In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning... more In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning: That the locus of learning processes lies hidden inside the mind/brain, and also that this putatively hidden phenomenoncauseslearned actions. I attempt this dissolution through conceptual argument and data analysis, first by contrasting the use of the concept ‘learning’ in ordinary and scientific interaction, followed by a Wittgenstein-inspired conversation analysis of a micro-longitudinal case of learning interaction — a biochemist teaching lab techniques to a technician — in order to demonstrate that learning processes are inherently social. I conclude that the scientific view of learning processes as hidden is misconceived through its misuse of the concept “learning”. The empirical results demonstrate that learning processes are indeed public and manifest in an indefinite number of forms, and whatever may be found in the brain associated with learning are concomitant factors, not learning itself.
This is a long term (one year) study of the internalization of science activities by small groups... more This is a long term (one year) study of the internalization of science activities by small groups of elementary school students. I examined the social interaction constituting these activities. I used parts of Kenneth Pike\u27s Tagmemic theory to help recognize the emic units and structure of the interaction. I then applied qualitative microanalysis of the videotaped data to determine patterns and meanings of individual and group actions to the participants and to determine any interactional changes over the time of the study. Finally I applied the Vygotskian concepts of Other- and Self-regulation to these changes to determine if mentors released their regulation of the science activities and if students appropriated any release of that regulation. I have found that the mentors released responsibility for the activities and students appropriated the release mentor\u27s release of regulation of those activities. As time progressed, the students needed less mentor control to conduct the science activities, as evidenced by their requiring increasingly simplified rules for carrying out certain actions; by their increasing participation in the setup of the mentoring activities; and by the students\u27 increasing participation in the initiation and continuation of these activities. These progressions in student and mentor actions are taken as evidence of increasing student self-regulation and internalization of the mentoring activities. I have also found the science mentoring activities to be structured similarly in the two groups. This structure remained stable over the time of the study, but varied within limits, this also indicating the students internalization of the activities
This research critiques Wertsch's truck-puzzle experiments by first questioning if those resu... more This research critiques Wertsch's truck-puzzle experiments by first questioning if those results constituted linguistic artifacts, and questioning if the resulting referential continuum comprised a legitimate developmental form. The participants in the original truck-puzzle experiments interacted using American English and Portuguese. To determine if the results were linguistic artifacts, they were compared with those of functionally related Japanese data, which were found to verify the original findings. Additionally, from this comparison, a new referential form was discovered. Finally, the original referential continuum was found to consist of forms that constitute change rather than development. Wertsch's work is valuable in that it refines and supplements Vygotsky's notion of external speech. This current research partially verifies Wertsch's findings, uncovers an additional referential form, argues for new developmental continua, and appends the results to Vygotsky's original developmental continuum, generating a more sensitive tool with which to analyze microgenesis.
This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” H... more This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” Here, an infant’s natural reactions (crying) to pain (inoculations) appear to function as inchoate social devices aiding the co-creation of an emerging proto-social interaction order. I argue and demonstrate that the infant’s cries comprise its (biological, as opposed to psychological) devices that contribute to the proto-interaction order, when systematically responded to by caregivers, and thus (inadvertently) employed as interactional resources. The caregivers’ responses to the crying demonstrate that the participants’ actions, including the infant’s, constitute resources for creating a proto-social-interaction order from the interacting normative and biological rule systems. Finally, since conversation analysis has not traditionally been applied to infant/caregiver interaction, I contrast relevant conversation analyses to developmental psychological studies.
... Joshua Raclaw Department of Linguistics, University of Colorado, USA ... edited by Andreas H.... more ... Joshua Raclaw Department of Linguistics, University of Colorado, USA ... edited by Andreas H. Jucker, and Gender Identity and Discourse Analysis is the 2nd volume of the Discourse Approaches to Politics, Society and Culture series, edited by Paul Chilton and Ruth Wodak. ...
