Early Social Interaction

A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory

Häftad, Engelska, 2016

Av Michael A. Forrester, Canterbury) Forrester, Michael A. (University of Kent

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When a young child begins to engage in everyday interaction, she has to acquire competencies that allow her to be oriented to the conventions that inform talk-in-interaction and, at the same time, deal with emotional or affective dimensions of experience. The theoretical positions associated with these domains - social-action and emotion - provide very different accounts of human development and this book examines why this is the case. Through a longitudinal video-recorded study of one child learning how to talk, Michael A. Forrester develops proposals that rest upon a comparison of two perspectives on everyday parent-child interaction taken from the same data corpus - one informed by conversation analysis and ethnomethodology, the other by psychoanalytic developmental psychology. Ultimately, what is significant for attaining membership within any culture is gradually being able to display an orientation towards both domains - doing and feeling, or social-action and affect.

Produktinformation

Utgivningsdatum2016-12-01
Mått152 x 230 x 16 mm
Vikt440 g
FormatHäftad
SpråkEngelska
Antal sidor304
FörlagCambridge University Press
ISBN9781107622753

Tillhör följande kategorier

1. Introduction; 2. Developmental pragmatics and conversation analysis; 3. Child-focused conversation analysis; 4. A psychoanalytic reading of early social relations; 5. Repression and displacement in everyday talk-in-interaction; 6. Research practices and methodological objects; 7. Learning how to repair; 8. Learning what not to say: repression and interactive vertigo; 9. A question of answering; 10. Interaction and the transitional space; 11. Self-positioning, membership and participation; 12. Discourses of the self and early social relations; 13. Social practice and psychological affect.

'Forrester is to be congratulated for orchestrating a fruitful dialogue between two apparently incompatible voices: the ethnomethodologist and the psychoanalyst. The result is a sparklingly original account of the interplay between what the child does and what the child feels. This is an empirically-based, scholarly tour de force that will fascinate anyone interested in how children develop behaviourally, cognitively and emotionally.' Charles Antaki, Loughborough University