User talk:Jc12xu2014/sandboxgroup

So.. I'm Jacqui. I'm not sure anyone else will find this talk page, so we can just chat here and talk about what we'll edit and such.

Hi Jacqui. Congratulations, group, you are now Wikipedians. Don't forget to sign your contributions to talk pages. Best wihses with your project --LynnMcCleary (talk) 21:25, 8 September 2014 (UTC)

Thank you for the warm wishes! I look forward to posting my review of the article. Jb11ko (talk) 12:50, 11 September 2014 (UTC)

Article Critique for Wikipedia’s Interpersonal Communication by Jessica

I think this article is well written but could still use some work. I am not a grammar master myself, but the grammar seemed to be correct. This article contains a vast amount of references at the end, giving it a verifiable status. I also picked some references at random just to see if they were verifiable and they were. For an article to be considered good, it needs to be broad in its coverage. This involves staying focused on the topic at hand. I think that think article does a worthy job at introducing what interpersonal communication is without branching into anything unnecessary in the introduction. For this article to be neutral it needs to exemplify everyone’s opinion is a nondiscriminatory way. I have been monitoring this article for the past few days now and I haven’t noticed any significant changes in the main content. I believe that this article is relatively stable at the moment. This article fails to depict an illustration that would be relevant to the topic. I think an article should contain at least one image that could potentially give the reader a better understanding of what is being said. Even if it were just a graph or a chart, it would still make the article a little better than it is now. Jb11ko (talk) 17:30, 11 September 2014 (UTC)

Some info from Lynn

I want your group to focus on the developmental progress aspect of the context section of this page. There's not much to review about this, since the information is so scant. Your group should review the context section in detail to figure out what might need to change to logically incorporate the content I want you to add. You don't have to critique the rest of the web page in detail - but reading the rest of the webpage to find out whether there is information that is relevant to your topic would be helpful. At least one of the theories has discussion about context that may or may not link to your topic. --LynnMcCleary (talk) 17:50, 11 September 2014 (UTC)

Article Critique by Jacqui

Based on Wikipedia’s Good Article Criteria, the article “Interpersonal Communication” is well written, verifiable, broad in its coverage, neutral and stable. Throughout the article, the grammatical structure is well defined. There are a wide variety of sources at the bottom in the references section and the citing of the sources throughout is correct. The references section gives full citations of all sources yet there is not a notes section. It contains all secondary and tertiary sources; therefore no primary sources were used. Interpersonal Communication article talks about a wide variety of topics yet they all pertain to the main aspect of the article. The main point of this article is present but not bias, there is a neutral point of view. Since the article was assigned to me, there have been no changes; therefore I will assume that it is stable. As of yet, there are no images throughout this article, but should be added at a later date. Jc12xu2014 (talk) 18:20, 11 September 2014 (UTC)

Article Critique by Lindsay and Feedback to Other Members

Personally, I agree with both Jacqui and Jessica and their support behind Wikipedia's Good Article Criteria. Their information truly supports why "Interpersonal Communication" is a well written, credible article and that minimal editing is required to the information that is already present. Again, I also agree with added illustration as this is an article about communication. However, I do also agree with Lynn's suggestion to add content to the page that will further develop understanding of the topic in an unbiased, neutral point of view. There is no reference to where the information is from in the context section as Lynn has suggested. Revamping this section would affect the entire article and would make the other information more logical. In future, I would also consider the format of the page to be changed slightly, especially if we plan to add more information. I feel it is worth taking a look at the layout style guidelines under Verifiable in Wikipedia's Good Article Criteria. The theories section could use better organization and more subheadings rather than just one heading. The layout is confusing and can be improved in my opinion. Once the context section is slightly changed, I am predicting the layout of the long list of theories will be easily organized after our initial efforts. Lb13an (talk) 18:40, 14 September 2014 (UTC)

Article Critique by Ashling and Feedback

After reading through the article “Interpersonal Communication” I feel it does not fully fulfill all the criteria of a good Wikipedia article. I agree with everyone's opinion that the article is well- written, with no original research, and is broad in its coverage. However, I feel there are areas in the article that are not using a neutral viewpoint and is stating someone's opinion in the role section. I feel at times the article lacks coherent connections between certain sections. In addition, the article is lacking citations in some sections including the context section where our groups main focus is located. As Lynn recommended, most of our work should be directed to the context section as I believe adding additional information and citations in this area will strengthen the article. I also agree with Jessica's suggestion that adding an appropriate graph or illustration will enhance the article. Additionally, including statistics to support the different theories listed in the article can be helpful. To conclude, my opportunities for improving this article include expanding the context section by adding definitions for cultural and linguistic backgrounds and development progress (maturity) or emotional state, adding other useful information to all the examples under the context section and connecting other information examined in the article, for example, examining the context surrounding social networking and theories. Ad14xz (talk) 01:46, 17 September 2014 (UTC)

Feedback by Jacqui

Now that we've all talked about our opinions on this article, I think its time that we decide how we're going to go about the changes of the context section of the article. In terms of who is going to do what and so on. I think we all had many of the same ideas and opinions about the article, so deciding on what we're going to actually edit should be too difficult. Should I copy and paste the article in here so we can start editing or talking about it? Jc12xu2014 (talk) 17:58, 18 September 2014 (UTC)

Yes, definitely agree because we need to know as early as possible what parts we are each editing so we can find our valid sources Ad14xz (talk) 22:37, 18 September 2014 (UTC)

That's a great idea Jacqui, I am going to start looking for valid sources throughout these next few days and post them on here so you guys can check them out. Jessica (talk) 18:37, 21 September 2014 (UTC)

Thanks Jessica. I'll start looking into some research and see what kind of different subtopics we can talk about in the context section. Jc12xu2014 (talk) 02:32, 22 September 2014 (UTC)

I also will contribute to finding sources and I think it is a good idea to post the information and reference it so we don't have the same resources and overlap material. The layout of the context section should be an area of editing that all of us at least contribute to since there may be different orders of organization that we could choose together. I also think that Jacqui's idea of subtopics is a great platform to spilt up the work load and then further collaborate the ideas so the article is cohesive. Great feedback and ideas ladies! Lb13an (talk) 16:41, 23 September 2014 (UTC)