This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” H... more This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” Here, an infant’s natural reactions (crying) to pain (inoculations) appear to function as inchoate social devices aiding the co-creation of an emerging proto-social interaction order. I argue and demonstrate that the infant’s cries comprise its (biological, as opposed to psychological) devices that contribute to the proto-interaction order, when systematically responded to by caregivers, and thus (inadvertently) employed as interactional resources. The caregivers’ responses to the crying demonstrate that the participants’ actions, including the infant’s, constitute resources for creating a proto-social-interaction order from the interacting normative and biological rule systems. Finally, since conversation analysis has not traditionally been applied to infant/caregiver interaction, I contrast relevant conversation analyses to developmental psychological studies.
In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning... more In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning: That the locus of learning processes lies hidden inside the mind/brain, and also that this putatively hidden phenomenoncauseslearned actions. I attempt this dissolution through conceptual argument and data analysis, first by contrasting the use of the concept ‘learning’ in ordinary and scientific interaction, followed by a Wittgenstein-inspired conversation analysis of a micro-longitudinal case of learning interaction — a biochemist teaching lab techniques to a technician — in order to demonstrate that learning processes are inherently social. I conclude that the scientific view of learning processes as hidden is misconceived through its misuse of the concept “learning”. The empirical results demonstrate that learning processes are indeed public and manifest in an indefinite number of forms, and whatever may be found in the brain associated with learning are concomitant factors, not learning itself.
This is a long term (one year) study of the internalization of science activities by small groups... more This is a long term (one year) study of the internalization of science activities by small groups of elementary school students. I examined the social interaction constituting these activities. I used parts of Kenneth Pike\u27s Tagmemic theory to help recognize the emic units and structure of the interaction. I then applied qualitative microanalysis of the videotaped data to determine patterns and meanings of individual and group actions to the participants and to determine any interactional changes over the time of the study. Finally I applied the Vygotskian concepts of Other- and Self-regulation to these changes to determine if mentors released their regulation of the science activities and if students appropriated any release of that regulation. I have found that the mentors released responsibility for the activities and students appropriated the release mentor\u27s release of regulation of those activities. As time progressed, the students needed less mentor control to conduct the science activities, as evidenced by their requiring increasingly simplified rules for carrying out certain actions; by their increasing participation in the setup of the mentoring activities; and by the students\u27 increasing participation in the initiation and continuation of these activities. These progressions in student and mentor actions are taken as evidence of increasing student self-regulation and internalization of the mentoring activities. I have also found the science mentoring activities to be structured similarly in the two groups. This structure remained stable over the time of the study, but varied within limits, this also indicating the students internalization of the activities
This research critiques Wertsch's truck-puzzle experiments by first questioning if those resu... more This research critiques Wertsch's truck-puzzle experiments by first questioning if those results constituted linguistic artifacts, and questioning if the resulting referential continuum comprised a legitimate developmental form. The participants in the original truck-puzzle experiments interacted using American English and Portuguese. To determine if the results were linguistic artifacts, they were compared with those of functionally related Japanese data, which were found to verify the original findings. Additionally, from this comparison, a new referential form was discovered. Finally, the original referential continuum was found to consist of forms that constitute change rather than development. Wertsch's work is valuable in that it refines and supplements Vygotsky's notion of external speech. This current research partially verifies Wertsch's findings, uncovers an additional referential form, argues for new developmental continua, and appends the results to Vygotsky's original developmental continuum, generating a more sensitive tool with which to analyze microgenesis.
This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” H... more This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” Here, an infant’s natural reactions (crying) to pain (inoculations) appear to function as inchoate social devices aiding the co-creation of an emerging proto-social interaction order. I argue and demonstrate that the infant’s cries comprise its (biological, as opposed to psychological) devices that contribute to the proto-interaction order, when systematically responded to by caregivers, and thus (inadvertently) employed as interactional resources. The caregivers’ responses to the crying demonstrate that the participants’ actions, including the infant’s, constitute resources for creating a proto-social-interaction order from the interacting normative and biological rule systems. Finally, since conversation analysis has not traditionally been applied to infant/caregiver interaction, I contrast relevant conversation analyses to developmental psychological studies.
