Early Social Interaction: A Case Comparison of Developmental Pragmatics and Psychoanalytic Theory

306 Pages·2014·2.501 MB·English

by  Michael A. Forrester

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
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(cid:2)C MichaelA.Forrester2015
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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
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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