By Hedwig te Molder, Jonathan Potter
Written via many of the prime figures within the fields of dialog research, discursive psychology and ethnomethodology, this ebook seems on the demanding implications of latest discourse techniques to the subject of cognition. It presents a survey of state of the art debates approximately discourse and cognition in addition to various illustrative analyses which express how the concept of cognition may be transformed. This finished and obtainable booklet will make a big contribution to the advance of a extra built-in method of language and cognition.
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Additional resources for Conversation and Cognition
It is a medium for doing interaction and designed in its rich detail to work in that way. He illustrates this in a manner particularly pertinent to our discussion when considering the writing of Virginia Woolf. He speculates about how her writing contributes to a sense of the exploration of inner states. He notes, for example, that descriptions such as ‘Mr Jones came into the room’ are informative and communicative for a reader. However, when Woolf uses a description such as ‘he walked into the room’ the lack of this kind of recipient-design generates a sense of someone living in their inner world: The idea then is that things like non-complete, non-objective, non-nominalized references do perhaps reproduce in some way, how a person having feelings that they’re not in the first instance having by reference to their communicatability, has them.
This involves studying the way psychology is formulated (described, named, invoked or more indirectly oriented to) in interaction, as well as studying psychological categories and notions (such as mentalistic terms and metaphors) as tools for performing actions. One of the features of DP has been its reformulation of a range of central topics in cognitive science in discursive terms. For example, studies have focused on the notions of memory (Goodwin, 1987; Edwards and Potter, 1992a, b; see also Lynch and Bogen, 1996, this volume; Wooffitt, 1991), attitudes (Potter, 1998a; Puchta and Potter, 2002; Wiggins Mapping and making the terrain 31 and Potter, 2003; te Molder, 1999); categories and identity (Edwards, 1991, 1997; Lamerichs and te Molder, 2003), emotion (Edwards, 1997, 1999a; Locke and Edwards, 2003) and scripts (Edwards, 1994, 1997).
However, the DP perspective highlights the role of specific descriptions and the inseparability of knowledge and description. Note that in using the term ‘incident’ here the caller does not evaluate, or assign responsibility. It is the most limited of characterizations. As such, it orients to the expertise of the Child Protection Officer by allowing the status of the incident to be established interactionally (Potter and Hepburn, 2003; cf. Zimmerman, 1992). From a DP perspective, there is no easy way of separating the ‘knowledge’ or ‘belief’ from its linguistic construction.