| 1. |
- Aronsson, Karin, et al.
(författare)
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On memory and the collaborative construction and deconstruction of custody case arguments
- 1990
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Ingår i: Human Communication Research. - : Oxford University Press (OUP). - 0360-3989 .- 1468-2958. ; 17:2, s. 289-314
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Tidskriftsartikel (refereegranskat)abstract
- In a simulation of lay judges’ deliberations, it is shown how the participants selectively misconstrued courtroom evidence, depending on their overall story frameworks. All participants had received a common set of background information (drawn from an authentic custody case). In addition, one person in each group had, unknowingly, received some unique pieces of information. The “lay judges” produced several spontaneous misrepresentations of the background material. Moreover, they would often accept and retell false “facts” (introduced by a participant with different background information), unless these “facts” were integrated into opposing account frameworks. Hence it is shown how misrepresentations are often coconstituted.
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| 4. |
- Aronsson, Karin, 1946-, et al.
(författare)
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Storytelling as collaborative reasoning. Co-narratives in incest case accounts.
- 1992
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Ingår i: Explaining one's self to others. Reason-giving in a social context. - Hillsdale, N.J. : Erlbaum Associates. - 0805807993 ; , s. 245-260
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers in that aspect of social psychology [studying communicated explanations], ordinarily referred to as attribution theory, have, historically, studied the process of explanation strictly as an intrapsychic phenomenon. . . . Similarly, researchers who have devoted themselves to the study of "accounts," a tradition found largely within the confines of sociology, organizational behavior, and communication studies, have, for the most part, examined only the discourse manifestations of explanation, without a concomitant interest in the fundamental processes of event comprehension. This volume is devoted to bridging the gap between the two traditions. The chapters in the first section, "The Nature of Social Explanation," examine general issues of social explanation, in particular, the cognitive processes and knowledge involved in the construction of accounts. In fact, several of the chapters present general models of the cognitive processes underlying account-giving. Many of these chapters also deal with general aspects of the social context that affect the kind of explanation people offer. However, they do not focus on the impact of concrete social contexts or on specific kinds of accounts (despite the use of concrete examples to illustrate their general concerns). In contrast, chapters in the second section of the book deal more concretely with accounts. They examine the role of accounts in specific kinds of settings, such as organizations, or the courts; or they deal with specific kinds of accounts, such as accounts of racism or accounts of relationship breakdowns.
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| 5. |
- Larsson, ulla-beth, et al.
(författare)
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Communicating with the severely brain-damaged adult
- 1994
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Ingår i: Literacy and other forms of mediated action. - Madrid : Fundación Infancia y Apredizaje. ; , s. 115-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Nilholm, Claes, 1957-
(författare)
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Communicative challenges : A comparative study of mother-child interaction
- 1991
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A fundamental assumption behind the present investigation is that children's appropriation of linguistic and conceptual repertoires are intrinsically linked to the communicative challenges that they meet in their interactions with adults. It is furthermore assumed that these challenges vary between different groups in complex societies. In order to explore such challenges, three groups of mothers with different educational and occupational backgrounds, industrial workers,nurses and teachers, were Video-taped in interactions with their children. The aims of the study were to make in-depth analyses of group differences across different tasks and to conceptually link these differences to broader variation's between the dyads in terms of their backgrounds. In addition, my aim has been to work out a system of categories in order to achieve conceptual clarity in the descriptive language used for categorizing actions. The interactions of 18 dyads,six in each group, in two tasks were analyzed. In the first task, the mothers were to tell their children about twelve pictured animals (phase 1) and then the dyads were to cooperate in dividing the animals into groups (phase 2). In the second task, the dyads were to make a knot in accordance with a model. Group differences were found for a range of variables and there was an overall tendency for the dyads with mother-teachers to differ from the dyads of both of the other groups. On a general level, the interactional pattern of the former group was characterized by demands on the children to externalize their knowledge and understanding, by continuous maternal evaluation of these externalizations, and, in cases of maternal invalidations of the child's contributions, by maternal guidance, of the child towards· the sought-after solution (as opposed to maternal provision of the solution). It was argued that the mothers in the three groups did not differ in their interpretation of the situation as one calling for teaching but, rather, in their interpretation of whatteaching strategies were appropriate an.d, possibly, in their strategical repertoire.
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| 11. |
- Nilholm, Claes, et al.
(författare)
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Kommunikation med gravt hjärnskadade vuxna
- 1993
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Ingår i: Rapport från forskningskonferensen Människa, handikapp, livsvillkor. - Örebro : Social- och omsorgsförvaltningen, Örebro läns landsting.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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