Great. You need to come to a conclusion about what your priorities and goals are for the editing. You should all be contributing to discussion to bring together your critiques and ideas and come to this conclusion. LynnMcCleary (talk) 17:01, 23 September 2014 (UTC)

How to focus on assignment - development

I just want to remind you of your assignment - you might be in danger of taking on too much. In my email to you I said "You will add information to the developmental progress (maturity) or emotional states section of the Context section of the page. You will focus on developmental progress." You can edit beyond this if you want (anyone can edit Wikipedia any time) but you must have a focus on this particular content for this assignment. Setting your goals beyond this is okay but be careful about keeping the scope manageable for this assignment. Now is the time to hone in on the context section and what you can add about developmental progress. Think about what you need to do to improve the context introduction as well. There are other groups working on other points in the context section. LynnMcCleary (talk) 17:30, 23 September 2014 (UTC)

I found a great resource online called "A Primer on Communication Studies" which seems to be an online textbook. It has a great section on emotions and interpersonal communication. We could potentially do a subtopic just on emotional states and include information like what it is, connections to culture and the different ways emotions are expressed. Ad14xz (talk) 23:51, 23 September 2014 (UTC)

Ashling, that's a good idea. I am personally having a hard time determining what aspects of development progress is relevant to interpersonal communication. I did find a good resource to help edit the introduction to the context section. Ackerson, L., & Viswanath, K. (2009). The Social Context Of Interpersonal Communication And Health. Journal of Health Communication, 14, 5-17. Retrieved September 23, 2014, from http://dx.doi.org/10.1080/1081073090280 Lb13an (talk) 03:34, 24 September 2014 (UTC)

I think we should start breaking down the developmental progress into different age groups and maybe start with that? For example adolescent, child, teenager, adult, etc.? Maybe that will give us the basis of what we can but into our context section. I think we should also begin by briefly explaining what developmental progress means? Jessica (talk) 14:16, 24 September 2014 (UTC)

Thats a really good idea Jess. However, I spoke to Lynn today and she said that may still be too much. I think we need to focus on what developmental progress is and the role in plays in interpersonal communication. She told me that much of what we have won't even be put in the article. I mean, we can start out with a lot of stuff.... but she did say that it is too much. I think we need to look at it holistically. Developmental progress as a lifespan, not individual parts. The context section obviously is plagiarized, but I feel that we should leave that to the end because the other groups on our page will have ideas too. Thoughts? Jc12xu2014 (talk) 21:18, 24 September 2014 (UTC)

Jc12xu2014, I now see why that would be a lot of extra work for us to do, thanks for the heads up! I will continue today to try and find articles that we could use to support our topic. I completely agree with the context paragraph on our page. It is definitely plagiarized and I believe I remember Lb13an saying something about how we can change the context paragraphJessica (talk) 12:14, 27 September 2014 (UTC)

Editing Process

Hey guys, so I know we have all been looking hard for articles to help us begin our editing process. I have found a couple but I don't know how relevant they'd be in relation to interpersonal communication. I hope you guys are not finding this as difficult as me! I was looking for a way to introduce our topic on the page by maybe giving a quick synopsis of what developmental progress means. After that we can say what it is then just go straight into relating that back to interpersonal communication. This is just a suggestion on a format of how we can start editing our page, please feel free to add in or take out!Jessica (talk) 13:07, 28 September 2014 (UTC)

Hey ladies, So I've been looking for credible sources for days. I've found some interesting stuff regarding evolution and how its been changing us and interpersonal communication over the years. Also how humans are the only ones with adolescence as a stage of life. It has some really cool stuff. Anyways, long story short... there isn't a lot of stuff. Also found another study looking at how boys vs. girls interact in groups at the age of 6-8. Not sure what we're going to do so thought I'd ask what I really should be looking for based on our previous comments. Thoughts? Jc12xu2014 (talk) 21:17, 28 September 2014 (UTC)

Jessica and Jc12xu2014, I just posted some advice in the forums section of the course Sakai page. Elizabeth is available to help you with searching. There should be information about child and adolescent development in pediatric nursing textbooks. Brock has an education program. I'm assuming that there are a lot of books about child development available through the library. There should also be specialized books about language development in children (used by students and professors in education, linguistics, psychology, and nursing). --LynnMcCleary (talk) 22:42, 28 September 2014 (UTC)

Thank you, LynnMcCleary. I have only been looking for online resources so I will definitely take your advice and check out some books. I also noticed in the forum you stated that we have to post three articles by September 29th, but the Syllabus says that we have to post 3 articles by October 1st. Which one is correct?Jessica (talk) 02:28, 29 September 2014 (UTC)

You have to post the sources by September 29 to give your group enough time to meet the October 1 deadline of making sure that you don't have duplicates (that you each have three sources that the others in the group aren't using)LynnMcCleary (talk) 14:20, 29 September 2014 (UTC)

LynnMcCleary Okay that makes sense now. Thank you very much for getting back so soon. I read the information you posted on the forum and I just posted a couple articles I have so far out of many possible others, did I do this correctly according to your instructions from the forum?Jessica (talk) 14:47, 29 September 2014 (UTC)

The citations look complete. You should also post a couple of sentences describing the source and how you think it might contribute to your group's understanding.LynnMcCleary (talk) 15:29, 29 September 2014 (UTC)

Hey guys, so I definitely think we should start discussing how we are going to start approaching the editing portion of this assignment. I think once we all post our sources we can start figuring out how we are going to break down our topic and organize it correctly. We also want to make sure that we are following Good Article Criteria for our edits. To make sure the grammar is correct I think we should all edit each others edits. I also think that if each of us have at least 3 references it will be enough to consider our section credible. We should also add pictures to our section of the wiki page. Any other suggestions are encouraged! Looking forward to finally start editing.Jessica (talk) 02:28, 29 September 2014 (UTC)

Hey guys, I think its time to start breaking down what we have and organize it into different areas for our wiki page, any suggestions?Jessica (talk) 00:14, 30 September 2014 (UTC)

Jess is right guys, based on the research that I've done and the sources Jessica has posted, I strongly believe that a lot of interpersonal communication developments start in the early ages and go to adolescence. Thoughts? Jc12xu2014 (talk) 00:42, 30 September 2014 (UTC)

