Are there just two people in a dyad? Dyadic configurations in multiparty family conversations

Dyadic interaction does not necessarily imply that just two people are present. It is often possible to single out episodes of dyadic interaction in multiparty contexts that we analyse, such as family dinner table conversation. Within such a speech event, multiparty participation framework (variously organized) is the default conversational structure. Consequently, a groundwork(Goffman, 1964) is required for participants to gain space and exclusivity for a dyadic exchange. This paper shows how dyadic framework is made out of the multiparty default interactional structure of a family dinner. Furthermore, we analyze the resources participants deploy to protect the dyadic exchange from anothers intrusion and/or by the risk of desertion of one member of the dyad. Young and older children actively participate in that activity and learn to manage it through diverse dyadic settings. It is not the number of participants that unequivocally determines whether an interaction is dyadic or multiparty. Varying and complex participation frameworks, alliances, and challenges are built and transformed within family dinner conversation; it is in their locus of the interactive organization of ongoing activity in which children are socialized to a complex socio-cognitive activity.

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Behaviour regulation at the family dinner table. The use of and response to direct and indirect behaviour regulation in ten Swedish families

Journal of Child Language ◽

10.1017/s0305000909990201 ◽

2009 ◽

Vol 37 (5) ◽

pp. 1065-1088 ◽

Cited By ~ 3

Author(s):

ÅSA BRUMARK

Keyword(s):

Family Context ◽

Older Children ◽

Family Dinner ◽

Dinner Table ◽

The Family ◽

Group 2

ABSTRACTThis study explores parents' and children's use of and response to direct or indirect behaviour regulation in a family context. Ten families with two children each were divided into two groups depending on the age of the children (6–7 and 10–11 years or 10–11 and 13–14 years). Video-recorded regulatory dinner talk was transcribed, coded and analysed with regard to directness or indirectness in relation to behavioural outcome. Dinner talk was predominantly direct, but younger children were addressed by direct regulators as two-thirds of all regulators, whereas the opposite was seen with older children. Though children also tended to be direct, younger children used three times as many direct regulators as older ones. Compliance appeared in two-thirds of all direct regulators, but almost one-half of all indirect regulators were not complied with. Differences between groups were furthermore distinguished by instances of compliance: those who were most non-compliant were the children in group 2.

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L’evolució de la referència als participants en el debat parlamentari en català (1932-2013)

Quaderns de Filologia - Estudis Lingüístics ◽

10.7203/qf.23.13532 ◽

2018 ◽

Vol 23 (23) ◽

pp. 283

Author(s):

Neus Nogué Serrano

Keyword(s):

Quantitative Methods ◽

Additional Data ◽

Second Republic ◽

Parliamentary Debates ◽

Qualitative And Quantitative ◽

Discursive Strategies ◽

Qualitative And Quantitative Methods ◽

Speech Event ◽

First Results ◽

Participation Frameworks

This article presents summarily the first results of a research in progress that aims to study the evolution of the linguistic and discursive strategies used for the reference to participants in the Parliament of Catalonia in the period 1932-38 (during the Spanish Second Republic) and from 1980, the year of the recovery of the Catalan democratic institutions, to 2013. The analysis combines qualitative and quantitative methods and shows several tendencies in the evolution of the use of the different forms and strategies. The incorporation of Goffman (1981)’s participation frameworks to the analysis provides additional data that, once described and interpreted, give a much more accurate answer to the questions set out than the analysis of only person deictic forms and honorifics. And this is relevant not only for parliamentary debates but also for any other speech event with more than two participants.

