Bergelson Lab coding additions
Template for generating files
Overheard Speech
create a new tier called cds@SPEAKER as a sub-tier of every xds tier, using tier type cds.
Copy all utterances marked as "C" on every xds@SPEAKER tier to the new cds@SPEAKER tier. The cds tier type has a closed vocabulary:
T: speech directed to the Target child (CHI)
K: Kin, or Kids other than the Target CHI
M: directed to the both the Target child and other kid(s)
X: Uncertain child directed speech
Files coded by George (just T vs. C):
HI_423_959 (2h)
1
HI_424_527 (45m)
2
HI_425_644 (2h)
3
HI_426_537
4
HI_427_428
5
HI_428_532
6
HI_429_492
7
HI_430_659
8
HI_431_648
9
TD_419_961 (30m)
1
TD_421_536
2
TD_437_564
3
TD_438_522
4
TD_426_429
5
TD_433_522
6
TD_430_493
7
TD_424_676
8
TD_468_758
9
TD_420_268
1
TD_422_217
2
TD_428_188
3
TD_439_192
4
TD_423_184
5
TD_429_190
6
TD_425_194
7
TD_431_248
8
TD_435_205
9
InterQual
Coding protocols for VI/TD annotation for the Input and Interaction Quality study:
Tier 1: Utterance type - the tier that tells us what type of sentence, or partial sentence, the speaker just said.
utt@Speaker
Symbolic Association
Closed vocabulary
I - Imperatives a command, usually omits the subject. "Go get the flower."
Q - interrogatives (Questions) asking something, ends in a question mark. "Where's the flower?"
N - iNdirect imperative a question, ends with a question mark. The response to this question is an action “Can you touch the flower?” “Do you want to play with the flower?” (note that the normal response here is not Yes or No, it's touching the flower or playing with the flower)
D - Declarative a statement, ends in a period. "That's a flower."
Code also incomplete sentence - single words or two word responses. Rely on prosody to distinguish between incomplete utterance types, and between declaratives and interrogatives, if no other information is available.
Do your best to decide on an utterance type. Imperatives trump everything else. If you can't decide between a question and an imperative, it's probably an indirect imperative.
Tier 2: Utterance content - the tier that tells us what kind of content (or discourse structure) is in the utterance, what kind of conversational response the speaker made.
Code conversations both between children and adults, and between several adults (both xds@C and xds@A)
inq@Speaker
Symbolic Association
Closed vocabulary
B - Reading written material (Book,) coded when someone is reading text. Singing: when someone is singing the lyrics of a song, or humming, or singing "lalala", also code as this. Note: sometimes caretakers look at books with infants but do not read the text, and sometimes they interject non-text sentences while reading! These utterances should be coded as normal, and not as reading.
"Beep! Went the friendly little blue truck."
N - Negations: code when people say "no" or "you can't". Beware, often, negations are extensions if they contain any kind of content.
E - Expansions: Expansions are when an adult takes a child's incorrect utterance, and "fixes" it by adding linguistic information, but no other kind of information.
CHI: "Want flower!"
A: "You want this flower."
X - Extensions: Extensions add other kinds of information to the conversation code responses and continuations on the same topic as Extensions code parents' elaborations on a (written) story as Extensions.
CHI: "Flower."
A: "A blue flower. Flowers grow in the garden."
R - Repetitions: repeat what was previous said basically word for word.
CHI: "Flower"
A: "That's a flower!"
A - Affirmations and confirmations: used to indicate positive responses OR that the other speaker has been heard, acknowledge what the speakers are saying.
"Yeah." "Uh-huh." "That's right." "Good job!"
ER - Expansions and Repetitions: code for this when you have both a Repetition, and an Expansion (a rephrasing of the child's utterance)
CHI: "Is flower." A: "Flower! This is a flower!"
EX - Expansions and Extensions: code responses that reformulate the child's utterance as well as add new information as EX.
XR - Extensions and Repetitions: code repetitions that also add new information as XR. Make sure that this codes a single utterance, and not two utterances.
CHI: "Flower."
A: "A flower, a blue one!"
XA - Extensions and Affirmations: code if you have an affirmation and adding new information within the same utterance
CHI: "Flower."
A: "Yeah, you're right, it's a blue one."
EA - Expansions and Affirmations: code if you have affirmations and acknowledgments as well as linguistic reformulations within the same utterance
CHI: "Pick flower."
A: "Yeah, that's right, you are picking the flower."
RA - Repetition and Affirmation: code when you have an acknowledgment or affirmation, and a repetition of the child's utterance.
CHI: "Flower."
A: "That's right, a flower."
I - Initiations: Conversational starters and topic changes. When getting someone's attention, addressing a new person, or starting a new topic.
"Hi! Benny!"
O - Other: code Other for topic changes or beginnings of new conversations code Other for unrelated utterances
Tier 3 - Conversational context - the tier that tells us how many people are talking
Alignable tier
con@speaker
Symbolic Association
Closed vocabulary
S - Self: Person talking to themselves, extending on their own first statement
D - Dyad: Two people in dialogue, responding to each other
G - Group: Several people all talking to each other at the same time.
Plus a child tier with open commentary.
Miscellanous notes- InterQual
Always listen to the context to decide whether the first coded utterance in a segment is a new topic or a continuation of an ongoing conversation.
Repeated utterances of the same person that are not responses should be coded as Other.
Not all utterances may be codable. Do not code &= utterances like &=laughs, or other sounds, unless their communicative intent is clear (such as "uh-huh" as an acknowledgment. If an utterance is unintelligible and coded as xxx do your best to determine the utterance type but do not code the utterance content.
Last updated