The role of returns to a prior topic in the negotiation of topic change: A developmental investigation

Abstract

Returns to a prior topic occurring in the conversations of small groups of acquainted peers were examined to learn more about how topic is organized in such settings and how it changes with age. Twenty-five discussion groups were formed, five at each of the following grades: second, fifth, ninth, twelfth, and college. The eighth meeting of each group was examined, comprising 13,811 speaking turns total, which includes 502 returns other than those occurring after side sequences. There are three main findings. First, at all ages, returns were frequently used to counter attempts at topic change. This finding warranted the creation of a model for the negotiation of topic change that includes returns. Second, there were no age differences in the means used for negotiating topic change, but there were substantial age differences in the way these means were actually employed. These differences suggest that adolescents and young adults adopt a consensual orientation to topic negotiation. Third, other results suggest that that consensual orientation to topic negotiation is a generalization of the consensus orientation to topic maintenance that is acquired during childhood.

A Comparative Analysis of Student and Teacher Development in More and Less Proficient Discussions of Literature

“…Over half of the group process metatalk involved this type of discourse, suggesting that Ms. Johnson's group had difficulty interacting with one another. These findings are consistent with those of Sirois and Dorval (1988) who noted that less proficient discussants engaged in more topic fights and were less adept at negotiating topics. Ms. Evans's more proficient group had 14 episodes of group process metatalk (see Table 5).…”

“…Overall, they concluded that topic coherence ability increases developmentally with age. Sirois and Dorval (1988) found similar results in their developmental study of children in Grades 2, 5, 9, and 12, and adults. Regarding topic maintenance they found substantive differences in stability of topic occurring around Grade 5.…”

“…However, specifying a given topic is difficult when analyzing conversation. What constitutes on-topic talk changes in response to speakers' needs, interests, and goals (Dodson et al, 1997;Schegloff, 1990;Sirois & Dorval, 1988). Reichman (1978) identified several components necessary for coherence.…”

“…Digressions or intrusions threaten coherency because all of the items in the conversation that had been implicitly agreed upon by the participants are now altered (Reichman, 1990). Any interruptions or digressions from the topic are usually signaled by cue words (e.g., "incidentally" or "Oh, I forgot to tell you"), and a return to these topics is expected after a digression (Sirois & Dorval, 1988). At times, however, digressions or intrusions do not lead to a return to topic.…”

“…It is unclear whether Henna shifted topics because she thought the prior topic was finished, or whether she was, as Sirois and Dorval (1988) have suggested, less adept at negotiating topics. Given that Topic 5 was a retelling of a portion of the story rather than a statement, opinion, or inquiry it is possible that Henna may have thought Aaron was finished retelling that incident.…”