were enrolled in a Toronto English-language childcare center. De Houwer's (1999) model of early bilingualism was applied to the minority language context and external factors were used to explain the short-lived active bilingualism of the younger children and the passive bilingualism of the preschoolers. Presenting mothers and fathers with separate questionnaires proved to be a valuable methodological tool, which revealed similar language thinking but different home language practice. Immigrant mothers were more committed to their children's L1 development than were fathers, a finding, which supports and extends the parental gender difference noted in earlier work (Gleason, 2005; Lyon, 1991; Lyon & Ellis, 1999). Negative effects of early L2 exposure on minority language children's incomplete L1, reported in earlier studies, were confirmed. A concrete outcome of the present study was the creation mylanguage.ca, a website intended to help immigrant parents understand their children's dual language learning. Even though the study presents a somewhat bleak picture of the continuation of L1, it concludes on an optimistic note, encouraging immigrant fathers to join forces with their L1-committed spouses and to help provide a nurturing L1 environment for their young children.
Marta Białecka-Pikul, Marta Rynda and Daria Syrecka
Constructing a Narrative in the Standard Unexpected Transfer Test in Adolescence and Adulthood
The aim of the presented research was the replication and extension of the research by Nelson, Plesa and Henseler (1998), which was the basis for examining the nature of the theory of mind or mentalizing ability (that is, the ability to attribute mental states to other people in order to explain and predict their behaviors) in adolescents and adults. Specifically, its experience-like versus theory-like character. The test, an unexpected transfer task (the Max story), was completed by 827 people aged 13 to 75 (average 21.9). Half of them were supposed to solve the task with a shorter version of the story (including only the facts), and the other half were given the longer version (including descriptions of emotions, beliefs of the protagonist and explanations of ongoing events). All of the answers were then categorized applying Nelson's classification and two other types of analysis. Gender, age and fields of interest were taken into account during analysis of the participants' answers. The Polish respondents rarely answered in a narrative way (only 13%, in contrast to Nelson's result of 46%). Despite the fact that age was not a factor corresponding to a narrative answer, it was proven that older respondents did indeed assume the first person perspective when justifying Max's behavior. Women, more often than men, appealed to the knowledge and the protagonist's way of thinking. The respondents' fields of interest did not seem to diversify the obtained results, nor did the version of the story. The results do not allow us to draw unambiguous conclusions about the nature of the adult's theory of mind, but they form the basis for analyzing the methodology of research on theory of mind.
. (1958/2000). A methodology for translation. In L. Venuti (Ed.), Th e Translation Studies Reader (pp. 84-95). London: Routledge
Press ]. Wrocław: Ossolineum. Rudnicka, E. (2007). O kryteriach oceny poprawności językowej i ich roli w warsztacie współczesnego językoznawcy normatywisty [On the criteria of language correctness and their role in the methodology of contemporary normative linguists]. Przegląd Humanistyczny, 2007 (3), 111-120. Searle, J. (1995). The Construction of Social Reality. New York: The Free Press. Strunk, W. (1918). The Elements of Style. Ithaca, NY: W.P. Humphrey. Woodward, J. (2003). Making Things Happen
Rusudan Gogokhia and Natela Imedadze
. Vol. 1 (pp. 37-86). Hillsdale, NJ: Erlbaum. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold. Surmanidze, L. (2010). Kultura metodologiur perspektivashi (Culture in methodological perspectives in Georgia). Tbilisi: Universal. Thelen, H.A. (1954). Dynamics of groups at work. Chicago: University of Chicago Press.
References Bligh, M. C., Kohles, J. C., & Meindl, J. R. (2004a) Charisma under crisis: Presidential leadership, rhetoric, and media responses before and after the September 11 th terrorist attacks. The Leadership Quarterly , 15, 211-239. Bligh, M. C., Kohles, J. C., & Meindl, J. R. (2004b) Charting the language of leadership: A methodological investigation of President Bush and the Crisis of 9/11. Journal of Applied Psychology , 89, 562-574. Carey, J. W. (1993) The mass media and