Early social interaction : a case comparison of developmental pragmatics and psychoanalytic theory / Michael A. Forrester, School of Psychology, Keynes College, University of Kent, Canterbury, England.

Print version record.

"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 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"-- Provided by publisher.

"This book brings together various threads of the research work I've been involved with over a number of years. This research is based on a longitudinal video-recorded study of one of my daughters as she was learning how to talk. The impetus for engaging in this work arose from a sense that within developmental psychology and child language, when people are interested in understanding how children use language, they seem over-focused or concerned with questions of formal grammar and semantics. My interest is on understanding how a child learns to talk and through this process is then understood as being or becoming a member of a culture"-- Provided by publisher.

Includes bibliographical references and index.

Cover; Half title; Title; Copyright; Dedication; Contents; List of figures and table; List of extracts; Preface; Acknowledgements; 1 Introduction; 2 Developmental pragmatics and conversation analysis; Some background considerations; Social-action and social life: conversation analysis and ethnomethodology; Membership categorisation analysis (MCA); Sequence-focused CA & E; Concluding comments; 3 Child-focused conversation analysis; Introduction; Children and membership; Child-CA studies: a brief review; Children, conversation and 'seeing thoughts'; Concluding comments.

4 A psychoanalytic reading of early social relationsIntroduction; Psychoanalysis and Freud's structural theory of the mind; Freud and early social relations; Melanie Klein; Projective identification and object-relations; Donald Winnicott; Winnicott and the transitional space; Concluding comments; 5 Repression and displacement in everyday talk-in-interaction; Introduction; Ethnomethodology, conversation analysis, local-order and members' methods; Conversation analysis and methodic social practice; Adjacency pairs in conversation: the talk unfolds two-by-two.

The problem with the 'problem of order'Concluding comments; 6 Research practices and methodological objects; Introduction; Intrinsic vs. extrinsic research processes; Events, records, data and interpretation; CA & E, participant orientation and unique adequacy; The case-study as methodology in early social relations; The context of the recordings; Participants; Format of recordings and data transformation; Analysis and data accessibility; CA transcription conventions; A sample extract and analysis; Some possible constraints on the unique adequacy requirement; Concluding comments.

7 Learning how to repairIntroduction; An overview of the incidence and form of repair; Tracing the emergence of self-repair skills; Concluding comments; 8 Learning what not to say: repression and interactive vertigo; Introduction; Avoidance, displacement and repression: some examples; Concluding comments; 9 A question of answering; Introduction; Analysis examples; Concluding comments; 10 Interaction and the transitional space; Introduction; The transitional space; Analysis examples; Emerging disagreement; Concluding comments; 11 Self-positioning, membership and participation; Introduction.

Membership and mastery of languageHalf-membership status; Reflexively accountable communication; Early self-reference and membership categorisation; Membership categories, role status and rights; Competencies and membership categorisation; Reflexivity, accountability and subject positioning through membership categorisation; Concluding comments; 12 Discourses of the self and early social relations; Introduction; Analysis examples; Monitoring the discourses of the self: orienting to third-person reference; Discourse of the self, identification and captivation (by/of) the image.

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