Referenz durch Zeigen: Zur Theorie der Deixis

Stukenbrock, Anja

doi:10.37307/j.1868-775x.2009.04.02

Cited by 5 publications

(16 citation statements)

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“…This is why participants rely on procedural solutions or “practical methods” (Garfinkel, 1967 ) that enable them to treat and perform “establishing reference” as an “unproblematic” activity in their everyday lives. Building on a framework based on sequential analyses of establishing reference in different settings such as dinner talk, guided tours, self-defense classes, physician–patient consultations (Stukenbrock, 2009 , 2015 ), and picture-book reading (Heller and Rohlfing, 2015 ), we assume that the procedural solution to establishing reference entails four sequentially ordered jobs.…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

“…To make a pointing gesture perceptible, the pointing person has to establish her or his body as a perceptually relevant resource (Hindmarsh and Heath, 2000 ; Goodwin, 2003b ; Stukenbrock, 2009 ; Mondada, 2012 ). Therefore, bodily displays must be coordinated with the recipient's visual attention.…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

“…Hindmarsh and Heath ( 2000 ) have shown that speakers employ verbal resources such as deictic terms (“here!”) to highlight the very moment at which visual orientation becomes relevant—a resource that is also employed in interactions with children (Estigarribia and Clark, 2007 , p. 804). The recipient, on the other hand, is required to direct her or his visual attention toward the speaker and to understand that the partner's arm or index finger is not relevant in itself but should be interpreted as an instrument referring to something else and thus serving as an intermediary locus of attention (Stukenbrock, 2009 ; Rader and Zukow-Goldring, 2010 ).…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

“…Rather than transparently locating the target itself, it “specifies…a domain of scrutiny, a region where the addressee should begin to search for something that might count as target” (Goodwin, 2003a , p. 73). The co-participant is thus required to reorient her or his visual attention; that is, to shift it from the body of the speaker to a “search space” (Stukenbrock, 2009 , p. 304). At the same time, the speaker needs to monitor whether the co-participant construes the search space in the same way as her- or him self.…”

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

“…Focusing on adult–adult interactions , multimodal and sequential approaches have examined which “practical problems” participants have to solve when establishing reference. They have shown that joint reference is a sequentially organized process that requires participants' coordination of body posture, gaze, movements and verbal resources (Hanks, 2000 ; Hindmarsh and Heath, 2000 ; Goodwin, 2003b ; Stukenbrock, 2009 ; Mondada, 2012 ; Sidnell and Enfield, 2016 ). The present study examines how children become involved in this interactive and sequentially organized process and how stable patterns of bodily, perceptual, and interactive coordination emerge over time.…”

Section: Introductionmentioning

confidence: 99%

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Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Heller

Rohlfing

2017

Front. Psychol.

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The present study examines how young children and their caregivers establish reference by jointly developing stable patterns of bodily, perceptual, and interactive coordination. Our longitudinal investigation focuses on two mother–child dyads engaged in picture-book reading and play. The dyads were videotaped at home once every 6 weeks while the children aged from 9 to 24 months. Inspired by conversation analysis and multimodal analysis, our developmental approach builds on the insight that the situated and embodied production of reference is fundamentally an interactive achievement. To examine the acquisition of reference, we developed a descriptive instrument that takes account of not only the dyad's joint accomplishment but also each participant's contributions to it. The instrument is based on the sequential reconstruction of the jobs that both participants have to accomplish jointly in order to achieve reference: establishing visual perception as a relevant resource, constituting a domain of scrutiny, locating a target, and construing the (meaning of the) referent. Methodologically, these jobs serve as a tertium comparationis for the longitudinal comparison of both the adult's as well as the child's contributions to establishing reference. We used this instrument to examine (1) what bodily and verbal resources the participants employed, and (2) how their contributions to accomplishing the jobs changed over time. Findings showed that the acquisition of reference was closely related to the child's increasing ability to recognize, fulfill, and set up conditional relevancies. We conclude that the adult's dynamic and contextualized use of conditional relevancies, recipient design, and observability is a crucial driving force in the acquisition of reference.

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Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

Section: A Descriptive Instrument For Analyzing Reference and Its Acqmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Heller

Rohlfing

2017

Front. Psychol.

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Noticing and assessing nature

Auer,

Laner,

Pfeiffer

et al. 2024

Studies in Language and Social Interaction

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We analyze how walkers employ a verbal format, i.e., the combination of a perception imperative followed by a wie ‘how’-exclamative (e.g., KUCK ma wie TRAUMhaft das is; ‘look PTCL how wonderful that is’), in its multimodal embedding, thus contributing to a multimodal extension of interactional linguistics. The analysis heavily relies on mobile eye-tracking as a method to collect naturally occurring data. It is argued that this kind of analysis would not be possible without the use of this novel technology. We focus on the role of the verbal format in the process of transforming individual perceptions into intersubjective experiences of nature, for which the precise documentation of gaze is essential. It is shown that the interactional function of this combined format is to draw the co-walker’s attention to an object in the surroundings and to express an affective stance towards it, treating the noticed referent as noteworthy and remarkable.

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Deiktische Praktiken: Zwischen Interaktion und Grammatik

Stukenbrock¹

Sprachliche Und Kommunikative Praktiken

Self Cite

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Ausgehend von fundamentalen Einsichten konversationsanalytischer Interaktionsforschung zum zentralen Stellenwert, den leibliche Kopräsenz und wechselseitige Wahrnehmung für die Ausgestaltung unserer interaktiven Prak tiken besitzen, untersucht der Beitrag deiktische Praktiken in der Kommunika tion von Angesicht zu Angesicht. Deixis -verbales und gestisches Zeigen für ei nen Anderen -kann phylo und ontogenetisch (Tomasello 2003, 2006, 2008) als privilegierte Schnittstelle zwischen Interaktion und Grammatik, zwischen Sprache, menschlichen Körpern, Objekten, Wahrnehmung und Raum betrachtet werden. Auf der Grundlage eines breit angelegten Videokorpus unterschiedli cher Genres werden deiktische Zeigehandlungen als situierte, körpergebundene Praktiken analysiert und systematisch auf transsituative Gemeinsamkeiten und Unterschiede befragt. Die Ergebnisse der empirischen Analysen zur demonstra tio ad oculos (dem Zeigen auf Sichtbares, Bühler 1965) und zur Deixis am Phan tasma (dem Zeigen auf Unsichtbares, ebd.) werden in einen übergreifenden theoretischen Modell integriert. In dem multimodalen Modell wird Deixis als situierte, die interaktiven, kognitiven und perzeptorischen Ressourcen aller Beteiligten mobilisierende Praxis gemeinsamer Aufmerksamkeitsfokussierung begriffen (Stukenbrock 2015b).

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Referenz durch Zeigen: Zur Theorie der Deixis

Cited by 5 publications

References 0 publications

Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Reference as an Interactive Achievement: Sequential and Longitudinal Analyses of Labeling Interactions in Shared Book Reading and Free Play

Noticing and assessing nature

Deiktische Praktiken: Zwischen Interaktion und Grammatik

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