Early Social Interaction: A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory PDF
Preview Early Social Interaction: A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory
EarlySocialInteraction 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 informtalk-in-interactionand,atthesametime,dealwithemotionaloraffec- tivedimensionsofexperience.Thetheoreticalpositionsassociatedwiththese domains – social-action and emotion – provide very different accounts of humandevelopmentandthisbookexamineswhythisisthecase.Througha longitudinalvideorecordedstudyofonechildlearninghowtotalk,Michael Forrester develops proposals that rest upon a comparison of two perspec- tivesoneverydayparent–childinteractiontakenfromthesamedatacorpus– oneinformedbyconversationanalysisandethnomethodology,theotherby psychoanalyticdevelopmentalpsychology.Ultimately,whatissignificantfor attainingmembershipwithinanycultureisgraduallybeingabletodisplayan orientation towards both domains – doing and feeling, or social-action and affect. michael a. forrester is a Reader in Psychology at the University of Kent. His academic interests are in child development and language and, particularly,children’sdevelopingconversationalskills. Early Social Interaction A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory MichaelA.Forrester UniversityofKent UniversityPrintingHouse,CambridgeCB28BS,UnitedKingdom CambridgeUniversityPressispartoftheUniversityofCambridge. ItfurtherstheUniversity’smissionbydisseminatingknowledgeinthepursuitof education,learningandresearchatthehighestinternationallevelsofexcellence. www.cambridge.org Informationonthistitle:www.cambridge.org/9781107044685 (cid:2)C MichaelA.Forrester2015 Thispublicationisincopyright.Subjecttostatutoryexception andtotheprovisionsofrelevantcollectivelicensingagreements, noreproductionofanypartmaytakeplacewithoutthewritten permissionofCambridgeUniversityPress. Firstpublished2015 PrintedintheUnitedKingdombyClays,StIvesplc AcataloguerecordforthispublicationisavailablefromtheBritishLibrary LibraryofCongressCataloguinginPublicationdata Forrester,MichaelA. Earlysocialinteraction:acasecomparisonofdevelopmentalpragmaticsand psychoanalytictheory/MichaelA.Forrester,SchoolofPsychology,KeynesCollege, UniversityofKent,Canterbury,England. pages cm Includesbibliographicalreferencesandindex. ISBN978-1-107-04468-5(hardback) 1.Socialinteraction. 2.Childdevelopment. 3.Parentandchild. I.Title. HM1111.F673 2014 305.231–dc23 2014020936 ISBN978-1-107-04468-5hardback CambridgeUniversityPresshasnoresponsibilityforthepersistenceoraccuracyof URLsforexternalorthird-partyinternetwebsitesreferredtointhispublication, anddoesnotguaranteethatanycontentonsuchwebsitesis,orwillremain, accurateorappropriate. To EllaSbaraini Contents Listoffiguresandtable pagex Listofextracts xi Preface xiii Acknowledgements xiv 1 Introduction 1 2 Developmentalpragmaticsandconversationanalysis 15 Somebackgroundconsiderations 15 Social-actionandsociallife:conversationanalysisandethnomethodology 21 Membershipcategorisationanalysis(MCA) 23 Sequence-focusedCA&E 25 Concludingcomments 27 3 Child-focusedconversationanalysis 28 Introduction 28 Childrenandmembership 29 Child-CAstudies:abriefreview 31 Children,conversationand‘seeingthoughts’ 42 Concludingcomments 45 4 Apsychoanalyticreadingofearlysocialrelations 46 Introduction 46 PsychoanalysisandFreud’sstructuraltheoryofthemind 48 Freudandearlysocialrelations 52 MelanieKlein 53 Projectiveidentificationandobject-relations 56 DonaldWinnicott 58 Winnicottandthetransitionalspace 61 Concludingcomments 62 5 Repressionanddisplacementineverydaytalk-in-interaction 64 Introduction 64 Ethnomethodology,conversationanalysis,local-orderandmembers’ methods 66 Conversationanalysisandmethodicsocialpractice 67 Adjacencypairsinconversation:thetalkunfoldstwo-by-two 68 vii viii Contents Theproblemwiththe‘problemoforder’ 71 Concludingcomments 82 6 Researchpracticesandmethodologicalobjects 84 Introduction 84 Intrinsicvs.extrinsicresearchprocesses 85 Events,records,dataandinterpretation 90 CA&E,participantorientationanduniqueadequacy 93 Thecase-studyasmethodologyinearlysocialrelations 94 Thecontextoftherecordings 95 Participants 96 Formatofrecordingsanddatatransformation 97 Analysisanddataaccessibility 97 CAtranscriptionconventions 98 Asampleextractandanalysis 99 Somepossibleconstraintsontheuniqueadequacyrequirement 102 Concludingcomments 104 7 Learninghowtorepair 106 Introduction 106 Anoverviewoftheincidenceandformofrepair 108 Tracingtheemergenceofself-repairskills 109 Concludingcomments 125 8 Learningwhatnottosay:repressionandinteractivevertigo 129 Introduction 129 Avoidance,displacementandrepression:someexamples 131 Concludingcomments 151 9 Aquestionofanswering 154 Introduction 154 Analysisexamples 156 Concludingcomments 173 10 Interactionandthetransitionalspace 175 Introduction 175 Thetransitionalspace 176 Analysisexamples 179 Emergingdisagreement 194 Concludingcomments 199 11 Self-positioning,membershipandparticipation 201 Introduction 201 Membershipandmasteryoflanguage 202 Half-membershipstatus 204 Reflexivelyaccountablecommunication 207 Earlyself-referenceandmembershipcategorisation 211 Membershipcategories,rolestatusandrights 214 Competenciesandmembershipcategorisation 217
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