Thanks, Jc12xu2014 for getting back to me so quickly. I think you are right, based on the sources both of us provided, we will mainly focus on the development progress in relation to interpersonal communication at the infant in towards the adolescence stages. I completely agree with you that a lot of language development happens when we are young so it makes sense to have the majority of our page focus on that. Lb13an and Ad14xz, what do you two think about what Jacqui and I have suggested? Also, the sources that I am assuming you guys have, do they relate to anything either than infant to about adolescence?Jessica (talk) 00:50, 30 September 2014 (UTC)

Sorry Jc12xu2014 and Jessica for the late reply. Both of your ideas have merit and should be developed further from the resources we collectively find. I think it would be logical to have information organized in a chronological order and possibly follow an age time line. (zero months and on) How do you feel about that? Lb13an (talk) 04:16, 30 September 2014 (UTC)

Lb13an Don't worry! I completely agree that our information should flow in a chronological order, I was thinking the exact same thing. Once we start summarizing our sources and see what age group each of us touch on we can start deciding how we are going to break down an age time-line like you mentioned.Jessica (talk) 13:10, 30 September 2014 (UTC)

Has anyone found any useful charts or diagrams in their readings or sources that could be a good edition to the Wikipedia page?Lb13an (talk) 16:03, 30 September 2014 (UTC)

My sources do not have any useful diagrams or charts but I think we should all look for at least one to be able to fall under wikipedias good article criteria.Jessica (talk) 13:59, 1 October 2014 (UTC)

A source to help you with the concept of context The book Communication for nurses: How to prevent harmful events and promote safety was identified by Kh13zl in another group. Pages 24 and 25 have information about context. It might be helpful for thinking about how your research fits with one of more aspects of context identified in this book.It's available on Google books http://books.google.ca/books?id=HW_2AAAAQBAJ&pg=PA24&lpg=PA24&dq=communication+context+includes&source=bl&ots=mNXXrV05tQ&sig=ZYceN4YJIrV9KOetfyBr_5UdWSc&hl=en&sa=X&ei=uYw0VN6lNNH_yQSxsoKYBQ&ved=0CC0Q6AEwAzgK#v=onepage&q=communication%20context%20includes&f=false LynnMcCleary (talk) 12:38, 8 October 2014 (UTC)

Thank you LynnMcCleary for the feedback, we will further look into that as a group.Lb13an (talk) 02:12, 9 October 2014 (UTC)

LynnMcCleary, thank you for this source to help us out with the context section on our page.Jessica (talk) 17:56, 15 October 2014 (UTC)

LynnMcCleary, I finally got a chance to thoroughly look through this source that you provided us with and I just wanted to clarify how useful it will be in editing the context section and I would like to thank you further.Jessica (talk) 15:28, 19 October 2014 (UTC)

Jessica , I think this source could help your group with your edits to the introduction of the context section and help your group to ensure that your edits are consistent with an accepted understanding of context. The examples of categories in this book might also be helpful to locate your edits in an accepted understanding of what context is. LynnMcCleary (talk) 16:45, 19 October 2014 (UTC)

Summaries

Jacqui's Summaries

In The Beginning Summarizes the ideas of language development in children. Language development in children is usually learned without any formal training. By the age of 2 most children are beginning to learn to speak. They learn language from babbling to single words, to two word phrases and then to sentences. Ages 4-5 they can speak in full and complex grammatical sentences. If emphasizes the rules of language that children learn naturally; phonology: making the meaningful sounds used in language, morphology: system used to group phonemes into meaningful combinations of sounds and words, syntax: rules specifying how words are combined to make meaningful phrases and semantics: refers to the meaning of words. Jc12xu2014 (talk) 15:20, 20 October 2014 (UTC)

Jc12xu2014, I really like what you've summarized for this source and I think it would be very beneficial to include it on our page.Jessica (talk) 15:20, 19 October 2014 (UTC)

Pediatric Nursing- Ages 3-5 (Chapter 10): 2-year-old children have the vocabulary of about 500 words and they can form sentences of 3-4 words. They use plurals and pronouns correctly. 4-year-olds know 1500 words and use 4-5 words in a sentence and predispositions correctly. They question a lot and may make up stories. 5-year-olds have 2100 words, 6-8 words in a sentence. Can use past tense, adjectively and predispositions correctly. They can name colors and recognize time words (days, months, years). Jc12xu2014 (talk) 15:20, 20 October 2014 (UTC)

Pediatric Nursing- Adolescent (Chapter 12): The language part of adolescents has already been developed earlier on in life. The main component of adolescence is their relationships and problem solving. Problem solving becomes easier as children mature. Having relationships with adults or even peers allows teens to understand more complex ideas, with or without help. Help at the beginning of learning and weaning them off to problem solve independently is where most of the learning takes place; this is called scaffolding. Jc12xu2014 (talk) 17:10, 7 October 2014 (UTC)

I read something similar to this Jc12xu2014, and I think problem solving and relationship development could be an interesting sub-topic as well under each age group section.Lb13an (talk) 02:09, 20 October 2014 (UTC)

This is also similar to one of my articles. I think it will be important to include the impact that others have on the development of our communication skills when we are in an adolescent stage. Ad14xz (talk) 04:11, 20 October 2014 (UTC)

Agreed! Jc12xu2014 (talk) 15:20, 20 October 2014 (UTC)

Jessica's Summaries

My first source comes from Chapters 4-8 in Ateah, C.A., Scott, S.D., & Kyle T. (2008). Canadian Essentials of Pediatric Nursing (pp.82-84, 108-109, 136-137, 160, 183). China:Wolters Kluwer Lippincott Williams & Wilkins.