... Joshua Raclaw Department of Linguistics, University of Colorado, USA ... edited by Andreas H.... more ... Joshua Raclaw Department of Linguistics, University of Colorado, USA ... edited by Andreas H. Jucker, and Gender Identity and Discourse Analysis is the 2nd volume of the Discourse Approaches to Politics, Society and Culture series, edited by Paul Chilton and Ruth Wodak. ...
This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” H... more This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” Here, an infant’s natural reactions (crying) to pain (inoculations) appear to function as inchoate social devices aiding the co-creation of an emerging proto-social interaction order. I argue and demonstrate that the infant’s cries comprise its (biological, as opposed to psychological) devices that contribute to the proto-interaction order, when systematically responded to by caregivers, and thus (inadvertently) employed as interactional resources. The caregivers’ responses to the crying demonstrate that the participants’ actions, including the infant’s, constitute resources for creating a proto-social-interaction order from the interacting normative and biological rule systems. Finally, since conversation analysis has not traditionally been applied to infant/caregiver interaction, I contrast relevant conversation analyses to developmental psychological studies.
In this paper, I focus on first, Haugen’s Implementation and Elaboration in language planning, th... more In this paper, I focus on first, Haugen’s Implementation and Elaboration in language planning, then on Tollefson’s three-part model which includes Centralization; Coupling ; and Adaptation. In the final section, I employ Neustupny’s framework to script planning in Japan.
This study examines projective devices in one case of Japanese teaching/learning interaction, dis... more This study examines projective devices in one case of Japanese teaching/learning interaction, disputing claims concerning the inherent weakness of Japanese language projectability, and the inherent strength of English language projectability.
I demonstrate that, contrary to published research, though their canonical grammars differ, final turn elements in both Japanese and English can be massively projected.
I conclude that a grammatical analysis of any language is largely irrelevant to that language’s ability to project. Since participants shape their social interaction by handling a panoply of contingencies, employing projective devices, any adjustment to such can supersede or mask the putative projective abilities of grammar, making it nearly impossible to predict a language's projectability based solely on its canonical grammar.
Keywords: Projectability; Grammar in interaction; Japanese social interaction, Conversation analysis
I attempt here to account for the/an origin of sociality (proto-turn taking) in human infant... more I attempt here to account for the/an origin of sociality (proto-turn taking) in human infants through analysis of biological reactions in interaction with caregivers without invoking innate cognitive `phenomena` language of thought (Fodor), interaction engine (Levinson/Grice), innate grammar (Chomsky), and so on). Instead I posit: a (proto)sociality as proto-turn-taking engendered by infants` biological reactions’ (crying, grabbing, reaching,etc) along with caregivers’ normative responses to the infants' biological reactions as comprising the nexus of the social and the biological.
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Papers by Domenic F Berducci
この拡張作業のために，まず，かつてワーチが行なったトラックパズル実験についてもう一度確認する。ワーチによる結論と並べて確認するために，もとの指示の連続体を検討しながら，その結果がワーチ自身推測していたような実験の人選によるものだったのかどうかをはっきりさせるため，日本人がやりとりをしているデータを分析する。
日本人データを分析したところ，ワーチの結論と重なるところが多い。しかし，ワーチ自身のデータの再確認と，日本人データの分析から導かれる結論は同じである。指示の連続体には異なった機能を持つ型が存在する。ヴィゴツキーがはじめて「思考と言語」で導入した内化の連続体を加えると，こうしたいくつかの型は，実に見事に，より包括的なの連続体へとまとめられるのである。
I demonstrate that, contrary to published research, though their canonical grammars differ, final turn elements in both Japanese and English can be massively projected.
I conclude that a grammatical analysis of any language is largely irrelevant to that language’s ability to project. Since participants shape their social interaction by handling a panoply of contingencies, employing projective devices, any adjustment to such can supersede or mask the putative projective abilities of grammar, making it nearly impossible to predict a language's projectability based solely on its canonical grammar.
Keywords: Projectability; Grammar in interaction; Japanese social interaction, Conversation analysis
Instead I posit: a (proto)sociality as proto-turn-taking engendered by infants` biological reactions’ (crying, grabbing, reaching,etc)
along with caregivers’ normative responses to the infants' biological reactions as comprising the nexus of the social and the biological.