Difference between revisions of "Pfeiffer2021"
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|Tag(s)=EMCA; Longitudinal conversation analysis; Family interaction; reporting trouble; Oh-prefacing | |Tag(s)=EMCA; Longitudinal conversation analysis; Family interaction; reporting trouble; Oh-prefacing | ||
|Key=Pfeiffer2021 | |Key=Pfeiffer2021 | ||
| − | |||
|Year=2021 | |Year=2021 | ||
|Language=English | |Language=English | ||
| − | |||
|Journal=Research on Language and Social Interaction | |Journal=Research on Language and Social Interaction | ||
|Volume=54 | |Volume=54 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=142–162 |
|URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899708 | |URL=https://www.tandfonline.com/doi/full/10.1080/08351813.2021.1899708 | ||
| − | |DOI= | + | |DOI=10.1080/08351813.2021.1899708 |
|Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time". | |Note=Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time". | ||
Data in German with English translations. | Data in German with English translations. | ||
|Abstract=Based on longitudinal audiovisual data from family interactions, we focus on how young children between 1;08 and 2;10 report trouble they are encountering in their current activity using the response cry oh in combination with other lexical items (e.g., “oh fell off”) and bodily displays. While at a very young age the children remain focused on their activity and try to solve the problem independently, at an older age they start to systematically use gaze directed toward the parent and suspension of the current activity to enlist the adult’s assistance. We argue that these bodily displays are among the resources whose presence or absence constrains whether the report of trouble leads to the recruitment of assistance or not. Regarding the developmental implications, it seems that during their third year of life, young children expand their repertoire for dealing with trouble interactively. Data are in German with English translations. | |Abstract=Based on longitudinal audiovisual data from family interactions, we focus on how young children between 1;08 and 2;10 report trouble they are encountering in their current activity using the response cry oh in combination with other lexical items (e.g., “oh fell off”) and bodily displays. While at a very young age the children remain focused on their activity and try to solve the problem independently, at an older age they start to systematically use gaze directed toward the parent and suspension of the current activity to enlist the adult’s assistance. We argue that these bodily displays are among the resources whose presence or absence constrains whether the report of trouble leads to the recruitment of assistance or not. Regarding the developmental implications, it seems that during their third year of life, young children expand their repertoire for dealing with trouble interactively. Data are in German with English translations. | ||
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Latest revision as of 05:04, 26 August 2021
| Pfeiffer2021 | |
|---|---|
| BibType | ARTICLE |
| Key | Pfeiffer2021 |
| Author(s) | Martin Pfeiffer, Marina Anna |
| Title | Recruiting Assistance in Early Childhood: Longitudinal Changes in the Use of “Oh+X” as a Way of Reporting Trouble in German |
| Editor(s) | |
| Tag(s) | EMCA, Longitudinal conversation analysis, Family interaction, reporting trouble, Oh-prefacing |
| Publisher | |
| Year | 2021 |
| Language | English |
| City | |
| Month | |
| Journal | Research on Language and Social Interaction |
| Volume | 54 |
| Number | 2 |
| Pages | 142–162 |
| URL | Link |
| DOI | 10.1080/08351813.2021.1899708 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Based on longitudinal audiovisual data from family interactions, we focus on how young children between 1;08 and 2;10 report trouble they are encountering in their current activity using the response cry oh in combination with other lexical items (e.g., “oh fell off”) and bodily displays. While at a very young age the children remain focused on their activity and try to solve the problem independently, at an older age they start to systematically use gaze directed toward the parent and suspension of the current activity to enlist the adult’s assistance. We argue that these bodily displays are among the resources whose presence or absence constrains whether the report of trouble leads to the recruitment of assistance or not. Regarding the developmental implications, it seems that during their third year of life, young children expand their repertoire for dealing with trouble interactively. Data are in German with English translations.
Notes
Appears in the Special Issue dedicated to "Longitudinal CA: How Interactional Practices Change Over Time". Data in German with English translations.
