发表一篇学和医学成像类SCI论文
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Abstract:
BACKGROUND:Prior research has described the prevalence and utility of questions in children's language learning environment. However, there has been little empirical investigation of the interaction sequences that ensue following caregiver questions. Understanding these interactions may be especially important for children with autism spectrum disorder (ASD), who may have difficulty engaging in reciprocal interactions. Question-response-evaluation sequences (QRE) are a particular type of interaction sequence launched by questions that have been examined primarily in classroom contexts. Less research has been devoted to understanding how caregivers and children with ASD leverage this interactional format in the context of home interactions. AIMS:We focus on QRE sequences within interactions between a 5-year-old bilingual child with ASD and his parents. In these sequences, the adult poses known-answer questions, the child responds and the adult evaluates the response. QRE sequences are primarily structured by the questioner (i.e., the parents in our context), and we examine the interactive work done by parents to initiate, maintain and close these sequences. We also examine the child's contributions to these sequences. METHODS & PROCEDURES:We applied conversation analysis (CA) to video recordings of home routines, such as play, book-reading and schoolwork. Videos were fully transcribed using CA conventions, and 55 QRE segments were isolated from the data corpus for further analysis. OUTCOMES & RESULTS:Q-word questions (i.e., where, what, why, when, how questions) were the most prevalent question format, and repetition of the child's response was the most prevalent form of evaluation. We found that QRE sequences were embedded within a variety of action trajectories that extend beyond pedagogical functions. These included repairing a prior utterance, extending collaborative play routines and engaging in topically connected labelling rituals. CONCLUSIONS & IMPLICATIONS:QRE sequences appeared to strike a balance in terms of the level of constraint they placed on the child's contributions to interactions, and the affordances they provide for participating in and progressing through interactions. This study can help clinicians understand the types of interactions that can be pursued with QRE sequences in their work with children with ASD. The findings may also aid intervention researchers' efforts to leverage caregivers' existing strengths for adapting their interactional overtures to maximize children's engagement. Finally, this study provides an illustration of caregiver-child interactions in a population that is currently under-represented in the literature.
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最新影响因子:2.909 | 期刊ISSN:1368-2822 | CiteScore:N/A |
出版周期: | 是否OA:YES | 出版年份:1998 |
期刊官方网址:http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1460-6984
自引率:4.80% | 研究方向:AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATI |
出版地区:ENGLAND |
SCI期刊coverage:Science Citation Index Expanded(科学引文索引扩展)
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Aims and Scope The International Journal of Language & Communication Disorders (IJLCD) is the official journal of the Royal College of Speech & Language Therapists. The Journal welcomes submissions on all aspects of speech, language, communication disorders and speech and language therapy. It provides a forum for the exchange of information and discussion of issues of clinical or theoretical relevance in the above areas. The Journal, established in 1966, publishes a range of articles, including research reports, reviews, discussions and clinical fora, as well as editorials or commentaries commissioned by the editors. Research reports from both quantitative and qualitative frameworks are encouraged but must have appropriate and clear methodology and thoroughly analysed and interpreted results. Abstracting and Indexing Information Abstracts on Hygiene & Communicable Diseases (CABI) Academic Search Alumni Edition (EBSCO Publishing) British Education Index (EBSCO Publishing) CAB Abstracts® (CABI) Current Contents: Social & Behavioral Sciences (Clarivate Analytics) ERIC: Educational Resources Information Center (CSC) Global Health (CABI) Health & Medical Collection (ProQuest) Health Research Premium Collection (ProQuest) Hospital Premium Collection (ProQuest) Linguistics Collection (ProQuest) MLA International Bibliography (MLA) ProQuest Central (ProQuest) ProQuest Central K-253 ProQuest Central K-254 Psychology Database (ProQuest) Science Citation Index Expanded (Clarivate Analytics) Social Science Premium Collection (ProQuest) Social Sciences Citation Index (Clarivate Analytics) Web of Science (Clarivate Analytics)
目标和范围 《国际语言与沟通障碍杂志》(IJLCD)是英国皇家语言与语言治疗学院的官方期刊。该杂志欢迎所有方面的发言,语言,沟通障碍和语言和语言治疗提交。它为交流信息和讨论与上述领域临床或理论相关的问题提供了一个论坛。 该杂志成立于1966年,出版一系列文章,包括研究报告、评论、讨论和临床论坛,以及由编辑委托撰写的社论或评论。鼓励定量和定性框架的研究报告,但必须有适当和明确的方法,并彻底分析和解释结果。
大类(学科) | 小类(学科) | 学科排名 |
医学 |
AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY (听力学与言语病理学) 4区 LINGUISTICS (语言学) 4区 REHABILITATION (康复医学) |
16/25 39/65 |
年度总发文量 | 年度论文发表量 | 年度综述发表量 |
63 | 58 | 5 |
引文计数(2018)
文献(2015-2017)
N/A次引用
N/A篇文献
序号 | 类别 | 排名 | 百分位 |
1 |
大类(学科):Multidisciplinary
小类(学科):
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发表一篇学和医学成像类SCI论文
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