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  1. (1 other version)Withholding and pursuit in the development of skills in interaction and language.Anna Filipi - 2013 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 14 (2):139-159.
    Withholding and pursuit are well-documented phenomena in talk between adults and in talk with children. They have been described as working to perform various functions that emerge locally between speakers in a variety of interactional contexts both in ordinary conversation and in institutional talk.In this paper I explore further the actions of pursuit and withholding in interaction between parents and their very young children, first described in Filipi by going beyond description and by examining how these features might be implicated (...)
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  • (2 other versions)Mutual adaptation in parent-child interaction: Learning how to produce questions and answers.Michael A. Forrester - 2013 - Interaction Studies 14 (2):190-211.
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  • Opening up Closings.Emanuel A. Schegloff & Harvey Sacks - 1973 - Semiotica 8 (4).
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  • .Charles Fillmore - 1972
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  • Referring as a collaborative process.Herbert H. Clark & Deanna Wilkes-Gibbs - 1986 - Cognition 22 (1):1-39.
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  • Limitations and transformations of habitus in Child-Directed Communication.Laura Sterponi, Olga Solomon & Elinor Ochs - 2005 - Discourse Studies 7 (4-5):547-583.
    This article offers an alternative approach to paradigms that cast culture solely as a nurturing influence on children's language development. It proposes a dimensional model of Child-Directed Communication to delineate ways in which a community's habitus may impede the communicative potential of children with neuro-developmental conditions such as severe autism. It argues that certain features of Euro-American CDC are illadapted for autistic children. Due to inertia, caregivers often find themselves unable to transcend the limitations of CDC habitus. Yet, occasionally, a (...)
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  • Lectures on Conversation.Harvey Sacks & Gail Jefferson - 1995 - Human Studies 18 (2):327-336.
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  • (1 other version)Tutoring in adult-child interaction.Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studies 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) (...)
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  • The Right Thing at the Right Time: Why Ostensive Naming Facilitates Word Learning.Emma L. Axelsson, Kirsten Churchley & Jessica S. Horst - 2012 - Frontiers in Psychology 3.
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  • An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames.Katharina J. Rohlfing, Britta Wrede, Anna-Lisa Vollmer & Pierre-Yves Oudeyer - 2016 - Frontiers in Psychology 7.
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  • (1 other version)Withholding and pursuit in the development of skills in interaction and language.Anna Filipi - 2013 - Interaction Studies 14 (2):139-159.
    Withholding and pursuit are well-documented phenomena in talk between adults and in talk with children. They have been described as working to perform various functions that emerge locally between speakers in a variety of interactional contexts both in ordinary conversation and in institutional talk.In this paper I explore further the actions of pursuit and withholding in interaction between parents and their very young children, first described in Filipi (2003, 2009) by going beyond description and by examining how these features might (...)
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  • Embodied Interaction: Language and Body in the Material World.[author unknown] - 2011
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  • Perceiving referential intent: Dynamics of reference in natural parent–child interactions.John C. Trueswell, Yi Lin, Benjamin Armstrong, Erica A. Cartmill, Susan Goldin-Meadow & Lila R. Gleitman - 2016 - Cognition 148 (C):117-135.
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  • (2 other versions)Mutual adaptation in parent-child interaction: Learning how to produce questions and answers.Michael A. Forrester - 2013 - Interaction Studies 14 (2):190-211.
    During the early years a young child gradually becomes a member of a culture by learning how to understand and then produce relevant social practices – particularly through interaction in conversation. This paper examines how one child adapts to the practices surrounding the production of questions and answers. Adopting a longitudinal case-study approach and employing conversation analysis, consideration is given to the question-answer practices this child produces during asymmetric conversations across the period when she is acquiring conversational skills (from 12 (...)
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  • On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework.Miriam Morek, Vivien Heller & Uta Quasthoff - 2017 - Discourse Studies 19 (1):84-110.
    The article deals with larger stretches of talk-in-interaction and argues in favor of a descriptive approach, which integrates the structural requirements of global organization, the special type of sequential orderliness within larger units as well as the genre-orientation of these units. Drawing on previous work in conversation analysis, discourse analysis and the sociological genre analysis, the article introduces GLOBE as an analytical tool which functionally links discourse units to conventionalized communicative purposes. GLOBE reconstructs the interactive achievement of genre-oriented discourse units (...)
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  • Jointly structuring triadic spaces of meaning and action: book sharing from 3 months on.Nicole Rossmanith, Alan Costall, Andreas F. Reichelt, Beatriz López & Vasudevi Reddy - 2014 - Frontiers in Psychology 5.
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  • (1 other version)Tutoring in adult-child interaction: On the loop of the tutor’s action modification and the recipient’s gaze. [REVIEW]Karola Pitsch, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede - 2014 - Interaction Studies 15 (1):55-98.
    Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) (...)
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