The aim of the present study was to investigate whether the use of video recordings of interactions involving persons with aphasia and speech-language pathology students enhance students’ competence as conversation partners of people with communicative disabilities. A further aim was to explore the experiences and perspectives from the viewpoint of both participating students and persons with aphasia. Six persons with aphasia met 34 speech and language pathology students in pairs for 10 minutes of conversation. The video recordings were transcribed, in order to identify phenomena influencing the interaction. The students answered a questionnaire about the assignment. A semi-structured group interview with the aphasic individuals was conducted. The analyses of the conversations and the answers to the questionnaire revealed that the students gained important knowledge both on how aphasia may affect and limit aphasic individuals’ communicative activity and participation, and hands-on insights into how different interactional strategies may enhance aphasic individuals’ possibilities in interaction, but also highlighting behaviors that may be less beneficial. The persons with aphasia perceived the activity as important and rewarding. The results demonstrate the benefits of involving patients in health education and the students’ use of video recordings, transcriptions, and subsequent analysis.
{"title":"Speech and language interventions for stroke-induced aphasia","authors":"I. L. Hammarström, Christina Samuelsson","doi":"10.1558/jircd.19317","DOIUrl":"https://doi.org/10.1558/jircd.19317","url":null,"abstract":"The aim of the present study was to investigate whether the use of video recordings of interactions involving persons with aphasia and speech-language pathology students enhance students’ competence as conversation partners of people with communicative disabilities. A further aim was to explore the experiences and perspectives from the viewpoint of both participating students and persons with aphasia. Six persons with aphasia met 34 speech and language pathology students in pairs for 10 minutes of conversation. The video recordings were transcribed, in order to identify phenomena influencing the interaction. The students answered a questionnaire about the assignment. A semi-structured group interview with the aphasic individuals was conducted. The analyses of the conversations and the answers to the questionnaire revealed that the students gained important knowledge both on how aphasia may affect and limit aphasic individuals’ communicative activity and participation, and hands-on insights into how different interactional strategies may enhance aphasic individuals’ possibilities in interaction, but also highlighting behaviors that may be less beneficial. The persons with aphasia perceived the activity as important and rewarding. The results demonstrate the benefits of involving patients in health education and the students’ use of video recordings, transcriptions, and subsequent analysis.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67554381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.
{"title":"Facilitators’ use of a communication device following children’s aided turns in everyday interaction","authors":"M. S. Pilesjö, Niklas Norén","doi":"10.1558/jircd.19318","DOIUrl":"https://doi.org/10.1558/jircd.19318","url":null,"abstract":"This conversation analysis study investigates facilitators’ simultaneous use of speech and aided means in instructional interaction with children with complex communication needs (CCN), who use aided communication in an everyday setting. The participants were children with severe speech impairments and their everyday communication partners. The analysis focused on facilitators’ aided turns immediately following aided turns by the children, within so-called retro-sequences. Retro-sequences were found in interactions involving four out of nine children. The facilitators systematically combined a spoken turn with an aided turn, a speaking and pointing (SAP) practice. The pointing consisted of a single graphical word, mostly a noun. The multimodal practice generally highlighted, emphasized, or exposed graphical words that increased noticeability and understandability within the local context. Adult repeats were treated as requests for confirmation of a candidate understanding and were responded to by the child using vocal and embodied resources. Reformulations (recasts) were treated as profferings of candidate understandings and were responded to using the communication device. The findings indicate that the partner’s use of a spoken and aided follow-up action shaped the immediate context for device use. The findings are relevant for the design of naturalistic interventions and may be used to improve treatment descriptions in augmentative and alternative communication (AAC) interventions.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67554430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the field of health communication, it is increasingly important to understand the interactional management of free choice and the demands of (good) care, especially in situations where these two objectives conflict with each other. In a multimodal interaction analysis of video recordings, this article examines decision-making processes in which a caretaker refuses to retrieve a requested object for a woman living with acquired brain injury during their weekly shopping trip. The multimodal analysis describes both the sequential unfolding of these assisted shopping interactions and the interplay of multimodal resources used by the participants. The analysis demonstrates how choice is made available, despite communication impairments, and how the participants deal with the potential loss of face resulting from the caretaker’s rejections.
