I’m sorry (to interrupt): The use of explicit apology in turn-taking

2020 ◽  
Vol 11 (3) ◽  
pp. 377-401
Author(s):  
Innhwa Park ◽  
Margo Duey
Keyword(s):  
School District ◽  
The Self ◽  
Analytic Study ◽  
Workplace Interactions ◽  
Video Recordings ◽  
Faculty Meetings ◽  
Turn Taking ◽  
Will Self ◽  
Current Speaker

AbstractContributing to research on workplace interactions and turn-taking practices, this conversation analytic study examines how people take turns during multi-party workplace meetings. In particular, we analyze 12 hours of video-recordings of faculty meetings at a U.S. school district, and show how meeting participants use explicit apology (e.g. I’m sorry; I’m sorry to interrupt) for turn-taking. The apology carries out interactional work in two ways: 1) it acknowledges that a (possible) offense (i.e. interruption) has occurred, and 2) it indicates that the current speaker will self-select to take and keep the turn. The self-selector produces the apology mid-turn after the turn-initial overlap is resolved and before continuing with her turn. We first analyze cases in which the self-selector uses explicit apology after having begun her turn during the current speaker’s ongoing turn. In most of these cases, the self-selected turn is sequentially disjunctive in that it is not directly responsive to the immediately preceding turn. We then show how the self-selector uses explicit apology when she needs to compete with another self-selector to take the turn. The study findings have implications for the turn-taking organization in meeting interactions.

scholarly journals Rules at Play: Correcting Projectable Violations of Who Plays Next

Human Studies ◽  
2021 ◽  
Author(s):  
Hanna Svensson ◽  
Burak S. Tekin
Keyword(s):  
Conversation Analysis ◽  
Empirical Analysis ◽  
Practical Problem ◽  
Social Practices ◽  
Video Recordings ◽  
Naturally Occurring ◽  
The Social ◽  
Turn Taking ◽  
Interactional Perspective ◽  
The Empirical Analysis

AbstractThis study examines the situated use of rules and the social practices people deploy to correct projectable rule violations in pétanque playing activities. Drawing on Ethnomethodology and Conversation Analysis, and using naturally occurring video recordings, this article investigates socially organized occasions of rule use, and more particularly how rules for turn-taking at play are reflexively established in and through interaction. The alternation of players in pétanque is dependent on and consequential for the progressivity of the game and it is a practical problem for the players when a participant projects to break a rule of “who plays next”. The empirical analysis shows that formulating rules is a practice for indicating and correcting incipient violations of who plays next, which retrospectively invoke and establish the situated expectations that constitute the game as that particular game. Focusing on the anticipative corrections of projectable violations of turn-taking rules, this study revisits the concept of rules, as they are played into being, from a social and interactional perspective. We argue and demonstrate that rules are not prescriptions of game conduct, but resources that reflexively render the players’ conducts intelligible as playing the game they are engaging in.

Turn Taking in E-Mail Discussions

2011 ◽  
pp. 755-772 ◽  
Author(s):  
Sandra Harrison
Keyword(s):  
Common Method ◽  
Naturally Occurring ◽  
Priority System ◽  
Turn Taking ◽  
Current Speaker ◽  
E Mail

This chapter investigates turn taking in naturally occurring e-mail discussions. In e-mail discussions, participants can self select to contribute at any time, turns cannot be interrupted, and adjacency cannot be guaranteed. However, participants engage in recognisable discussions and “speaker” change occurs. Patterns of turn taking can be observed in the data, and there are many parallels with spoken conversation. In e-mail discussions, the current participant may select a new participant, and those selected usually respond; participants may self select (the most common method of turn taking); and the current participant may choose to continue, either by writing an extended turn or by sending separate consecutive messages. Response is not obligatory unless a respondent has been specified. There is no priority system through which a change of participant takes priority. Because there is less pressure toward current speaker selects last, the system encourages multiple participants to engage in the discussion.

Watching Television

2007 ◽  
Vol 77 ◽  
pp. 91-101 ◽  
Author(s):  
Cornelia Gerhardt
Keyword(s):  
The Gaze ◽  
Video Recordings ◽  
Specific Setting ◽  
Turn Taking ◽  
Gaze Behaviour ◽  
The Cost ◽  
At Home

This paper describes the gaze behaviour of television viewers talking to each other. It is based on the ATTAC-corpus which consists of transcribed video recordings of Britons watching football at home on TV. In regular everyday conversation, generally people tend to face each other, and gaze is used as a key cue for turn-taking and interactionalitv. However, in this specific setting, the conversationalists face the following dilemma: they can direct their gaze at each other, but only at the cost of not being able to look at the screen. The data suggest that spatial arrangements, age, and an orientation towards humour influence the gaze behaviour of the viewers. In contrast to conversation in general, the rule "the listener should look at the speaker, when the speaker chooses to look at the listener" could not be corroborated.

scholarly journals Turn-Taking in Colloquial Indonesian

2017 ◽  
Vol 12 (4) ◽  
pp. 238
Author(s):  
Agus Subiyanto Subiyanto
Keyword(s):  
Repair Mechanism ◽  
Recording Technique ◽  
Informal Conversation ◽  
Turn Taking ◽  
The Common ◽  
Current Speaker ◽  
A Current ◽  
Participatory Observation