Once again my first source is a pediatric nursing textbook that I retrieved from the Brock library. These chapters break down communication and language development in a few different age groups; newborns, infants. toddlers, preschoolers, school-age children, and adolescents. With regards to newborns and infants, they only way they communicate is through crying or screaming. The 1-5 month old babies have different tones of crying. Babies between the age of 6-10 months start squealing differently depending on how they are emotionally feeling. During the 10-12 month stage, the infant can start putting together words that have meaning such as "mama" or "dada" and they start responding to simple commands. At the 12-month period, the infant starts repeating words they hear. It is already quite clear that within a year of birth, we start developing our communication skills very fast. It is quite obvious that parents have a huge impact on their infants communication development at this point in time. Communication development happens really fast in the toddler stage. They start to understand what is being said to them and they may start communicating how they feel. It is said that by the age of 2, a toddler's vocabulary should consists of 50 words. At the preschool stage in development, sentences are started to be put together. By the age of 3-years old the preschoolers vocabulary should consist of about 900 words and 2,100 words by the age of 5. By the age of 5 the preschooler should be able to communicate with full sentences. Communication and language development skills as well as vocabulary continue to expand during the school-aged years. They start learning how to read, which expands their vocabulary entirely and they start to pronouncing grammatically correct words. At this stage in a childs life it is very clear that teachers and family have a big influence on the child's communication and language development. Because this source touches on the different stages of communication development I think it would be perfect for our page.Jessica (talk) 16:03, 4 October 2014 (UTC)

Jessica This was lovely to read, and I can appreciate the detail and distinction for each different age group. From your concluding statement here, I can gather that it may be beneficial in organizing the sub-topics to include verbal, non-verbal, and effect on relationship skills with others.Lb13an (talk) 02:09, 20 October 2014 (UTC)

I agree with Lindsay, this is similar to my summary which reinforces that this stage is important and that the developmental components need to be listed and explained in the article. Jc12xu2014 (talk) 23:14, 21 October 2014 (UTC)

The second source comes from Chapters 1 and 3 in Reilly, A.P. & Stark, R.E. (1980). The Communication Game (pp. 1-18, 49-64). United States of America:Johnson & Johnson Baby Products Company.

My second source is, again from the Brock library, The Communication Game. One of the chapters that I focused on in this book touches greatly upon infants non-verbal communication. It talks about how important non-verbal gestures are for the communication development in infants and children. Infants learn to pick up non-verbals very quickly and they also communicate in non-verbals. This book illustrates that mother and child interactions strongly affect some aspects of language and communication development. This chapter also talks about signals that infants use to show how ready they are to communicate, which include; gaze, head orientation, upper body, lower body, free play at 12-months, etc.. There is a lot on this so I won't summarize it all until we decide if we are going to use it or not but I would love for you guys to read this because it can be really useful for our page. Another chapter I took from this book is called language and thought and thought and language. It answers three relevant questions; do language and thought develop in a related way, or independent of one another, what is the relationship between a given development event, and the events which follow, and finally where do our constructs come from?. I think the answers to two of these questions could be relevant for our interpersonal communication page. Finally, this chapter also talks about the ten developmental levels described by skill theory, which I think would be very interesting to add to our section of the page. I really think you guys should take a look at this book because I think it would be very useful.Jessica (talk) 16:48, 4 October 2014 (UTC)

I think gaze is extremely important to non-verbal communication in most of our sources as its a common theme I have discovered in my readings as well. I definitely think this should be our main focus for infancy and how it changes into more forms or non-verbal communication as they learn to develop it with intensified emotion. Lb13an (talk) 02:09, 20 October 2014 (UTC)

My third source comes from Chapter 10 in Molfese, D.L. & Molfese V.J. (2002). Modelling developmental and individual variability in reading and writing acquisition: A developmental neuropsychological perspective. Developmental Variations in Learning (pp.275-308). Mahwah, New Jersey:Lawrence Erlbaum Associates.

This source is another book from the Brock library called Developmental Variations in Learning. I took chapter 10 from this book and the chapter is called modelling developmental and individual variability in reading and writing acquisition: a developmental neuropsychological perspective. This chapter talks about the approach to developing language and communication through reading and writing. I think this would be very beneficial to include on our page because it talks about communication development through writing and my other two sources only talk about communication development through language. Chall's model of stages of reading development is talked about thoroughly and can be a very interesting aspect to add into or developmental progress section. It talks about how reading can treaty influence a child's development with regards to language and communication and I personally think that this is one major aspect in development. It would be an interesting thing to touch on and I hope you ladies think so too.Jessica (talk) 16:48, 4 October 2014 (UTC)

Jessica , i agree that this should be included in the page. Communication skills do not only increase from verbally speaking but they also increase from reading and writing like you said. Ad14xz (talk) 04:11, 20 October 2014 (UTC)

Lindsay's summaries

1. This summary is in reference from chapter nine - (Fostering Effective Communication) in Strom, R. D., Bernard, H. W., & Strom, S. K. (1987). Fostering effective communication. Human development and learning (pp. 259-286). New York, N.Y.: Human Sciences Press.

The chapter's main idea is to identify the aspects of communication that are most prominent at the different developmental stages and to determine the processes which "promote optimum communication, reciprocal dependence, and cooperation throughout the lifespan" (Strom, R. D. et al, 1987, p. 259). Relating to our context section specifically, in the beginning of the chapter it emphasizes the role of communication through theorists such as Bruner and Maslow. In the hierarchy of needs, Maslow argues that communication is an essential part for advancement of each level of needs, even to reach self-actualization.

The sections that would be most relevant to discuss through the progression of development section would be the specific age groups which indicates the main purpose of development of language and communication to that age group (i.e. milestones of communication). I noticed that this a common theme between most of our sources, especially your first one Jessica . It's from your source of Canadian Essentials of Pediatric Nursing.

In my source, the main points for infancy communication include having an adult to talk to. This means the infant will learn more when the adult speaks to them as an adult opposed to baby talk. The early childhood section is interesting as it discusses the effects on communication with the use of a television and the term "latchkey children" is developed in communication with siblings and parents (Strom, R. D., et al, 1987, p. 269). Later childhood is another group that is developed through the use of new environments schools bring such as peer groups, one-on-ones with the teacher, and learning to read collectively as a group. Finally, by adolescence, the individuals can carry a conversation through what is described as the characteristics of communication.

Lb13an (talk) 04:36, 10 October 2014 (UTC)

Lb13an, I really like this source and I think this source would be very useful for our page because I found similar things, which could prove credibility. I think adult communication in an infants life is crucial to their development with regards to language and communication.Jessica (talk) 15:16, 19 October 2014 (UTC)

Thank you Jess, you are right that this would make our article reach Wikipedia's good article criteria with increased credibility. I agree with you! Lb13an (talk) 02:09, 20 October 2014 (UTC)

2. This is a brief summary from chapter seven - (How can we tell what children know? Methods of the study of language acquisition) in Lust, B. C. (2006). How can we tell what children know? Methods of the study of language acquisition. Child language: aquisition and growth (pp. 123-142). New York, N.Y.: Cambridge University Press.

