Topic Avoidance, Everyday Talk, and Stress in Romantic Military and Non-Military Couples

2011 ◽  
Vol 62 (3) ◽  
pp. 241-257 ◽  
Author(s):  
Brandi N. Frisby ◽  
Kerry Byrnes ◽  
Daniel H. Mansson ◽  
Melanie Booth-Butterfield ◽  
Meagan K. Birmingham
2019 ◽  
Vol 44 (6) ◽  
pp. 1124-1140
Author(s):  
Miles Ogborn

The geographies of speech has become stuck in a form of interpretation which considers the potentially infinite detail of spoken performances understood within their equally infinitely complex contexts. This paper offers a way forward by considering the uses, critiques and reworkings of J.L. Austin’s speech act theory by those who study everyday talk, by deconstructionists and critical theorists, and by Bruno Latour in his AIME (‘An Inquiry into Modes of Existence’) project. This offers a rethinking of speech acts in terms of power and space, and a series of ontological differentiations between forms of utterances and enunciations beyond human speech.


2017 ◽  
Vol 38 (4) ◽  
pp. 572-581 ◽  
Author(s):  
Donald Bruce Ross ◽  
Catherine Walker O’Neal ◽  
Amy Laura Arnold ◽  
Jay A. Mancini
Keyword(s):  

2022 ◽  
Author(s):  
Christina M. Marini ◽  
Erin D. Basinger ◽  
James K. Monk ◽  
Christine E. McCall ◽  
Shelley M. MacDermid Wadsworth
Keyword(s):  

Author(s):  
Jacqueline C. Pflieger ◽  
Sabrina M. Richardson ◽  
Valerie A. Stander ◽  
Elizabeth S. Allen

2011 ◽  
Vol 31 (4) ◽  
pp. 404-424 ◽  
Author(s):  
Melissa A. Smith

This study explores the effects of discourse context on a child’s ability to generalize transitively trained novel verbs in an experimental setting and the ability to diversely use intransitive constructions in everyday talk. Two- and three-year-olds participated in novel verb training and play sessions. An effect of discourse context was found; novel verbs were used most often in training, rather than elicitation. Thirty percent of the children generalized a transitively trained novel verb to an intransitive construction. The generalizing children differed from non-generalizers in the proportion with which they used familiar intransitive verbs diversely during play. Thus, the process through which children come to generalize verbs may be influenced by their everyday verb usage on a construction by construction basis.


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