Participants in a conversation follow certain basic rules in obtaining turns. Some questions addressed in this paper are, firstly, how turns are allocated in Indonesian conversation. Secondly, what  are the signals given by a current speaker willing to yield to a next speaker (i.e. turn-yielding signals). Thirdly, what repair mechanism is  employed by the participants when the turn-taking procedures are broken. The data used in this study were taken from an informal conversation of four Indonesians from Jakarta. The data were collected by using a non-participatory observation with a recording technique. The analysis shows that the turn-taking system in the Indonesian language confirms the model of turn-taking system developed by Sacks et al (1974), covering the occurrence and the recurrence of speaker change, the overwhelming tendency for one party to talk at a time,the common occurrences of more than one speaker at a time, and the common switches of speakers with no gapsand no overlaps.

scholarly journals Promoting Students’ Well-Being by Developing Their Readiness for the Artificial Intelligence Age

2020 ◽  
Vol 12 (16) ◽  
pp. 6597 ◽  
Author(s):  
Yun Dai ◽  
Ching-Sing Chai ◽  
Pei-Yi Lin ◽  
Morris Siu-Yung Jong ◽  
Yanmei Guo ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
School District ◽  
Teaching Effectiveness ◽  
Well Being ◽  
Female Students ◽  
The Self ◽  
Primary Students ◽  
Male Students ◽  
Survey Questionnaire ◽  
Readiness To Learn

This study developed and validated an instrument to measure students’ readiness to learn about artificial intelligence (AI). The designed survey questionnaire was administrated in a school district in Beijing after an AI course was developed and implemented. The collected data and analytical results provided insights regarding the self-reported perceptions of primary students’ AI readiness and enabled the identification of factors that may influence this parameter. The results indicated that AI literacy was not predictive of AI readiness. The influences of AI literacy were mediated by the students’ confidence and perception of AI relevance. The students’ AI readiness was not influenced by a reduction in their anxiety regarding AI and an enhancement in their AI literacy. Male students reported a higher confidence, relevance, and readiness for AI than female students did. The sentiments reflected by the open-ended responses of the students indicated that the students were generally excited to learn about AI and viewed AI as a powerful and useful technology. The student sentiments confirmed the quantitative findings. The validated survey can help teachers better understand and monitor students’ learning, as well as reflect on the design of the AI curriculum and the associated teaching effectiveness.

Brain injury beliefs, self-awareness, and coping: A preliminary cluster analytic study based within the self-regulatory model

2010 ◽  
Vol 20 (6) ◽  
pp. 899-921 ◽  
Author(s):  
Andrew R. Medley ◽  
Theresa Powell ◽  
Andrew Worthington ◽  
Gagandeep Chohan ◽  
Chris Jones
Keyword(s):  
Brain Injury ◽  
The Self ◽  
Analytic Study ◽  
Self Awareness ◽  
Cluster Analytic ◽  
Regulatory Model ◽  
And Coping

How Many Selves Make Me?

1991 ◽  
Vol 29 ◽  
pp. 213-233
Author(s):  
Stephen R. L. Clark
Keyword(s):  
The Self ◽  
Ex Nihilo ◽  
Current Speaker

Cartesian accounts of the mental make it axiomatic that consciousness is transparent: what I feel, I know I feel, however many errors I may make about its cause. ‘I’ names a simple, unextended, irreducible substance, created ex nihilo or eternally existent, and only associated with the complete, extended, dissoluble substance or pretend-substance that is ‘my’ body by divine fiat. Good moderns take it for granted that ‘we’ now realize how shifting, foggy and deconstructible are the boundaries of the self; ‘we’ know that our own motives, feelings and intentions constantly escape us; ‘I’ names only the current speaker, or the momentarily dominant self among many fluid identities.

scholarly journals Co-Creation with Older Adults to Improve User-Experience of a Smartphone Self-Test Application to Assess Balance Function

2020 ◽  
Vol 17 (11) ◽  
pp. 3768 ◽  
Author(s):  
Linda Mansson ◽  
Maria Wiklund ◽  
Fredrik Öhberg ◽  
Karin Danielsson ◽  
Marlene Sandlund
Keyword(s):  
Older Adults ◽  
User Experience ◽  
Qualitative Content Analysis ◽  
The Self ◽  
Leg Strength ◽  
Video Recordings ◽  
Multiple Data ◽  
Test Application ◽  
Self Test ◽  
Direct Feedback

This co-creation study aimed to develop a smartphone self-test application for balance and leg strength in collaboration between older adults and the research team. The paper describes older participants’ preferences for, and their contribution to, the application design. Technology to assess movements is available in smartphones with built-in sensors, and one of the challenges is to develop a valuable self-test for older adults. The participants contributed to the design of the application’s instructions and user interface. Multiple data collection methods were used: user-test with Think aloud method, mock-ups, homework assignment as co-researcher, audio and video recordings. Qualitative content analysis with a deductive-inductive approach was used, guided by the Optimized Honeycomb model for user experience (UX) as a categorization matrix. The analysis resulted in 17 subcategories within the seven facets of the UX Honeycomb model (findable, accessible, usable, desirable, credible, useful, and valuable), and describes the older participants’ preferences and experiences. The main results were participants’ desire to know why, to get clear and appropriate information, and expectations of the self-test to be useful. It was feasible and valuable to develop the self-test application in co-creation with the intended user-group, in order to get direct feedback and suggestions for the development.

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