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Regulatory talk and politeness at the family dinner table

Pragmatics ◽

10.1075/prag.16.2-3.06bru ◽

2006 ◽

Vol 16 (2-3) ◽

pp. 171-211 ◽

Cited By ~ 3

Author(s):

Åsa Brumark

Keyword(s):

Family Structure ◽

Situational Factors ◽

Activity Regulation ◽

Intercultural Studies ◽

Family Dinner ◽

Dinner Table ◽

The Family ◽

Main Activity ◽

Families With Children ◽

The Impact

This study examined the use of regulatory talk at dinnertime in twenty Swedish families with children between the ages of four and seventeen years. The aim of the study was to explore activity regulation in the light of contextual factors, such as the age of the participating children, the number of participants and the different kinds of conversational contexts. Regulatory talk extracted from twenty videotaped dinner conversations was transcribed, coded and analysed within the framework of theories about the impact of context on control acts, indirect speech and politeness. Regulatory utterances, about 7 % of all utterances produced by all family members, were mostly formulated as direct requests and about 15 % of them were mitigated, softening the impact of coerciveness. Indirect regulators occurred, however, in nearly one half of the cases whereas hints were rather uncommon. Age of the children, as well as activity and conversational context had an obvious impact on the way regulatory utterances were performed. Most instrumental regulators (related to the dinner routine) were direct (somewhat more than 60 %) and most non-instrumental regulators were indirect (nearly 60 %). Furthermore, the intended goal i.e. what action was required from the addressee seemed to affect the use of regulators: Regulation at the dinner table mostly concerned nonverbal actions and requests for objects and was related to the main activity. Compared with the American and Israeli groups in Blum-Kulka’s study (1997), the Swedish parents together tended to be more indirect but less mitigating. However, in instrumental contexts i.e. when regulating routine actions relating to the meal, most parental regulators were direct (60 %) whereas about 75 % of the utterances were indirect in non-instrumental contexts. A comparison of these findings with the data from Blum-Kulka (1997) and with other similar intercultural studies leads to the conclusion that situational factors, such as family structure, conversational genres and communicative goals, might have more impact on regulatory talk than socio-cultural background.

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The Family Dinner Table: Implications for Children's Health and Wellbeing

PsycEXTRA Dataset ◽

10.1037/e693032011-001 ◽

2008 ◽

Keyword(s):

Children's Health ◽

Children’S Health ◽

Health And Wellbeing ◽

Family Dinner ◽

Dinner Table ◽

The Family

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Emotions Are Contagious

Character Lab Tips ◽

10.53776/tips-emotions-are-contagious ◽

2020 ◽

Author(s):

Sigal Barsade ◽

Keyword(s):

Facial Expressions ◽

Positive Emotions ◽

Body Language ◽

Negative Effects ◽

Family Dinner ◽

Phone Calls ◽

Dinner Table ◽

The Family ◽

Improved Performance ◽

Tone Of Voice

You're at the family dinner table. Your spouse worries that a friend's business is struggling. Then your son complains about his math homework and your inability to help, and your daughter asks when she will see her friends again. As the meal progresses, you can feel everyone becoming more and more anxious. Emotions are contagious. We automatically mimic each other's facial expressions, body language, and tone of voice. Next, we actually feel the emotions we mimicked and begin to act on them. Without our realizing what's happening, feelings can escalate, as we “catch” them from other people, who catch them back from us, in an increasing spiral. While emotions spread more easily in person, they also get transmitted through social media, phone calls, emails, and video chats. In fact, negative emotions related to isolation may make us even more susceptible. Luckily, knowledge is a form of inoculation. Just being aware of emotional contagion can reduce its negative effects. And positive emotions transfer just as easily as negative ones. The spread of positive emotions leads to greater cooperation, less conflict, and improved performance.

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The quality of life of children suffering from oncologic diseases in Lithuania

Medicina ◽

10.3390/medicina43090094 ◽

2007 ◽

Vol 43 (9) ◽

pp. 726 ◽

Cited By ~ 2

Author(s):

Joana Makari ◽

Apolinaras Zaborskis ◽

Liutauras Labanauskas ◽

Lina Ragelienė

Keyword(s):

