Interactive Frames and Knowledge Schemas in Interaction: Examples from a Medical Examination/Interview

Abstract

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 discursive construction of conflict in participatory forest management: The case of the Agoua forest restoration in Benin

“…Goffman (1974) defi ned frames as schemas of interpretation that enable individuals to locate, perceive, identify and label phenomena. In the same way, Gitlin (1980: 6) (Tannen & Wallat 1987;Dewulf et al 2009). …”

Professional judgement and decision-making in adventure sports coaching: the role of interaction

“…This unobtrusive approach to using video is important as the process of being observed by a camera can alter behaviour (Foucault, 1991;Cromdal, 2000;Sparrman, 2005). Use of body mounted video also allowed for authentic participant observation of the video during the interview and facilitated accurate and deeper responses from the interviewee Spradley, 1980). Video stimulated recall of the session during the interview allowed for greater richness and depth in the data (Cohen & Manion, 1994;Lyle, 2003;Muir & Beswick, 2007;Rosenstein, 2002 …”

Triadic communication in the primary care paediatric consultation: a review of the literature

“…The flow of the doctor's examination of the child is repeatedly interrupted to address the mother's worries, with the mother's anxieties taking precedence, over the child's issues. 27,28 If a consultation was occurring for the parent's benefit, where the parent's agenda was being played out using the child's illness, the doctor would have a duty to the child to ensure he or she is being properly treated.…”

“…Freemon et al 26 Quantitative descriptive study of Doctor-child communication was 12.5% Emergency children's 285 audiotaped consultations of the total interaction units hospital clinic, US Tannen and Wallat 27,28 A series of Jody's contribution is social, laughter and play Child development centre/US qualitative analyses of a doctor examining Mother's questioning interrupts the examination Jody aged 9, in the presence of her mother…”

“…[18][19][20][21][22][23][24][25] Thirteen papers on the paediatric triadic consultation in settings outside primary care, which met the criteria for inclusion, were found as shown in Table 2. [26][27][28][29][30][31][32][33][34][35][36][37][38] They are diverse in terms of the methodology used to evaluate the consultations, settings, and study designs. Eleven quantitative studies, nine qualitative studies, and one literature review of triadic paediatric consultation were found.…”