Sustained orientation to one activity in multiactivity during prenatal ultrasound examinations

Doing reflecting: Embodied solitary confirmation of instructed enactment

“…First, the analytic sections demonstrated that the embodied solitary confirmations not only recurrently but also sensitively occur in parallel with the teacher transitioning to the next activity or examining another set of work. Echoing Nishizaka (2014), the students methodically organize unilateral actions optimized for the progress of the primary activity. In other words, the primary activity and the additional conduct are parallelly ordered (Mondada, 2014).…”

“…Embodied solitary confirmation is germane to the ‘organization of multiactivity’, characterized as ‘the social, interactional and temporal features of situations and conduct in which people organize multiple activities together, concurrently or serially’ (Haddington et al, 2014: 5). Previous studies have established that an additional conduct is deployed in a transitional space, or ‘transitory phase’, between the activities (Nishizaka, 2014; also see Reed, 2019) and by adjusting and/or coordinating a current action with others (De Stefani and Horlacher, 2018; Hoey, 2018; Mondada, 2014; Raymond and Lerner, 2014, among others), while orienting to the progressivity of the primary activity (Edmonds and Weatherall, 2019). In this article, I extend this line of research and show how the participants not only organize but exploit an opportunity space for an additional action to a previous instruction sequence in a lesson.…”

How to Disengage: Suspension, Body Torque, and Repair

“…Santeri reformulates his announcement into "I think Freddie could-has it" (line 05), not specifying what "it" is at this point. Near the end of Santeri's turn, Dyanna comes to a phase in the activity which does not require gaze (closing the lid of a test tube), and turns her head to the left (Figures 6c and 6d), away from the workstation though not all the way to gaze at Santeri, displaying at the same time both attentiveness to Santeri's talk and sustained orientation to her work (Nishizaka, 2014;Nevile, 2012). She does a second repair initiation "has what?=sorry?"…”

'He moved then?’: The management of worry-indicative information requests in moderate and high-risk fetal ultrasounds

“…Multimodal Conversation Analysis; Fetal ultrasound scans; Information requests; Doctor-Patient Interaction; Health Communication Este estudo analisa ultrassonografias fetais gravadas em vídeo em uma ala hospitalar que atende a gestações de médio e alto risco em um hospital público brasileiro. Por meio da Análise de Conversa Multimodal (Mondada, 2018), o estudo investiga os etnométodos utilizados pelas/ os participantes para gerenciar pedidos de informação indicativos de preocupação iniciados pelas gestantes em um exame que regular-mente não contempla uma fase específica para isso (Nishizaka, 2010(Nishizaka, , 2011b(Nishizaka, , 2014. A análise mostra a orientação das gestantes para solicitar informações indicativas de preocupação em três contextos interacionais: (i) tópico, (ii) imagem e (iii) transição entre fases, adaptando o formato de suas solicitações a cada contexto.…”

“…': o gerenciamento de pedidos de informação indicativos de preocupação em ultrassonografias fetais de médio e alto risco This study analyzes video-recorded fetal ultrasound scans held in a moderate and high-risk pregnancy ward at a Brazilian public hospital. Informed by Multimodal Conversation Analysis (Mondada, 2018), it investigates the ethnomethods participants employ to manage worry-indicative concerns whose presentation is initiated by pregnant women during a medical exam that does not typically comprise a specific phase for that (Nishizaka, 2010(Nishizaka, , 2011b(Nishizaka, , 2014. The analysis shows that pregnant women orient to three environments to request worry-indicative information: (i) topic, (ii) image, and (iii) phase transition, tailoring the design of their requests to each particular environment.…”