Quality Of Life ◽

Pediatric Cancer ◽

Cognitive Activity ◽

Age Groups ◽

Psychosocial Health ◽

Close Relative ◽

Age Group ◽

Older Children ◽

Oncologic Diseases

Nearly 80 new cases of pediatric cancer are diagnosed in Lithuania each year. Since 2005, we have been conducting a study evaluating the quality of life of children suffering from cancer in Lithuania. The participants were children between the ages of 2 and 18 years, diagnosed with oncologic diseases during the period from March 2005 to March 2006, and their parents. The PedsQLTM (Pediatric Quality of Life InventoryTM) was used. This questionnaire is specifically designed for investigating the quality of life in children between the ages of 2 and 18 years. The PedsQL questionnaire is designed according to the level of cognitive activity of children and applied to children of four age groups: 2–4, 5–7, 8–12, and 13–18 years of age. The questionnaires were completed by children between the ages of 8 and 18 years in addition to parents of children from all age groups. The families of 63 children suffering from cancer participated in the study. A total of 44 children and teenagers between the ages of 5 and 18 years and 53 parents (mother, father, close relative) filled out the questionnaire. Data from the study showed that children suffering from cancer (irrespective of their age) in addition to their parents evaluated their physical health as being worse than their psychosocial health. The parents had the opinion that children from all age groups experienced negative emotions: the younger children were afraid of giving blood for tests, whereas the older children were worried about the future. In the oldest age group of participants (13–18 years), children felt disease-related fatigue more often than their younger counterparts.

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Agriculture's Seat at Big Policy Tables

Journal of Agricultural and Applied Economics ◽

10.1017/s1074070800005599 ◽

2001 ◽

Vol 33 (2) ◽

pp. 201-203

Author(s):

Garnett L. Bradford

Keyword(s):

Agricultural Policy ◽

Human Services ◽

Large Family ◽

Health And Human Services ◽

Family Dinner ◽

Dinner Table ◽

Environment Education ◽

Policy Shifts ◽

The U.S

AbstractAgricultural policy in the U.S. is examined in a metaphorical context. It is likened to securing a place at a large family dinner table. Until the early 1970s effective and relatively comprehensive agricultural policy shifts could be largely effected through the “USDA dinner table,” (and its affiliates). Today, meaningful agricultural policy is crafted and implemented at a number of other big policy tables, e.g., energy and the environment, education, health and human services.

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Standard and Colloquial Belgian Dutch pronouns of address: A variationist-interactional study of child-directed speech in dinner table interactions

Folia Linguistica ◽

10.1515/flin-2016-0002 ◽

2016 ◽

Vol 50 (1) ◽

Cited By ~ 4

Author(s):

Dorien Van De Mieroop ◽

Eline Zenner ◽

Stefania Marzo

Keyword(s):

Single Case ◽

Interactional Sociolinguistics ◽

Social Categories ◽

Fine Grained ◽

Family Dinner ◽

Dinner Table ◽

The Social ◽

Quantitative Analyses ◽

Insight Into

AbstractThis paper presents a corpus-based analysis of child-directed speech during Flemish family dinner table interactions. Specifically, we study parents’ style-shifts, that is, their alternation between Standard Dutch and Colloquial Belgian Dutch, a non-standard supraregional variant of Dutch, when interacting with their children. By integrating insights and methods from variationist and interactional sociolinguistics, we pay attention not only to macro-social categories (such as the age of the children), but also to the micro-social and pragmatic context (e. g. frames) of the style-shifts. The fact that this study focuses on a single case-study is a consequence of opting for this combination of course-grained quantitative analyses and fine-grained qualitative analyses. We rely on detailed transcriptions of three hours of recordings for one Flemish household with four children (age nine months, and four, five and seven years old). Our results reveal significant variation in the style-shifts of the mother (age 35) and the father (age 39) with respect to the four children. These results were interpreted against the background of comments made by the parents during a sociolinguistic interview that followed the recordings. Generally, our analyses allow us to provide a nuanced insight into the social meaning of the two language layers (Standard Dutch and Colloquial Belgian Dutch) as they are distributed across the speakers and situations in this family, thus revealing a link between the attested patterns of child-directed speech and the acquisition of sociolinguistic norms.

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Silence please!