{"title":"Unmet wishes: A multimodal interaction analysis of the rejection of choice in assisted shopping interactions","authors":"A. Krummheuer","doi":"10.1558/jircd.19315","DOIUrl":"https://doi.org/10.1558/jircd.19315","url":null,"abstract":"In the field of health communication, it is increasingly important to understand the interactional management of free choice and the demands of (good) care, especially in situations where these two objectives conflict with each other. In a multimodal interaction analysis of video recordings, this article examines decision-making processes in which a caretaker refuses to retrieve a requested object for a woman living with acquired brain injury during their weekly shopping trip. The multimodal analysis describes both the sequential unfolding of these assisted shopping interactions and the interplay of multimodal resources used by the participants. The analysis demonstrates how choice is made available, despite communication impairments, and how the participants deal with the potential loss of face resulting from the caretaker’s rejections.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67554758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: The present study intends to assess the effects of a Pragmatics rehabilitation programme on communication skills. Method: We have recruited 12 participants who had suffered from severe or moderate Traumatic Brain Injury (TBI), with more than two years post-onset, who were randomly divided into two groups, an Experimental Group (EG) and a Control Group (CG). The EG followed a specific programme for the rehabilitation of Pragmatic Communication and the CG followed a programme of communication stimulation through group conversation. Each programme consisted of 24 one-hour, thirty-minute sessions, twice a week, for 12 weeks. In order to verify the efficacy of the programme, both groups were assessed before and after using the two equivalent forms of the same scale, Forms A and B, of The Assessment Battery of Communication (ABaCo). Results: Improvements were observed in both groups, although much more evident in the EG. Both groups obtained better results regarding Extralinguistic Comprehension and Production (questions, assertions, commands, requests and ironies by using gesticulation). In the EG there was also an improvement in Paralinguistic Production (facial expressions and intonation). Conclusion: The results demonstrate the effectiveness and relevance of establishing rehabilitation programmes for communicative pragmatic disorders after TBI. The study shows how a simple conversation intervention programme can be beneficial when more elaborated therapies cannot be executed.
{"title":"Communication after traumatic brain injury: the effectiveness of a Pragmatics rehabilitation programme","authors":"Nicole Agrela, Maria Emília Santos, S. Guerreiro","doi":"10.1558/jircd.38533","DOIUrl":"https://doi.org/10.1558/jircd.38533","url":null,"abstract":"Objective: The present study intends to assess the effects of a Pragmatics rehabilitation programme on communication skills. \u0000Method: We have recruited 12 participants who had suffered from severe or moderate Traumatic Brain Injury (TBI), with more than two years post-onset, who were randomly divided into two groups, an Experimental Group (EG) and a Control Group (CG). The EG followed a specific programme for the rehabilitation of Pragmatic Communication and the CG followed a programme of communication stimulation through group conversation. Each programme consisted of 24 one-hour, thirty-minute sessions, twice a week, for 12 weeks. In order to verify the efficacy of the programme, both groups were assessed before and after using the two equivalent forms of the same scale, Forms A and B, of The Assessment Battery of Communication (ABaCo). \u0000Results: Improvements were observed in both groups, although much more evident in the EG. Both groups obtained better results regarding Extralinguistic Comprehension and Production (questions, assertions, commands, requests and ironies by using gesticulation). In the EG there was also an improvement in Paralinguistic Production (facial expressions and intonation). \u0000Conclusion: The results demonstrate the effectiveness and relevance of establishing rehabilitation programmes for communicative pragmatic disorders after TBI. The study shows how a simple conversation intervention programme can be beneficial when more elaborated therapies cannot be executed.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45521602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyzes a series of sequences taking place in the common room of a Danish dementia care unit in which food or drink is given to a resident with dementia. Giving something to a resident, such as food or drink, constitutes a recurring common activity for care staff and residents and thus also provides an opportunity for talk between the resident with dementia and the care staff. However, in many cases, rather than engaging residents in talk in connection with e.g. offering of food or drink, care staff resorts to so-called ‘care speak’ (Ward, Vass, Aggarwal, Garfield, and Cybyk, 2008), i.e. neither requiring nor eliciting input from residents when accomplishing the transfer of food or drink to the resident. This article aims to show in what ways the transferrers’ interactional methods influence the opportunities for participation for the resident. The analyses show first that sequences without a preceding offer sequence are accompanied by a verbal narration of the transfer of the object during the transferring action itself, thus presuming compliance from the recipient. Second, they show that sequences in which the transfer of the object is preceded by offer sequences seek the recipient’s acceptance before carrying out the transfer. Thereby, transfer sequences preceded by offer sequences provide participants with sequential opportunities for willingly engaging in an upcoming activity as an individual with the capacity of making choices while transfer sequences without offer sequences do not. However, as we show, the organization of transfer sequences depends not only on verbal contributions but also on participants’ embodied conduct.
