Difference between revisions of "Stickle2015"
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{{BibEntry | {{BibEntry | ||
|BibType=PHDTHESIS | |BibType=PHDTHESIS | ||
− | |Author(s)=Trini Stickle; | + | |Author(s)=Trini Stickle; |
− | |Title=Epistemic | + | |Title=Epistemic Stance Markers and the Function of “I Don’t Know” in the Talk of Persons with Dementia and Children with Autism |
|Tag(s)=EMCA; Epistemics; Dementia; Autism; Child mental health; Children with disabilities; Alzheimer's | |Tag(s)=EMCA; Epistemics; Dementia; Autism; Child mental health; Children with disabilities; Alzheimer's | ||
|Key=Stickle2015 | |Key=Stickle2015 | ||
|Year=2015 | |Year=2015 | ||
− | |URL= | + | |Language=English |
− | |School=University of Wisconsin - Madison | + | |URL=https://depot.library.wisc.edu/repository/fedora/1711.dl:R3HI7CUKDOL7A8Y/datastreams/REF/content |
+ | |School=University of Wisconsin-Madison | ||
|Abstract=This study examines epistemic stance marker use in the talk of persons with mid to late stages of dementia of the probable Alzheimer's type and in children with autism. I report the forms and frequencies of all epistemic stance markers used in naturally-occurring conversations between 20 persons with dementia and their non-impaired co-participants, and I compare the resultant 25-conversation corpus of 33,000 words, derived from 4 hours, 51 minutes of audio, to existing corpora. Overall, persons with dementia use a common variety of epistemic stance markers with frequencies comparable to other corpora, to include the conversation register of the Longman Grammar of Spoken and Written English . Moreover, conversation analysis shows that persons with dementia use I don't know , the most frequent stance marker, much the same way as non-impaired persons: to display epistemic stance but also to manage sequences of talk (i.e. closing or initiating topics) and to manage preference (e.g., disagreeing with co-participants). | |Abstract=This study examines epistemic stance marker use in the talk of persons with mid to late stages of dementia of the probable Alzheimer's type and in children with autism. I report the forms and frequencies of all epistemic stance markers used in naturally-occurring conversations between 20 persons with dementia and their non-impaired co-participants, and I compare the resultant 25-conversation corpus of 33,000 words, derived from 4 hours, 51 minutes of audio, to existing corpora. Overall, persons with dementia use a common variety of epistemic stance markers with frequencies comparable to other corpora, to include the conversation register of the Longman Grammar of Spoken and Written English . Moreover, conversation analysis shows that persons with dementia use I don't know , the most frequent stance marker, much the same way as non-impaired persons: to display epistemic stance but also to manage sequences of talk (i.e. closing or initiating topics) and to manage preference (e.g., disagreeing with co-participants). | ||
A separate conversation analysis of naturally-elicited talk by seven children, ages 6-13, undergoing clinical evaluation for autism spectrum disorder focuses on their use of I don't know in response to emotion-related questions from the Autism Diagnostic Observation Schedule (ADOS-II). While some of these children do use I don't know to display epistemic stance and to signal more talk is forthcoming, more often they use I don't know to, in effect, resist providing information requested by the clinicians. In a few of these cases, I observe that the syntactic interrogatory construction "What about/How about" may unintentionally elicit I don't know utterances relative to that of other question formulations. Two additional observations likely have import to conversation, in general. I show that American English speakers, like British speakers reported elsewhere, also use I don't know in response to compliments to minimize a co-participant's positive assessment and to avoid self-praise. I also look at a mechanism that is at work within sequence management in which a person with dementia uses a complement-taking I don't know utterance as a first-pair part to initiate an action that I call a "wondering". | A separate conversation analysis of naturally-elicited talk by seven children, ages 6-13, undergoing clinical evaluation for autism spectrum disorder focuses on their use of I don't know in response to emotion-related questions from the Autism Diagnostic Observation Schedule (ADOS-II). While some of these children do use I don't know to display epistemic stance and to signal more talk is forthcoming, more often they use I don't know to, in effect, resist providing information requested by the clinicians. In a few of these cases, I observe that the syntactic interrogatory construction "What about/How about" may unintentionally elicit I don't know utterances relative to that of other question formulations. Two additional observations likely have import to conversation, in general. I show that American English speakers, like British speakers reported elsewhere, also use I don't know in response to compliments to minimize a co-participant's positive assessment and to avoid self-praise. I also look at a mechanism that is at work within sequence management in which a person with dementia uses a complement-taking I don't know utterance as a first-pair part to initiate an action that I call a "wondering". | ||
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Latest revision as of 12:07, 13 December 2019
Stickle2015 | |
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BibType | PHDTHESIS |
Key | Stickle2015 |
Author(s) | Trini Stickle |
Title | Epistemic Stance Markers and the Function of “I Don’t Know” in the Talk of Persons with Dementia and Children with Autism |
Editor(s) | |
Tag(s) | EMCA, Epistemics, Dementia, Autism, Child mental health, Children with disabilities, Alzheimer's |
Publisher | |
Year | 2015 |
Language | English |
City | |
Month | |
Journal | |
Volume | |
Number | |
Pages | |
URL | Link |
DOI | |
ISBN | |
Organization | |
Institution | |
School | University of Wisconsin-Madison |
Type | |
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Howpublished | |
Book title | |
Chapter |
Abstract
This study examines epistemic stance marker use in the talk of persons with mid to late stages of dementia of the probable Alzheimer's type and in children with autism. I report the forms and frequencies of all epistemic stance markers used in naturally-occurring conversations between 20 persons with dementia and their non-impaired co-participants, and I compare the resultant 25-conversation corpus of 33,000 words, derived from 4 hours, 51 minutes of audio, to existing corpora. Overall, persons with dementia use a common variety of epistemic stance markers with frequencies comparable to other corpora, to include the conversation register of the Longman Grammar of Spoken and Written English . Moreover, conversation analysis shows that persons with dementia use I don't know , the most frequent stance marker, much the same way as non-impaired persons: to display epistemic stance but also to manage sequences of talk (i.e. closing or initiating topics) and to manage preference (e.g., disagreeing with co-participants).
A separate conversation analysis of naturally-elicited talk by seven children, ages 6-13, undergoing clinical evaluation for autism spectrum disorder focuses on their use of I don't know in response to emotion-related questions from the Autism Diagnostic Observation Schedule (ADOS-II). While some of these children do use I don't know to display epistemic stance and to signal more talk is forthcoming, more often they use I don't know to, in effect, resist providing information requested by the clinicians. In a few of these cases, I observe that the syntactic interrogatory construction "What about/How about" may unintentionally elicit I don't know utterances relative to that of other question formulations. Two additional observations likely have import to conversation, in general. I show that American English speakers, like British speakers reported elsewhere, also use I don't know in response to compliments to minimize a co-participant's positive assessment and to avoid self-praise. I also look at a mechanism that is at work within sequence management in which a person with dementia uses a complement-taking I don't know utterance as a first-pair part to initiate an action that I call a "wondering".
Notes