Symbols and abbreviations Foreword John J. Gumperz Introduction to the reissue Notes 1. Introduction 2. Summarized argument 3. The argument: intuitive bases and derivative definitions 4. On the nature of the model 5. Realizations of politeness strategies in language 6. Derivative hypotheses 7. Sociological implications 8. Implications for language studies 9. Conclusions Notes References Author index Subject index.

Politeness : Some Universals in Language Usage

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

/pdf/from-neurons-to-neighborhoods-the-science-of-early-childhood-3bfl5g72ow.pdf

From Neurons to Neighborhoods: The Science of Early Childhood Development

An introduction to discourse analysis: Theory and method (2nd ed.

While computer-mediated communication use and research are proliferating rapidly, findings offer contrasting images regarding the interpersonal character of this technology. Research trends over the history of these media are reviewed with observations across trends suggested so as to provide integrative principles with which to apply media to different circumstances. First, the notion that the media reduce personal influences—their impersonal effects—is reviewed. Newer theories and research are noted explaining normative “interpersonal” uses of the media. From this vantage point, recognizing that impersonal communication is sometimes advantageous, strategies for the intentional depersonalization of media use are inferred, with implications for Group Decision Support Systems effects. Additionally, recognizing that media sometimes facilitate communication that surpasses normal interpersonal levels, a new perspective on “hyperpersonal” communication is introduced. Subprocesses are discussed pertaining to re...

Computer-Mediated Communication Impersonal, Interpersonal, and Hyperpersonal Interaction

Interaction and grammar: “When I come down I'm in the domain state”: grammar and graphic representation in the interpretive activity of physicists

This study illuminates the social realities of inclusion of 16 high functioning children with autism (HFA) in public schools in the United States. The study suggests that the practice of inclusion rests primarily on unaffected schoolmates rather than teachers, who typically are occupied monitoring academic progress and disciplinary transgressions across a range of children. Utilizing ethnographic observations and video recordings of quotidian classroom and playground activities, the analysis elucidates how classmates employ a range of positive and negative inclusion practices that either integrate or distance autistic children. Ethnographic observations of the study population indicate that the children whose diagnosis was fully disclosed enjoyed more consistent social support in the classroom and on the school playground. The study further suggests that high functioning children with autism exhibit a range of reactions to negative inclusion practices such as rejection and scorn. Such reactions include oblivion, immediate behavioral response, and emotionally charged accounts of disturbing school incidents shared after-the-fact with family members. Significantly, these observations indicate that HFA children can be cognizant of and distressed by others’ derisive stances and acts, despite symptomatic difficulties in interpreting others’ intentions and feelings.

/pdf/inclusion-as-social-practice-views-of-children-with-autism-pckft7srlw.pdf

Inclusion as Social Practice: Views of Children with Autism

Foreword by Jerome Bruner 1. The Agony of Agoraphobia 2. In Her Own Words 3. Telling Panic 4. A Grammar of Panic 5. Accommodation as a Source of Panic 6. Nonaccommodation as an Outcome of Panic 7. Paradoxes of Panic 8. Constructing the Irrational Woman 9. Socializing Emotion 10.Socializing Anxiety 11.Therapeutic Insights Epilogue: Flying Notes References Acknowledgments Index

Constructing Panic: The Discourse of Agoraphobia

This study suggests that political order within families is manifested in and constructed through family narrative activity. The study is based on a corpus of 100 family dinner narratives of two-pa...

Family Narrative as Political Activity

For over a year, our research groupl has been going into homes in the early evening for several hours, videoand audiorecording families eating dinner, relaxing, and putting children to bed. We are analyzing ways in which white, English-speaking American families varying in social class solve problems through talk. The present analysis is based on over a hundred hours of recorded interactions, approximately eight hours for each of 14 families (8 high SES and 6 low SES) from our initial corpus. In this paper, our focus is on narrative as a problem-solving discourse activity. Our concern is the interface of cognitive and social activity, as outlined in Vygotskian theory (Vygotsky 1978, 1981, Wertsch 1985, Rogoff & Lave 1984). Our data indicate how problem-solving through story-telling is

Elinor Ochs

Papers

Interaction and grammar: “When I come down I'm in the domain state”: grammar and graphic representation in the interpretive activity of physicists

Inclusion as Social Practice: Views of Children with Autism

Constructing Panic: The Discourse of Agoraphobia

Family Narrative as Political Activity

Detective Stories At Dinnertime: Problem-Solving Through Co-Narration: