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Early social interaction : a case comparison of developmental pragmatics and psychoanalytic theory /
"When a young child begins to engage in everyday interaction, she has to acquire competencies that allow her to be oriented to the conventions that inform talk-in-interaction and, at the same time, deal with emotional or affective dimensions of experience. The theoretical positions associated w...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Cambridge :
Cambridge University Press,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half title; Title; Copyright; Dedication; Contents; List of figures and table; List of extracts; Preface; Acknowledgements; 1 Introduction; 2 Developmental pragmatics and conversation analysis; Some background considerations; Social-action and social life: conversation analysis and ethnomethodology; Membership categorisation analysis (MCA); Sequence-focused CA & E; Concluding comments; 3 Child-focused conversation analysis; Introduction; Children and membership; Child-CA studies: a brief review; Children, conversation and 'seeing thoughts'; Concluding comments.
- 4 A psychoanalytic reading of early social relationsIntroduction; Psychoanalysis and Freud's structural theory of the mind; Freud and early social relations; Melanie Klein; Projective identification and object-relations; Donald Winnicott; Winnicott and the transitional space; Concluding comments; 5 Repression and displacement in everyday talk-in-interaction; Introduction; Ethnomethodology, conversation analysis, local-order and members' methods; Conversation analysis and methodic social practice; Adjacency pairs in conversation: the talk unfolds two-by-two.
- The problem with the 'problem of order'Concluding comments; 6 Research practices and methodological objects; Introduction; Intrinsic vs. extrinsic research processes; Events, records, data and interpretation; CA & E, participant orientation and unique adequacy; The case-study as methodology in early social relations; The context of the recordings; Participants; Format of recordings and data transformation; Analysis and data accessibility; CA transcription conventions; A sample extract and analysis; Some possible constraints on the unique adequacy requirement; Concluding comments.
- 7 Learning how to repairIntroduction; An overview of the incidence and form of repair; Tracing the emergence of self-repair skills; Concluding comments; 8 Learning what not to say: repression and interactive vertigo; Introduction; Avoidance, displacement and repression: some examples; Concluding comments; 9 A question of answering; Introduction; Analysis examples; Concluding comments; 10 Interaction and the transitional space; Introduction; The transitional space; Analysis examples; Emerging disagreement; Concluding comments; 11 Self-positioning, membership and participation; Introduction.
- Membership and mastery of languageHalf-membership status; Reflexively accountable communication; Early self-reference and membership categorisation; Membership categories, role status and rights; Competencies and membership categorisation; Reflexivity, accountability and subject positioning through membership categorisation; Concluding comments; 12 Discourses of the self and early social relations; Introduction; Analysis examples; Monitoring the discourses of the self: orienting to third-person reference; Discourse of the self, identification and captivation (by/of) the image.