| 1. |
- Leiviskä Deland, Ann-Charlotte, et al.
(författare)
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A phenomenological analysis of the psychotic experience
- 2011
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Ingår i: Human Studies. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; 34:1, s. 23-42
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Tidskriftsartikel (refereegranskat)abstract
- Six individuals with experience of psychosis were interviewed about their psychotic experiences. The material was analyzed using the empirical phenomenological psychological method. The results consist of a whole meaning structure, a gestalt, entailing the following characteristics: The feeling of estrangement in relationship to the world; the dissolution of time; the loss of intuitive social knowledge; the alienation of oneself, and finally; the loss of intentionality/loss of agency. In brief, the results show that an altered perception of the self and the world was an essential part of the psychotic experience where subjects described themselves as changed; something was sensed as being wrong as psychosis is perceptible but hard to communicate. The normal life-world experience was altered and reality seemed strange. Time perception seemed to be changed as temporality appeared dissolved and the experience of time was focused on the current moment excluding the future. The subjects described loss of intentionality, they were no longer agents in their actions but partly steered by others and they could feel as if their experiences were not theirs. The patients also describe problems regarding their ability to socialize and communicate with others. They seem to lose their intuitive social capacity and were prone to suspiciousness.
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| 2. |
- Lindwall, Oskar, 1974, et al.
(författare)
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Instruction-in-Interaction : The Teaching and Learning of a Manual Skill
- 2012
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Ingår i: Human Studies. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; 35:1, s. 27-49
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Tidskriftsartikel (refereegranskat)abstract
- This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students' responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor's continuous assessments of the instructed actions.
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| 3. |
- Lymer, Gustav, 1978
(författare)
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Assessing the Realization of Intention: The Case of Architectural Education
- 2013
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Ingår i: Human Studies. - : Springer Science and Business Media LLC. - 0163-8548 .- 1572-851X. ; 36:4, s. 533-563
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Tidskriftsartikel (refereegranskat)abstract
- The present study provides an ethnomethodologically informed respecification of intention in the context of architectural education. The analyses focus on the ways in which participants deal with the relation between formulations of intention and designed objects. Claimed mismatches between stated intention and design make relevant instructional sequences elaborating alternative ways of understanding the design and possible routes by which articulated intentions could have been realized. The practice of topicalizing intentions appears to be a technique by which aspects of architectural competence are made visible and instructed. In particular, the practice makes otherwise unattended aspects of the design process accountably available for assessment and remark. Furthermore, the complexities of architectural consequence in relation to individual design decisions are addressed as an instructional matter. The study expands existing work on intention ascription and avowal by examining a setting where participants deal with the intentional status of designed objects. It is argued that the analyzed assessment sequences are shaped and organized with reference to the particularities of architectural knowledge as well as to the educational character of the activity. Their basic logic, however, is grounded in ordinary understandings of action and intentionality.
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| 4. |
- Mondada, Lorenza
(författare)
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Ethics in Action: Anonymization as a Participants Concern and a Participants Practice
- 2014
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Ingår i: Human Studies. - : Springer Verlag (Germany). - 0163-8548 .- 1572-851X. ; 37:2, s. 179-209
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Tidskriftsartikel (refereegranskat)abstract
- Ethical issues are often discussed in a normative, prescriptive, generic way, within methodological recommendations and ethical guidelines. Within social sciences dealing with social interaction, these ethical issues concern the approach of participants during fieldwork, the recordings of audio-video data, their transcription, and their analysis. This paper offers a respecification (in an ethnomethodological sense) of these issues by addressing them in a double perspective: as a topic for research-and not just as a methodological resource-; as a members concern and not as (only) a researchers problem. In order to do so, the paper focuses on a particular ethical problem, which has not yet been submitted to analytical scrutiny: the anonymization of the participants. It studies the way in which participants treat their recorded actions as "delicate," and therefore as having to be "anonymized"; as well as the way in which participants implement their practical solutions for the anonymization-by "erasing" or anonymizing themselves the recording within the course of their situated action. Adopting the perspective of conversation analysis and ethnomethodology, the paper explores these issues through a sequential analysis identifying the particular moments within social interaction in which problems are pointed at by the participants and the way in which they are locally managed by them.
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