The chapter's main goal is to find out the processes of children development that process language through behavioural studies of early language use. It focuses on language knowledge and pragmatic factors, performance factors, and elicited production (EP). This chapter specifically looks at the early childhood stage, so this section can be additional information to support developmental behaviours that focus on the theme of this age group. I think it can be edited to explain the relevance of why this early childhood stage is essential to the overall development of interpersonal communication. According to Lust (2006), for 4-5 year olds, "the number of animate nouns referred to in a sentence increases the complexity of cognitive computation, consequently decreasing performance" in comprehension (Lust, B. C., 2006, p. 125). Children's interpersonal communication with others is strongly influenced by their ability to remember what was hear and understand it to structure it comprehensively. Additionally, elicited production is a type of experimental method that researchers use on children to "target particular aspects of linguistic knowledge" which in turn would motivate children to form a structured sentence in response (Lust, B. C., 2006, p. 133). All three processes explain in detail how the early childhood stage typically respond to interpersonal communication.

Lb13an (talk) 05:40, 10 October 2014 (UTC)

3. The third book of reference uses a variety of chapters to express the different developmental levels of communication from ages 0-5. This focuses more in depth of each year, compared to other references in our group that usually break it up through groups such as infancy and early childhood. If the information is relevant in our edits, it can be used to embellish the first two stages of development. I will be using parts of chapter three, seven, and nine in Messer, D. J. (1994). The development of communication: from social interaction to language. New York, N.Y.: John Wiley & Sons, Inc.

According to Messer (1994), the development of communication in language studies is challenged by debate between "nature/nurture, learning/cognition, modular/general abilities, and rule-based/connectionist views" (D. J., Messer, 1994, p. 3). The goal is find the best information that defines communication at early stages of life without competing with various ideas. Chapter three, Taking part in social interaction,describes how infants are attuned to people, especially their mothers. It also examines adult-infant interactions which include "closer proximity, more touching, a slower pace,and more gazing into each other's eyes...exaggerated facial expression, more head movement, a modified language, and very repetitive" (D. J., Messer, 1994, p.38). This is a good point to include for non-verbal and verbal communication impacts on interpersonal communication of a infant. Chapter seven, Meaning and starting to use words, considers the development of a child after nine months as they develop one-word speech and the meaning behind that. It can be described as a two step-process. For children's who begin to communicate, "the single word is used to communicate part of this relationship, the other part is implicit in the circumstances of the use of the word" (D. J., Messer, 1994, p. 121). This chapter also determines a pragmatic approach which divides utterances of young children in different categories to explain their significance to growth in communication. Finally, in chapter nine, Words and the beginnings of language, focus on two-word speech with one to two year olds. It is a suggestion that development occurs due to a "cognitive change which increases children's information processing capacity" (D. J., Messer, 1994, p. 151). All three chapters illustrate key development from the earliest stages of life in communication processes.

Lb13an (talk) 13:30, 10 October 2014 (UTC)

Lb13an, I absolutely think this source would be perfect to include especially, since I again found something similar, the part of non-verbal playing a huge role in language development.Jessica (talk) 15:16, 19 October 2014 (UTC)

Jessica thank you again for the feedback, I think this was an excellent source as it goes into detail specifically on months not years and how it affects their interpersonal communication as a whole. Lb13an (talk) 02:09, 20 October 2014 (UTC)

4. This last summary is partly from chapters two, three, and four in Haslett, B. B., & Samter, W. (1997). Children communicating: the first 5 years. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc.

The main idea for chapter two, Nonverbal communication: its origins and development, is the awareness of events around the child such as gaze and gesture interaction, facial expressions, and modifying emotional expressiveness. "With age, children's encoding (sending messages) and decoding (interpreting messages) skills increase. Yet children are better at decoding than at encoding, a fact suggesting that nonverbal comprehension precedes production" (Haslett, B. B., & Samter, W., 1997, p. 35). This fact represents interpersonal communication and how it improves with age in children.

The main point for chapter three, The development of language, is the social development based on the environment of the child. "Children's nonverbal communication skills, especially those developed through interactional synchrony with adult caretakers, foreshadow the conversational exchanges that typify interpersonal communication." (Haslett, B. B., & Samter, W., 1997, p. 57) Good interpersonal communication starts from the beginning with infant communication, mainly nonverbal, and so it translates to the developmental skills to attain high levels of communication. This chapter also touches on stages in language development which is a slight alternative idea to explain parts of interpersonal developmental process. The stages include prelinguistic development, speech perception/production, semantic development, private speech, and first words.

Also, the main idea for chapter four, Developing verbal communication and how its relevant in children's acquisition of a variety of communicative strategies for attaining goals. A main focus is "discussing the communicative intentionally substage of development" for infants "emerging abilities to control their communicative skills" (Haslett, B. B., & Samter, W., 1997, p. 105). All three chapters contribute to a more concise understanding of language how it contributes to the ideas of interpersonal communication development in young children.

Lb13an (talk) 18:26, 11 October 2014 (UTC)

Lb13an, this is very similar to my findings. It is important to include nonverbal communication as it is the main component of communication and it also helps us develop our communication skills at a young age. Ad14xz (talk) 04:11, 20 October 2014 (UTC)

Ashling's Summaries

This source is from Crais, E.R., Watson, L.R., & Baranek, G.T. (2009). Use of Gesture Development in Profiling Children’s Prelinguistic Communication Skills. American Journal of Speech-Language Pathology, 18, 95-108. doi: 10.1044/1058-0360(2008/07-0041 According to this article, there are skills a child must learn before they begin to communicate effectively. A child’s development of prelinguistic skills demonstrate the skills they possess currently and the skills they could potentially develop. Gestures are a major component of communication and can provide insight to a child’s potential communication skills. Gestures are produced from various parts of the body and indicate what a young child is trying to communicate. There are a variety of connections between gesture development and the development of verbal communication. Before a child can communicate, they use gestures as a way of naming and requesting. They can repeatedly name objects and indicate what they want. By 16 months, infants use gestures and words interchangeably to communicate their needs. By 20 months, they have begun to primarily use words over gestures. As the child develops the use of gestures accompanies the use of words to increase the communication of the message. Gestures help teach a young child how to communicate before they can communicate verbally. This can be related to interpersonal communication because children communicate with others through the use of gestures and/or words depending on what stage of development they retain. Ad14xz (talk) 03:02, 15 October 2014 (UTC)