10.33178/boolean.2015.36 ◽

2015 ◽

pp. 175-178

Author(s):

Jane Maeve O'Sullivan

Keyword(s):

United Nations ◽

Active Role ◽

Human Beings ◽

Family Dinner ◽

Rights Of The Child ◽

Dinner Table ◽

United Nations Convention ◽

The United Nations ◽

The Right

“Shut up and eat your dinner!” Given that I grew up in an era in which it was considered that children should be seen and not heard the preceding demands were not at all unusual and regularly demanded at our family dinner table. In the not-so-distant past children were viewed as empty vessels in need of being filled with knowledge and “manners”. Their role was not to question but to accept the guidance, wisdom and discipline of knowing adults. Our view of childhood, however, has evolved. Today we recognise that children play an active role in their own lives and development. Instead of viewing children as human becomings we recognise them as human beings, as citizens, and like all citizens, children hold rights. In 1992 Ireland ratified the United Nations Convention on the Rights of the Child (CRC). Amongst other rights, this treaty affords children the right to be heard. ...

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Conocimientos sobre la lectoescritura emergente y prácticas en las aulas para su promoción: Un estudio con docentes de Educación preescolar en Costa Rica/ Emergent Literacy Knowledge and Classroom Practices for its promotion: a Study with Preschool Education Teachers in Costa Rica

Revista Costarricense de Psicología ◽

10.22544/rcps.v36i02.02 ◽

2017 ◽

Vol 36 (2) ◽

pp. 105

Author(s):

Luis Diego Conejo ◽

Ana María Carmiol

Keyword(s):

Costa Rica ◽

Emergent Literacy ◽

Statistical Tests ◽

Preschool Education ◽

Kindergarten Children ◽

Older Children ◽

School Year ◽

Literacy Knowledge ◽

Nonparametric Statistical ◽

Conversational Structure

ResumenLas concepciones y los conocimientos docentes afectan la práctica docente y esta, a su vez, influye en los logros de desarrollo en lectoescritura emergente de los niños preescolares. Esta investigación explora las valoraciones docentes de prácticas efectivas en el aula para la promoción de la lectoescritura emergente y sus conocimientos sobre conciencia fonológica y fonemas. Una muestra conformada por 284 docentes a cargo de salones de educación preescolar contestó un cuestionario en línea. Los resultados indicaron diferencias según tipo de universidad en la cual se tituló la docente. Las docentes graduadas de universidades públicas otorgaron mayor importancia a prácticas efectivas en el aula para la promoción de la lectoescritura emergente que las docentes graduadas de universidades privadas. Si bien la mayoría de participantes consideró la conciencia fonológica como un factor importante para el desarrollo de la lectoescritura, los conocimientos sobre esta fueron deficientes en toda la muestra. Igualmente, los conocimientos docentes sobre los fonemas y su habilidad para identificarlos en palabras concretas también fueron deficientes. Estos y otros hallazgos se discuten a la luz de sus implicaciones para la promoción de la calidad en la educación preescolar costarricense.EnglishThis study analyzes literacy situations between dyads of 12-year-olds attending primary school and 5-year-old kindergarten children generated in the framework of the “De niño a niño” program (Rosemberg & Alam, 2009). The goal of this program is to promote reading and writing learning among children living in urban-marginalized populations in Argentina. The analysis focuses on the interventions used by older children (tutors) to explain unfamiliar words to younger children (apprentices) in the context of different types of activities: reading stories and activities focused on the writing system and vocabulary. During the school year, 7 sessions were held. The tutoring sessions of 8 dyads were videotaped and transcribed. Eighty-nine exchanges in which a tutor explained a word to the apprentice were identified. For the analysis, a categorization was elaborated focusing on the conversational structure of the explanation sequence modality - monologal or dialogal - and the type of information used for the explanation -strategies that resort to semantic and contextual aspects. In order to compare how these sequences were deployed in each type of activity, nonparametric statistical tests were used. The results showed a pre-eminence of the monologal modality and a greater use of strategies that resort to semantic aspects in reading situations. In the other literacy activities, the dialogal modality and the use of contextual aspects prevailed.

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