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Feldman, 1976) Research The individual can not only identify the linguistic meaning of speech acts Support: performed by others, but can also accept the burden of identifying the social frame and discriminating clearly between relevant and irrelevant utterances. (Following McKay, 1974; Dore, 1980) Image: Child as social participant (cf. g. are people strangers, or friends, or closely related. (Following Youniss, 1975) Image: Child as practical reasoner (cf. Cook-Gumperz, 1975) Research The individual is aware of the notion that changes in behavior are Support: demanded by different kinds of context.

Feldman, D. H. 1976, The child as craftsman. Phi Delta Kappan, 58(1), 143-49. Feldman, C. , & Wertsch, J. V. 1976, Context dependent properties of teacher's speech. Youth and Society, 7. 227-58. , & Shultz, J. 1979, Social competence at home and at school. Theory into Practice, 18(4), 234-44. , & Ritchey, W. L. 1979, Issues in the assessment of social competence in children. Journal of Applied Behavior Analysis, 12, 625-38. Garnica, O. K. 1979, The boys have the muscles and the girls have the sexy legs: Adult-child speech and the use of generic person labels.

1979, Communicating with young children in the home. Theory into Practice, 18(4), 207-12. 1981, Persuasive talk: The social organization of children's talk. In J. Green & C. Wallat (eds), Ethnography and language in educational settings. Norwood, New Jersey: Ablex. , & Corsaro, W. A. 1976, Socio-ecological constraints on children's communicative strategies: Context in children's speech. In J. Cook-Gumperz & J. Gumperz (eds), Papers on language and context. University of California, Berkeley: Language Behavior Research Laboratory.

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