I like your last fact at 20 months,Ad14xz, because it shows a distinction when verbal communication is primarily chosen over non-verbal. I think this is reliable and should be included. Lb13an (talk) 02:09, 20 October 2014 (UTC)

I agree with Lindsay but I love how this course includes the part about gestures. That can be added in the non-verbal section of that age group. I think it is very interesting that today we think about non-verbal as being facial expressions that we don't always control. Yet in this instance, children actually use it to communicate effectively. Jc12xu2014 (talk) 23:14, 21 October 2014 (UTC)

My second summary is from Conti-Ramsden, G., & Durkin, K. (2012). Language Development and Assessment in the Preschool Period. Neuropsychology Review, 22, 384-401. doi: 10.1007/s11065-012-9208-z This article focuses on various stages of a child’s development of their communication skills. An infant begins by making sounds different sounds to express how they are feeling, using communicative gestures, and showing the beginning stages of language comprehension. During this period, infants associate words to objects and use gestures to communicate what they want. Around the age of two, children can start combining few words together to communicate with others, for example, more juice. They do not have the potential for to put full sentences together but they have a growing vocabulary. Children will then start to put short sentences together including all functional words like for example, the, is, him. They begin to ask questions and use negative sentences like I don’t want too. During this period, children become aware of how to interact with other people. They learn skills like taking turns and ideas of when communication is acceptable. This article is relevant to interpersonal communication because it describes the development of a child’s communication at each stage. Ad14xz (talk) 03:02, 15 October 2014 (UTC)

Ad14xz, this would be a useful article to expand on for our page. You mentioned some very interesting points that we could definitely use moving forward.Jessica (talk) 15:20, 19 October 2014 (UTC)

My third summary is from Martine, S.M. (2005). The Dual Challenges of Aided Communication and Adolescence. AAC: Augmentative & Alternative Communication, 21, 67-79. doi: 10.1080/10428190400006625 Adolescence occurs approximately between the ages of ten to around the age of twenty. During this period each individual reaches maturity influencing their cognitive potential affecting their communication. During this time, there are rises in the sophistication and effectiveness for communication skills. Adolescents go through changes in social interactions and cognitive development that influence their communication. Adolescents go through various social environments that affect how they communicate. Also, an individual’s interpersonal communication depends on who they are communicating with. As an adolescent’s cognitive knowledge development increases it can help them communicate more effectively. This can be used to contribute to the Wikipedia page because communication skills continue to develop into the adolescence phase. They have a basis for communication skills but they continue to develop through adolescence. Ad14xz (talk) 03:02, 15 October 2014 (UTC)

Sources

Jessica's Sources:

1. This source is a pediatric nursing textbook that I retrieved from the Brock library. I think it will be very useful for our topic because it discusses communication and language development in newborns, infants, toddlers, preschoolers, school-age children, and adolescents. With this we can group all of that into one group and talk about communication development as a whole.Jessica (talk) 23:13, 29 September 2014 (UTC)

2. My second source is also a book from the Brock library called The Communication Game. I think this would be a great book to reference for our wikipedia page because it relates development right with interpersonal communication.Jessica (talk) 23:13, 29 September 2014 (UTC)

3. My third source (also from the brock library) is called Developmental Variations in Learning and discusses the relation between language development and brain activity. I thought this would be a very interesting aspect to talk about in relation to communication development.Jessica (talk) 23:58, 29 September 2014 (UTC)

Jacqui's Sources

Chapters 10 in this paediatric nursing textbook talks about the language and vocabulary development of children ages 3-5. I think this is a great source because the more children's vocabularies increase, so do their interactions with others.

My second source is a book that is titled "In the Beginning." It revolves around the idea that language does not always have to be taught. It also talks about the ideas that children around the age of 2 have the same amount of speaking ability as 16 year olds. This could add to our article examining the ages at which language and interactions with others develop but also how at young ages we are more than capable of speaking for ourselves.

My third source is chapter 12 that relates back to the growth and development of adolescents.Talking about their social relationships and learning levels. Thinking about a different stage of life we could compare this with the language development of children.

Ashling's Sources

My first source talks about adolescence as a developmental stage in interpersonal communication. Communication is thought to be fully developed in the early years of development but important changes towards communication do not fully develop until adolescence. There are changes that take place that can shape our communication development, such as, changing social interaction and cognitive development.

My second source is about language development in preschool children. Language development during a child's first four years play a very significant role in their communication skills. There are important milestones in language development which can help a child develop the skills needed to communicate effectively.

My third source makes a connection between the gestures made when a baby is unable to talk, to an infants ability to talk. Gestures are the first form of communication for young children before they have the ability to verbally communicate. Gestures can be used to identify if a child will have any communication issues as they develop. Ad14xz (talk) 04:15, 30 September 2014 (UTC)

Lindsay's Sources:

1. In chapter nine of this book, it's main idea is fostering effective communication and has sections on infancy, early childhood, middle and later childhood, adolescence, and continuing the progress of life stages.

2. The second source is about how children acquire and develop their first language. It also focuses on the nature versus nurture principle and how that also affects communication in children. The way the child was raised and the theories behind it is interesting on how it affects the development of the communication of the child.

3. The final source is a book from the library that focuses on specifically relevant, interpersonal communication in infants and children and how the development of communication affects them. It relates it to how they interact in social settings and how it affects their growth and development in language processes.

4. This book focuses on child development of communication, language, and knowledge for the first five years of a child's life. It has a chapter on developing verbal communication, which mainly focuses on conversations and channels of listening and talking. There is also a chapter on the development of non-verbal communications that tell parents and health professionals a lot about their progression.

A note on my sources. One of the books I originally cited seemed too irrelevant and would be a stretch of information. The added resources make many connections to interpersonal communication in children development.

