Repeat receipts: a device for generating visible data in market research                 focus groups

Puchta, Claudia; Potter, Jonathan; Wolff, Stephan

doi:10.1177/1468794104047231

Cited by 38 publications

(7 citation statements)

References 27 publications

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“…In the third turn, teachers evaluate pupils' responses to 'known information' questions (Macbeth, 2004). This turn, as in police interviews, may comprise a lexical repeat of pupils' responses (see also 'repeat receipts' in focus group interviews: Puchta et al, 2004). These repeats, if doing positive assessment, may function as an SCT.…”

Section: A Silly Question and Its Answermentioning

confidence: 99%

`Did you have permission to smash your neighbour's door?' Silly questions and their answers in police—suspect interrogations

2008

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We examine the asking and answering of `silly questions' (SQs) (for example, `might sound a bit silly, but do you know whose window it is?') in British police interviews with suspects, the courses of action SQs initiate, and the institutional contingencies they are designed to manage. We show how SQs are asked at an important juncture toward the ends of interviews, following police officers' formulations of suspects' testimony (e.g. `so you've admitted throwing eggs'). These formulations are confirmed or even collaboratively produced by suspects. We then examine the design of SQs and show how they play a central role in the articulation of suspects' reported `state of mind', and particularly attributing to them criminal intentions constitutive of the offence with which they may be charged. In cases where SQs do not produce unambiguous answers about `state of mind' or intentionality, police officers move toward direct questioning about suspects' intent, thus making explicit the project of SQs in such interviews. Following SQ—Answer sequences, police officers reformulate suspects' testimony, with subtle but crucial differences with regard to suspects' knowledge state and criminal intent. Suspects overwhelmingly align with police officers' formulations of their testimony, and such agreements have the interactional shape of affiliation. Yet SQs may work in ways that are institutionally adversarial with regard to criminal charges, relevant evidence and self-incriminating testimony.

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Section: A Silly Question and Its Answermentioning

confidence: 99%

`Did you have permission to smash your neighbour's door?' Silly questions and their answers in police—suspect interrogations

2008

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“…Repeating the ttun of the previous speaker is a powerful method of displaying the importance of a preceding tum and making it visible for the other participants (Puchta et al 2004). Prosodie imitation serves several fimctions in interaction.…”

Section: Prosody and Prosodie Imitation As Displaying Stance And Affectmentioning

confidence: 99%

Prosodic imitation as a means of receiving and displaying a critical stance in classroom interaction

Tainio

2012

Text &Amp; Talk

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This paper investigates (Finnish) classroom interaction and explores the displays of stance and the rules of emotion in this institutional multi-party setting. The main focus of the analysis is on teacher's imitation of students' talk.The starting point is to analyze stance as a situated practice in the sequential organization of interaction, in particular in sequences that contain criticism. Although it is quite common for teachers and students to criticize each other's activities during (pedagogic) interaction, criticism is treated more or less as a delicate issue. Participants deal with the emotional elements of criticism by using, for example, various prosodie practices, including prosodie imitation. Prosodie imitation is a frequerit practice among students, but the teachers imitate students' turns quite rarely and only in specific sequential environments. Teachers repeat and imitate the prosodically marked students' answers that occur subsequent to teachers' critical comments on students' behavior, and the students' self-selected turns that mimic teacher-talk and convey implicit criticism in their prosody. With the help of these prosodie practices the participants are able to receive and deal with a critical stance without jeopardizing the norms, fi-ameworks, and "rules of emotion" valid in this specific institutional setting.

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“…The employment of the repeat receipts technique by the moderator involves the repetition of participants' remarks, either word for word or by shortening them. Puchta et al (2004) identify the following five uses for implementing the device:…”

Section: Repeat Receiptsmentioning

confidence: 99%

Informing library research with focus groups

Walden

2014

Library Management

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Purpose – The purpose of this paper is to demonstrate alternative strategies to enhance participant interaction in library focus groups. Design/methodology/approach – Descriptive alternatives strategies are suggested as techniques to enhance participant interaction in library focus groups. Findings – There are no findings as such, rather this is a paper which suggests different approaches than have hitherto be tried in library focus groups. Originality/value – There has not been a similar article or set of proposed alternative strategies on this subject in so far as library focus groups are concerned.

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Repeat receipts: a device for generating visible data in market research focus groups

Cited by 38 publications

References 27 publications

`Did you have permission to smash your neighbour's door?' Silly questions and their answers in police—suspect interrogations

`Did you have permission to smash your neighbour's door?' Silly questions and their answers in police—suspect interrogations

Prosodic imitation as a means of receiving and displaying a critical stance in classroom interaction

Informing library research with focus groups

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