Earlier work suggested that "frame," "schema" and related terms could be understood as "structures of expectation." Suggesting now that there are two distinct types of structures of expectation to which such terms have been applied, we use "frames" to refer to the anthropological/sociological notion of interactive frames of interpretation, and "schema" to refer to the cognitive psychological/artificial intelligence notion of knowledge schemas. Drawing on and expanding earlier analysis of talk in a pediatric interaction, we show how frames and schemas interact. Balancing and shifting examination, consultation and management frames accounts for the burden on the pediatrician who examines a child in the mother's presence. Mismatches in the pediatrician's and mother's schemas for health and cerebral palsy account for the mother's discomfort and recalcitrant concerns, and consequently for her frequent questions which trigger the frame switches.
The most frequent introducers are forms of the verb "say" (Greek leo). Some typical examples: English conversation: Well I went because my-my regular dentist said, "You should have your wisdom teeth taken out." American novel: "Doesn't he look handsome?" Hinda said. (p.84) Greek conversation: Tau leo "En taxei tha'rtho ti Triti to vrady." (I say to him "Okay I'll come Tuesday evening.") Greek novel: De me noiazei, elega. (It doesn't bother me, I said.) (p.73)
Comparative analysis of spoken and written versions of a narrative demonstrates (I) that features which have been identified as characterizing oral discourse are also found in written discourse. and (2) that the written short story combines syntactic complexity expected in writing with features which create involvement expected in speaking. Quintessentially literary devices (repetition of sounds and words, syntactic structures, and rhythm) are shared by written literary language and ordinary spontaneous conversation because both are typified by subjective knowing and by focus on interpersonal involvement. In contrast, expository prose and content-focused oral genres, such as lectures and instructions, may be typified by objective knowing and by focus on content. * Linguistic research too often focuses on one or another kind of data, without
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