Lb13an (talk) 03:13, 2 October 2014 (UTC)

Jessica ,Lb13an,Ad14xz, and Jacqui, I had trouble figuring out which of these citations were which. There's something wrong with the link between the numbers in your in text citations and the bullet list of the references (which doesn't have numbers to match up with the in text citations). Make sure that you all know what source you're referring to. LynnMcCleary (talk) 22:57, 7 October 2014 (UTC)

Professor advice about summarizing and collaborating

talk , Lb13an , Ad14xz, and Jc12xu2014 you’ve got some great sources. I have some suggestions for you for your next steps – to help you keep your work manageable and avoid being overwhelmed.

See the course pagefor information about your tasks due October 22.

You will find information that is not relevant or pertinent to your editing. Don’t get side tracked by it. Thinking about the communication model we learned about the first week of class might help you focus and organize your information. Also, when you’re reading to summarize remember what your group’s editing goals are and keep your focus there. Don’t forget that the introduction to the context section needs revision. You can craft a suggested revision independently of the other groups that are working on this section – and then the three groups can negotiate/collaborate once you get to the stage of actually making edits.

Your summaries should be between 250 and at most 400 words for each source. Try not to make them long. If there aren’t 250 words worth of information in your source, don't blather on to fill space. I am looking for summaries I can understand and that are logical and coherent. You'll need to really focus in on the heart of the relevant findings. You should be aiming to tell your group members what the key messages are in your sources and how you think the information fits or doesn't fit with the article (it's okay if you logically determine that it wouldn't add to the article). If there is repetition within your sources, you should note that. Each summary should have a citation that is acceptable for Wikipedia and that has the information needed for a reader to verify your interpretation by finding your source. Links that only work within the university aren’t user friendly for me or your group members. If there is information that you can’t paraphrase, indicate quotes with quotation marks and page numbers.

When you've got your summaries done, hopefully there will be some themes and repetition among your summaries. Your job then is to collaboratively decide on what deserves to be suggested as an edit for the article and craft summaries of what your group found that could be incorporated in the article. That might be citations for information that is already there or new information. Discuss why your new information is relevant to the article.

I can copy your article over to your sandbox so you can practice editing before you make any suggestions to the editors of the article. If you want me to do that, let me know by email or by using my user name in a response to this post. As always, I'm available to guide you.LynnMcCleary (talk) 11:40, 9 October 2014 (UTC)

LynnMcCleary I think it would be a great idea posting our article over to our sandbox although there is nothing underneath our heading except for context. We can definitely start there. We should start talking about our edits, thank you for offering to do soJessica (talk) 17:54, 15 October 2014 (UTC)

Group Discussion Regarding Our Summaries

Alright ladies. We all have done our summaries and our sources. I see some underlying themes here: child development of verbal and non verbal communication. We've all spoken somewhat of how children's language development scaffolds their interpersonal communication. So I think we should divide this section into a couple of sections. Infants: can be divided in months if we chose, how their development changes with language and its affects on communication. Then we can talk about children, ages 1-3 and then 3-5? I feel like through our research a lot of the language development is here. We can also add a section from 5-adolescence. I'm just trying to get the conversation started here. Feel free to disagree with me but I feel like a lot of the language development happens happens when we are children and then the situational interaction with people is learned as we grow into adolescence. Maybe we should pick an area to focus on? Or we can briefly talk about each. We have to decide that first I think. Anyways, just thought I'd add my two cents to see if we could get this discussion going! Let me know what you guys think! Jc12xu2014 (talk) 00:25, 19 October 2014 (UTC)

Jc12xu2014, I definitely think this a good way to summarize the main theme of all our summaries. Great! I also found that many sources would start development at birth to eight weeks. So I think we could at least start with 0-2 months, 2-8 months, and then 8-12 months? Thoughts on this ladies, and how we should spilt this up or would it be easier (more simple too) and just break it up into 0-6, 6-12 months? I think we should make a concrete, group decision on this. Otherwise, I think the other groups of young children Jacqui has set up above works very well.Lb13an (talk) 01:13, 20 October 2014 (UTC)

Yes, I agree with everything that Jc12xu2014 has brought to the table. One key point to add is that we should also starting discussing how we are going to go about editing the context section of the page. This section definitely needs revising and even though there are a couple other groups also editing this section we should still try and get our input in there as soon as possible. I took a look at Lynn's suggestion and I think it is a perfect start. I did see some major themes while reading all your summaries and non-verbal communication was a big one. Jacqui is also right about communication development happening at a very young age. I also found this to be true while researching and I think thats where we should keep our attention too since that's what we seem to have a lot of information on.Jessica (talk) 15:25, 19 October 2014 (UTC)

Jessica , It took me awhile to find it myself, but in the "How to focus on assignment section", I posted a source that could at least be used as an enhancement to Lynn's generous source. The introduction on the first page would work well I think, as its focus is on social construction and relationships which is another theme also touched on with many of our sources. This can be used in addition to make the context section no longer plagiarized, and fit under Wikipedia's Good Article Criteria.Lb13an (talk) 01:05, 20 October 2014 (UTC)

I agree with the ideas so far. I think the main focus of our edits should be focused on child development because that is the major developmental period. I do think we should touch upon the other developmental stages briefly to include the major changes in communication. I think Jacqui's age group suggestions would be perfect (infants, 1-3 year olds, 3-5 year olds, and 5-adolescence). We can include both verbal and nonverbal communication because they are relevant in all stages. Like Jessica said we should edit the context section as soon as possible and possibly revise it after the other groups edit it. Now that we are aware of what the major developmental stages are we can begin to find a visual image probably a chart or graph to present the development of interpersonal communication.Ad14xz (talk) 20:10, 19 October 2014 (UTC)

Your group could create a diagram or image to use. That would probably be helpful and easier than finding one that lines up with everything you've learned. LynnMcCleary (talk) 20:21, 19 October 2014 (UTC)

Thank you, LynnMcCleary, you are most likely right, I think it would be beneficial to our group as well to create a better understanding of the material. I was thinking an upside-down pyramid? The base would represent infancy, as they learn the most about interpersonal communication and non-verbal learning generated into language development. Then, as the pyramid becomes more narrow, that would represent less learning involved in communication, which would represent our 1-3, 3-5 section of development. Finally, the tip of pyramid at the bottom would represent late adolescent growth. Clearly, this is a general idea possibly worth developing more or I'm also open to suggestion and other ideas of the group! Lb13an (talk) 01:25, 20 October 2014 (UTC)

