Children's development of facework practices—An emotional endeavor

Gerholm, Tove

doi:10.1016/j.pragma.2011.06.001

Cited by 12 publications

(9 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Anna recognises this challenge by readily conceding that her account was indeed fabricated: nah just joking (L27). By framing her narrative as non-serious, Anna is performing facework (Gerholm, 2011), justifying the sequence with reference to the entertainment it provided ( made a good story though , L30). Anna signals that the episode is over by starting to hum to herself.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Sister talk: Investigating an older sibling’s responses to verbal challenges

Friedland

Mahon

2018

Discourse Studies

View full text Add to dashboard Cite

Children's linguistic and social skills develop through play with siblings, but there is little research into sibling interaction using naturally-occurring data. This Conversation Analytic case study presents an evidence-based account of how an older sibling responds to verbal challenges from her younger sibling during free-play at home.The older sibling employs prosodic, rhetorical and linguistic devices to deflect challenges whilst avoiding conflict. She does this by acknowledging the grounds of the challenge, before invoking privileged information or epistemic differences to reject it. Structurally, the older sibling inserts extended digressions which obfuscate challenges by engaging the challenger and switching topic. These phenomena blur the traditional accept/reject response dichotomy.The findings provide insight into the complexity of a five-/six-year-old's challenge-defence strategies and highlight the importance of face preservation and mitigation of disagreement. We propose that the ability to respond to challenges while maintaining intersubjectivity is a component of communicative competence.

show abstract

Section: Discussionmentioning

confidence: 99%

“…By framing her narrative as non-serious, Anna is performing facework (Gerholm, 2011), justifying the sequence with reference to the entertainment it provided (made a good story though, L30).…”

Section: Yesmentioning

confidence: 99%

Sister talk: Investigating an older sibling’s responses to verbal challenges

Friedland

Mahon

2018

Discourse Studies

View full text Add to dashboard Cite

show abstract

“…At this point Eva, taking up the opportunity to play with the incongruity of Ella's comments, then asks her directly (line 35) whether she might be aged ten years. What happens next is interesting with respect to the signiicance of self-positioning and face-saving for children around this age (Gerholm 2011). Ella opens her arms, asks what age she is turning, looking towards her sister, and on inishing speaking touches her stomach and folds her arms (line 37 -what me?).…”

Section:  Adapting To the Conventions And Practices Of Questions Amentioning

confidence: 99%

“…It could well be the case that it is signiicant moments of this kind, that lead the child to what we might want to call 'awareness of self-awareness' . Recently, Gerholm (2011) makes the point that disclosing misconceptions regard on-going understandings during talk is a particularly sensitive face-threatening context for young children. Such situations are likely to involve asymmetric role relations between participants.…”

Section:  Concluding Commentsmentioning

confidence: 99%

Mutual adaptation in parent-child interaction

Forrester

2013

View full text Add to dashboard Cite

During the early years a young child gradually becomes a member of a culture by learning how to understand and then produce relevant social practices – particularly through interaction in conversation. This paper examines how one child adapts to the practices surrounding the production of questions and answers. Adopting a longitudinal case-study approach and employing conversation analysis, consideration is given to the question-answer practices this child produces during asymmetric conversations across the period when she is acquiring conversational skills (from 12 months to 3 years 7 months). Through a micro-analytic examination of extract examples across this period, it becomes clear that although initially a child can learn the format of question-answer sequences, it is not until the third year that some recognition of being accountable for the form of an answer becomes evident. Between the ages of 2 and 3, we observe that this child is called to account for answers that are deemed inappropriate or odd. Concluding comments consider these practices as forms of social adaptation within asymmetric interactive contexts. Keywords: child-parent-interaction; asymmetric interaction; learning conversational skills

show abstract

“…Numerous studies have shown various ways in which adults modify their behavior when interacting with children. For example, adults' adaptation when interacting with children is not limited to vocalizations; adults interacting with children differ in their handling of interaction patterns and breaches of the same, compared to when they interact with other adults [15]. Speech directed to infants or children differs from speech di-rected to adults (for a review, see [16]), for example in terms of exaggerated prosodic variation [17,18] and different weighting of phonetic cues [19,20].…”

Section: Introductionmentioning

confidence: 99%

Computational Simulations of Temporal Vocalization Behavior in Adult-Child Interaction

Marklund

Pagmar²,

Gerholm

et al. 2017

Interspeech 2017

Self Cite

View full text Add to dashboard Cite

The purpose of the present study was to introduce a computational simulation of timing in child-adult interaction. The simulation uses temporal information from real adult-child interactions as default temporal behavior of two simulated agents. Dependencies between the agents' behavior are added, and how the simulated interactions compare to real interaction data as a result is investigated. In the present study, the real data consisted of transcriptions of a mother interacting with her 12month-old child, and the data simulated was vocalizations. The first experiment shows that although the two agents generate vocalizations according to the temporal characteristics of the interlocutors in the real data, simulated interaction with no contingencies between the two agents' behavior differs from real interaction data. In the second experiment, a contingency was introduced to the simulation: the likelihood that the adult agent initiated a vocalization if the child agent was already vocalizing. Overall, the simulated data is more similar to the real interaction data when the adult agent is less likely to start speaking while the child agent vocalizes. The results are in line with previous studies on turn-taking in parent-child interaction at comparable ages. This illustrates that computational simulations are useful tools when investigating parent-child interactions. Index Terms: first language acquisition, parent-child interaction, computational modeling, vocal turn-taking 2.1. Real data Real interaction data was in the present study based on a recording of a mother interacting with her 12-month-old son. The recording was one of several collected within a longitudinal project on early parent-child interaction (MINT, Marcus and Amalia Wallenberg Foundation, 2011.007). A total of 75 fam

show abstract

Children's development of facework practices—An emotional endeavor

Cited by 12 publications

References 23 publications

Sister talk: Investigating an older sibling’s responses to verbal challenges

Sister talk: Investigating an older sibling’s responses to verbal challenges

Mutual adaptation in parent-child interaction

Computational Simulations of Temporal Vocalization Behavior in Adult-Child Interaction

Contact Info

Product

Resources

About