Collaborative Writing and Children’s Use of Literate Language: A Sequential Analysis of Social Interaction

2003 ◽  
Vol 3 (2) ◽  
pp. 165-178 ◽  
Author(s):  
Ithel Jones
2017 ◽  
Vol 33 (3) ◽  
pp. 497 ◽  
Author(s):  
Carlos Santoyo Velasco ◽  
Gudberg Jonsson ◽  
María Teresa Anguera ◽  
José Antonio López-López

<p>The aim of this study was to analyze the organization of on-task behavior in the classroom. Four observational methodology techniques—T-pattern detection, lag sequential analysis, trend analysis, and polar coordinate analysis—were used to study the organization of on-task and off-task behavioral patterns during class time in a primary school setting. The specific objective was to detect and explore relationships between on-task behavior and different social interaction categories in relation to the actual distribution of activities in a real-life classroom setting. The study was conducted using the behavioral observation system for social interaction SOC-IS and the software programs Theme (version 6, Edu), SDIS-GSEQ (version 4.1.2), HOISAN (version 1.6), and STATGRAPHICS (version 6). We describe the results obtained for the four techniques and discuss the methodological implications of combining complementary techniques in a single study.</p>


2021 ◽  
Vol 7 (1) ◽  
pp. 837-864
Author(s):  
Simona Pekarek Doehler

Abstract This article scrutinizes interactional motivations for the sedimentation of grammatical usage patterns. It investigates how multi-unit questioning turns may have routinized into a single-unit social action format. Multimodal sequential analysis of French conversational data identifies a recurrent pattern in which a question-word question is followed by a candidate answer (formally: [question-word question + phrase/clause]). The data show a continuum of synchronic usage, the pattern being implemented as either two or one turn-constructional unit(s), with intermediate cases displaying fuzzy boundaries. In usage (i), a candidate answer emerges in response to the recipient’s lack of uptake as a way of pursuing response; in (ii) the candidate answer occurs immediately after the question, with fuzzy prosodic boundaries between the two units; in (iii) the pattern is produced as a single turn-constructional unit, showing important lexico-syntactic and prosodic consistency. It is argued that the integrated format (iii) originates in the repeated interactional sequencing of two subsequent actions, as in (i), and serves as a resource for proffering a highly tentative guess: It is the routinized product of frequent combinations in use, emerging from the interactionally motivated two-unit format. The findings support an understanding of interaction as a driving force for the routinization of patterns of language use.


Pragmatics ◽  
2001 ◽  
Vol 11 (3) ◽  
pp. 223-262 ◽  
Author(s):  
Scott Saft

In light of the tendency in studies of Japanese discourse and communication to account for patterns of social interaction in terms of cultural concepts such as wa (“harmony”), omoiyari (“empathy”), and enryo (“restraint”), this report sets out to demonstrate how much of an endogenously produced, local achievement social interaction can be in Japanese. To do so, the techniques and principles of conversation analysis are employed to describe how a particular social action, the expression of concession to statements of opposition, is produced by participants in a set of Japanese university faculty meetings. Although it is suggested that the very direct and explicit design of the concession displays could be explained in terms of concepts such as wa and/or enryo, it is nonetheless argued that the interactional significance of this action can be best understood by undertaking a detailed, sequential analysis of the interaction. The analysis itself is divided into two parts: First it is demonstrated that the concessions are products of the participants’ close attendance to and monitoring of the details of the unfolding interaction; second it is shown that instead of turning to pre-determined cultural concepts to account for the trajectory of the interaction, it is possible to understand the concession displays by situating them within the flow of the interaction itself.


2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Hongyan Liang

When receiving something beneficial, interlocutors are expected to express their appreciation in the second pair part (SPP) or the sequence-closing third position with linguistic resources such as ‘thanks’ and ‘thank you’, thus forming an adjency pair or a complete sequence. However, under some circumstances, relevant or appropriate appreciation is expected but does not appear. Adopting conversation analysis as the research methodology, this article examines the absence of appreciation in ordinary Mandarin interactions where gratitude and appreciation are often socially prescribed. Its sequential analysis of talks demonstrates that at times a verbal appreciative response in situations such as offering and requesting does not occur until a later conversational turn rather than in the preferred second pair part, whereas at other times the social action, although expected, is actually absent in social interaction. The analysis of the data shows that when interlocutors transgress the normative expectation of appreciation, the expected pattern of action and interactional organisation will be evidenced circumstantially within the ongoing interaction itself. The present study proves that deviations from standard forms in the interactional organisation can give rise to additional accounts or other visible interactional behaviour.


2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.


Author(s):  
Delbert E. Philpott ◽  
W. Sapp ◽  
C. Williams ◽  
T. Fast ◽  
J. Stevenson ◽  
...  

Space Lab 3 (SL-3) was flown on Shuttle Challenger providing an opportunity to measure the effect of spaceflight on rat testes. Cannon developed the idea that organisms react to unfavorable conditions with highly integrated metabolic activities. Selye summarized the manifestations of physiological response to nonspecific stress and he pointed out that atrophy of the gonads always occurred. Many papers have been published showing the effects of social interaction, crowding, peck order and confinement. Flickinger showed delayed testicular development in subordinate roosters influenced by group numbers, social rank and social status. Christian reported increasing population size in mice resulted in adrenal hypertrophy, inhibition of reproductive maturation and loss of reproductive function in adults. Sex organ weights also declined. Two male dogs were flown on Cosmos 110 for 22 days. Fedorova reported an increase of 30 to 70% atypical spermatozoa consisting of tail curling and/or the absence of a tail.


2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.


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