Thank you, LynnMcCleary, I defenitely think we should use a diagram not only because it will help sum up what we are going to talk about but also because it is apart of good article crtieria to have illustrations in the article.Jessica (talk) 12:20, 20 October 2014 (UTC)

Ad14xz, I agree with your ideas as well, we should take non-verbal and verbal communication to the next step. I think that's a great way of organizing ideas in the age groups by having subtopics in them including non-verbal, verbal, and possibly effects on relationships and interactions with others. In many of my own sources, and what I've discovered to be a theme of other sources is how development at different stages affects communication with others. I think we could use your source Jc12xu2014, here about problem solving. I found that interesting and I think it could potentially be a good way to organize the age groups in our sandbox when we start to edit.Lb13an (talk) 01:38, 20 October 2014 (UTC)

Alright, so by the sounds of it we have main aspects which is perfect! Infants, 1-3 year olds, 3-5 year olds, and 5-adolescence we've all agreed on correct? Also, perhaps we should add in underneath each age group put two paragraphs; one for verbal and one for non-verbal. I think we should split it up a little where like two of us could start editing the context section and two of us could start going through the summaries to see which sources we should rule out and the others that we will definitely incorporate. Perhaps then we could all come together and start writing this thing. But i just feel like we're all trying to do the same thing and it might be easier to split up. For the image idea, I think that should be our last little touch, we need to get started on the actual editing and writing part of this page. I also agree with Lindsay because interpersonal communication does plateau when humans mature... that idea sounds perfect. Let me know what you guys think and we'll come to some conclusions soon! Jc12xu2014 (talk) 01:29, 20 October 2014 (UTC)

Yes, I think we still need to decide on how to spilt up infancy but that's not a huge deal. I agree with your idea of subtopics, (look at my last post above). Also, I think the context section should be last, after we make a good sandbox of our age groups. Let's spilt the age groups up? I like the idea of partners, and we do two age groups each? Meeting up as a group with all our relevant sources would be a good idea so we can exchange books that work best for each age group. And your idea that it plateaus, we could possibly add a line underneath the tip of pyramid to show graphically a plateau and further explain it our diagram's description. Again, not a big deal until we collectively determine what is most significant to each age group so we can add it to the pyramid. This can be left to the end. Lb13an (talk) 01:49, 20 October 2014 (UTC)

Now that we have established the format for our edits we can soon start to edit the page. I agree we should work together or in groups to go through the sources and include the most relevant information. If we work together we will know what information is being added and the information will flow better. Ad14xz (talk) 04:11, 20 October 2014 (UTC)

Yes, I agree. I was thinking maybe after all these midterms we can get together to exchange books and split up what we should each focus on and then once we all have what we want to say we can put it up early enough so that others can make suggestions to what we've said. How are you guys for Friday? To meet up and share our sources.Jessica (talk) 12:24, 20 October 2014 (UTC)

I agree that we should meet up and discuss and its good that we have our topics and subtopics down. I can't do Friday because I'm headed home right after biology. Any chance we could do it after Physiology thursday? Jc12xu2014 (talk) 15:18, 20 October 2014 (UTC)

Thursday works for me! Jessica I know you were talking about renting a study room in the library so we could possibly do it there if you looked into it. Ad14xz (talk) 15:30, 20 October 2014 (UTC)

Ad14xz, I looked into booking it the Tuesday after class next week and it told me that I am outside of the booking time so I may go speak with someone on what the booking time is because it doesn't say online. For now we can meet this Thursday in the Market right below the stairs after our last exam? Let me know if that works for the three of you. Bring all your resources so we can share them and split up what we want to talk about and we can come back and start doing out edits in the sandbox ASAP.Jessica (talk) 23:44, 21 October 2014 (UTC)

Sandbox Edits

Hey guys, since we are starting to edit in our sandbox we can talk about the changes we make to other peoples posts here.Jessica (talk) 15:13, 30 October 2014 (UTC)

Okay so I changed what I did with the headings earlier because I noticed that when we have to post it onto our actual page we'd have to switch it anyways.Jessica (talk) 15:55, 1 November 2014 (UTC)

Also, Lb13an I edited what you added under 2-3 years of age.

Hey guys I am going to copy and paste what we have into our page.Jessica (talk) 15:50, 4 November 2014 (UTC)

It is time to post our rationale's in our page's talk page! Good work everyone.Jessica (talk) 15:56, 4 November 2014 (UTC)

Thanks Jessica , it looks great!Lb13an (talk) 14:03, 5 November 2014 (UTC)

Summary of our Groups Edits

Our groups major focus was editing the developmental progress section. There was no previous information in the section except for the title. We entirely deleted the context information because it was plagiarized and added new information. We also developed 2 graphs to demonstrate more information on communication and the developmental stages. Ad14xz (talk) 23:09, 5 November 2014 (UTC)

I agree completely. However, as a group we want to assume good faith and that the context was not previously plagiarized, however since there was no credible source linked to the information, we had no choice but to change the ideas with credible sources.Lb13an (talk) 17:01, 18 November 2014 (UTC)

Using Peer Feedback to Edit our Section

Hey everyone, so I have already started to look at the feedback we received from Lynn and our peers and I started making some changes. I thought maybe we can get a conversation going here on what you guys think of the feedback and if there's anything you three changed yet?Jessica (talk) 21:55, 16 November 2014 (UTC)

Jessica , Lb13an , Ad14xz, and Jc12xu2014, great idea. LynnMcCleary (talk) 02:08, 17 November 2014 (UTC)

I agree this is a great idea. I see someone has already changed the title to development and made emotional its own section which is crucial because we did not focus on it. Other than a few grammar mistakes I think the biggest feedback is possibly taking out irrelevant information. I can go through the article and possibly it here what I think could be taken out, so I do not take out anything someone else thinks is important. Ad14xz (talk) 15:07, 17 November 2014 (UTC)

Ad14xz, yes that was one of the minor edits I made from feedback we received. Great idea!Jessica (talk) 18:57, 18 November 2014 (UTC)

I agree as well. Making our own designated sections more concise and reading through them thoroughly again can be our last step. I also think that clarification is needed in the context sections seeing as multiple groups edited the small section. I believe feedback directed to us, should be mentioned to others groups as well.Lb13an (talk) 17:06, 18 November 2014 (UTC)