Addressing epistemic incongruence in question–answer sequences through the  use of epistemic adverbs

Heinemann, Trine; Lindström, Anna; Steensig, Jakob

doi:10.1017/cbo9780511921674.006

Cited by 111 publications

(61 citation statements)

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“…The practices of the SBSS are contrasted to the caller's situation and the caller's experiences are generalized by using the particle ''ju'' (Line 173) (see Heinemannn et al, 2011). The call-taker responds with minimal tokens in overlap (Lines 177 and 180).…”

Section: Shift Devices Accounts and The Acceptance Of A Complainablmentioning

confidence: 99%

The termination of complaints in calls to an authority for student support

Ekström

Lundström

2014

Journal of Pragmatics

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Section: Shift Devices Accounts and The Acceptance Of A Complainablmentioning

confidence: 99%

The termination of complaints in calls to an authority for student support

Ekström

Lundström

2014

Journal of Pragmatics

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“…ancillary questions and orientation towards outcome and progression are all too easily derived from, perhaps even facilitated by, the conventional consultation format, which GPs are trained to master and observe. However, the analytic pinpointing of authentic and recognisable instances of such resources as has been presented above, can therefore serve as a means to raising GPs' awareness of particular int- However, the frequently used modal particle "jo" which indicates an expectation that the proposition in which it is embedded is shared knowledge (Heinemann, Lindström & Steensig 2011) has no verbatim translation in English, and therefore has been rendered as #PRT# in the English glossing.…”

Section: Discussionmentioning

confidence: 99%

Talking at cross purposes: Negotiation of the sick role with a MUS patient as a real time social process

Tarber

Frostholm²,

Rehfeld³

2016

TFSS

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Tarbel, Christel, Frostholm, Lisbeth & Rehfeld, Emma. (2016). 'Talking at cross purposes: negotiation of the sick role with a MUS patient as a realt time social process, Tidsskrift for Forskning i Sygdom og Samfund, nr. 24, The physician, thus, has to walk a fine line in the interaction with the patient with MUS. In order to provide high quality care for these patients while at the same time gaining their confidence, the GP has to operate at the intersection of 63 Talking at cross purposes several opposing pressures. Observing the specialist consensus on optimal management of MUS, the GP has to avoid embarking on the "somatic path" of investigation and treatment ad infinitum and instead attempt to reframe and reattribute the patient's understanding of the symptoms (Goldberg et al 1989;Mayou 1991;Fink et al 2002). The pitfall of such reframing is the danger of adopting -or being heard by the patient to have adopted -a unidirectional mind-to-body-model of somatisation of the unexplained physical symptoms (Burton 2003). In sum, and at the risk of oversimplifying, the GP must take serious the medically unexplained symptoms without making use of the usual somatic interventions, and at the same time provide emotional support without psychologising. Medically unexplained symptoms (MUS) challenge our perception of illness. As a consequence, a MUS-patient's legitimised entry into the sick role, as defined by Parsons, poses a problem for physicians and patients alike. The encounter between patients with MUS and physicians therefore can be frustrating for both parties. The present study is a single case analysis of such an encounter in primary care. Using the microanalytical method of conversation analysis, this study aims to provide a contextualised description of both the patient's and the physician's different orientations to the purpose of the encounter. This approach locates the source of the frustration in the participants' incompatible interactional projects. The patient is oriented towards the emotional and life world aspects of Theoretical prerequisitesPertinent to the above described difficulties of both patients and physicians in the encounter about MUS, is the problem of legitimacy, i.e. of being recognised as being legitimately ill. This problem was initially formulated by Parsons and crystallised in the now well-known concept of »the sick role« (1951). Taking his point of departure in a capitalist moral economy, Parsons perceived of illness as a dysfunctional disturbance in both a biological and a social sense -the latter because it prevents a person from contributing to the common good (Parsons 1951, p. 430). The sick role, however, is a provision to protect the sick individual in that it "enables conformity within the deviance of illness" (Varul 2010, p. 76) through a set of normative rights and corresponding obligations. Entering the sick role, an individual thus has the right to exemption from normal social duties, e.g. work, but at the same time must resist to take advantage of any "secondary gains", s...

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“…The student does not claim that he does exactly what the teacher says, but that he ''thinks'' that he does the same. Similarly, the modal particle ''ju,'' which in some contexts can be used to claim that some knowledge or understanding is shared (Heinemann, Lindström, and Steensig 2011), is used here analogously to the student's use of ''så'': it makes relevant the teacher's assessment of the understanding-or, perhaps, misunderstanding-exhibited in and through the student's claim (cf. Hindmarsh, Reynolds, and Dunne 2011).…”

Section: Fragmentmentioning

confidence: 99%

Instruction-in-Interaction: The Teaching and Learning of a Manual Skill

2012

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This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students' responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor's continuous assessments of the instructed actions.

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Addressing epistemic incongruence in question–answer sequences through the  use of epistemic adverbs

Cited by 111 publications

References 0 publications

The termination of complaints in calls to an authority for student support

The termination of complaints in calls to an authority for student support

Talking at cross purposes: Negotiation of the sick role with a MUS patient as a real time social process

Instruction-in-Interaction: The Teaching and Learning of a Manual Skill

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Addressing epistemic incongruence in question–answer sequences through the use of epistemic adverbs

Cited by 111 publications

References 0 publications

The termination of complaints in calls to an authority for student support

The termination of complaints in calls to an authority for student support

Talking at cross purposes: Negotiation of the sick role with a MUS patient as a real time social process

Instruction-in-Interaction: The Teaching and Learning of a Manual Skill

Contact Info

Product

Resources

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Addressing epistemic incongruence in question–answer sequences through the  use of epistemic adverbs