The article presents a model of understanding that takes into account interaction, cultural knowledge, and the constraints of organizations and institutions. It analyzes discourse and cognition in high school biology classes and clinical consultations involving discussions of genetics. The analytical lenses of constraint satisfaction, coherence-based reasoning, and collective cognition reveal multilayered social, cultural, and interactional components of authority and agency that influence understanding. The analysis reveals similarities across settings in discourse structure and the ways that participants relate to local constraints. (...) In both types of settings, participants attempt to develop process narratives that present a sequential or causal relationship between information and lead to remembered understandings of concepts. However, the absence of certain process information that links terms or concepts functions like a missing plot point in a story, hindering the development of process narratives and understandings. In order to cover such information gaps, students and patients construct and display grey boxes. In addition to talk and text, these consist of various actions and resources specific to a local discourse framework such as pointing at graphics, tabular information, and symbols. Grey boxes satisfy the organizational constraints of time, resources, and task structure that affect interaction related to understanding concepts and procedures, but their connection to a particular discourse framework restricts the transfer of knowledge between settings. The power of medical practitioners and teachers to enhance or restrict understandings relates to the ways that they accommodate the use of grey boxes during interactions with clients and students. Professional frames of reference that teachers or practitioners apply to task interactions may constrain the ways students or clients apply grey boxes and process narratives. Awareness of the functions of process narratives and grey boxes presents opportunities to modify local discourse frameworks and increase understandings of concepts, medical conditions, and treatment options. (shrink)

Through a close analysis of various moments within two hours of video-taped interaction, we investigate properties of the setting that the participants cannot ignore even as they transform them in various ways. These properties are not under local control. What is under control is revealed in the participants' “play” with the properties, including dangerous, “deep” play. In this process, some properties of the participants are rarely mentioned (e.g., that the laboring woman is an MD), others are repeatedly emphasized (e.g. the (...) strength of contractions). And others appear in ways that have not been dealt with adequately in current theoretical frameworks. To deal with life-threatening lies, and jokes about lies, we must move away from theories of hegemonic particularity that rely on a habitus. Rather we must acknowledge the practical understandings revealed in the collective submergence of that which may be actively noted as potentially relevant and then set aside so that other tasks can be foregrounded and achieved. (shrink)

To be successful, collaboration at work requires its participants to have a common sense about what is happening and where things are heading. But how can collaborators have such a sense in common if what is going on continuously changes? This study investigates the joint communicative work participants in collaborative activity do to remain aligned on how things are going and where things are at for the purpose of maintaining a ground in common. Our test case for illustrating this joint (...) work is the fluid and constantly changing world of software development. Our study uses a transactional approach to show how software developers working together continuously make available what they are attuned to, which constitutes their common ground that allows actions and talk to make sense. The common ground enables a common, inherently shared sense of what is happening and how things are going. Rather than having “meaning” in themselves, signifiers (words, gestures, body movements, cursor movements) create and are part of the common ground against which they make sense. Signifiers are motivated by and produce an accented visible that is available to all group members; and this accented visible (including the signs) makes for the common ground. (shrink)

In this study, I describe a potential challenge to semiotics, which exists in the fact that no interpretation of an instruction can get us closer to doing what the instructional text describes. I provide a praxeological description of a situation in a software development firm where the instructions for a particular type of meeting are inscribed on the whiteboard in front of which the meetings were held. I discuss the gap between instructions and the behavior they describe and the moral (...) order of praxis that is not inscribed in instructions. (shrink)

The discovery of social phenomena by a discipline whose roots are abidingly psychological has been a singular development in American educational research. Formulations of situatedness are emblematic of this rethinking, and depending on our understanding of it, we have in situatedness the possibility of a distinctive set of analytic commitments. This paper discusses these possibilities and their development in the educational research literature, in the particulars of the Brown, Collins and Duguid (1989) publication Situated Cognition. In the end, situatedness is (...) understood as a unifying formulation. And while it opens a huge domain of topics for inquiry, it also proves, as its inclusiveness, of no use whatsoever as a parsing device. Situated cognition, for example, could not be, nor has ever been, otherwise. (shrink)

This paper plays with education through the analogy of karaoke to tease out the instructions of a situated educational practice. Here, Cremin's conceptualization of education as a deliberate, systematic and sustained effort is employed as a starting point to enable an understanding of educational practice between members elicited by karaoke. Using Garfinkel's ethnomethodological framework, the paper investigates modes of education through karaoke practice as part of the ‘live’ narrative, that of instructing and being instructed with the ‘curriculum’ of the event (...) at hand. (shrink)