本文分析了一系列发生在丹麦痴呆症护理单位的公共休息室的序列，其中食物或饮料被给予痴呆症患者。给住院医生一些东西，比如食物或饮料，是护理人员和住院医生之间反复出现的共同活动，因此也为痴呆症住院医生和护理人员之间提供了一个交谈的机会。然而，在许多情况下，护理人员不是与居民交谈，例如提供食物或饮料，而是诉诸所谓的“护理语言”(Ward, Vass, Aggarwal, Garfield, and Cybyk, 2008)，即在完成向居民转移食物或饮料时，既不要求也不征求居民的意见。这篇文章的目的是展示在哪些方面移转者的互动方式影响的机会参与住院医师。分析首先表明，在转移行为本身中，没有先前要约序列的序列伴随着对对象转移的口头叙述，因此假设接受者服从。其次，他们表明，在客体转移之前有要约序列的序列在进行转移之前寻求接受者的接受。因此，在要约序列之前的转移序列为参与者提供了作为具有选择能力的个体自愿参与即将到来的活动的顺序机会，而没有要约序列的转移序列则没有。然而，正如我们所展示的，迁移序列的组织不仅取决于口头贡献，还取决于参与者的具体行为。
{"title":"Transfer sequences involving persons with dementia: Instrumental tasks as opportunities for conversation","authors":"E. Kristiansen, E. Andersen, Gitte Rasmussen","doi":"10.1558/jircd.38225","DOIUrl":"https://doi.org/10.1558/jircd.38225","url":null,"abstract":"This article analyzes a series of sequences taking place in the common room of a Danish dementia care unit in which food or drink is given to a resident with dementia. Giving something to a resident, such as food or drink, constitutes a recurring common activity for care staff and residents and thus also provides an opportunity for talk between the resident with dementia and the care staff. However, in many cases, rather than engaging residents in talk in connection with e.g. offering of food or drink, care staff resorts to so-called ‘care speak’ (Ward, Vass, Aggarwal, Garfield, and Cybyk, 2008), i.e. neither requiring nor eliciting input from residents when accomplishing the transfer of food or drink to the resident. This article aims to show in what ways the transferrers’ interactional methods influence the opportunities for participation for the resident. The analyses show first that sequences without a preceding offer sequence are accompanied by a verbal narration of the transfer of the object during the transferring action itself, thus presuming compliance from the recipient. Second, they show that sequences in which the transfer of the object is preceded by offer sequences seek the recipient’s acceptance before carrying out the transfer. Thereby, transfer sequences preceded by offer sequences provide participants with sequential opportunities for willingly engaging in an upcoming activity as an individual with the capacity of making choices while transfer sequences without offer sequences do not. However, as we show, the organization of transfer sequences depends not only on verbal contributions but also on participants’ embodied conduct.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46286354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study describes the multiple coconstruction process of aided utterances that occur when non-speaking people use a communication book in their everyday conversations. Previous studies have reported that coconstruction is present both in the progress of pointing-voicing pairs and in the negotiation of meanings. Adopting the concepts and the tools of multimodal conversation analysis, this study demonstrates how two non-speaking boys and their speech and language therapists utilized simultaneously six interactional resources that were interwoven in different multimodal practices during their coconstruction of aided utterances. The observations elicited by microanalysis provide an insight into the temporal, co-operative and progressive nature of conversations that are constructed with a communication book. The findings of this study are helpful for professionals in assessing and scaffolding aided communicators during their conversations with their significant communicative partners.
{"title":"Coconstructing in Conversations Using a Communication Book","authors":"Irina Savolainen, Anu Klippi, Kaisa Launonen","doi":"10.1558/JIRCD.36668","DOIUrl":"https://doi.org/10.1558/JIRCD.36668","url":null,"abstract":"This study describes the multiple coconstruction process of aided utterances that occur when non-speaking people use a communication book in their everyday conversations. Previous studies have reported that coconstruction is present both in the progress of pointing-voicing pairs and in the negotiation of meanings. Adopting the concepts and the tools of multimodal conversation analysis, this study demonstrates how two non-speaking boys and their speech and language therapists utilized simultaneously six interactional resources that were interwoven in different multimodal practices during their coconstruction of aided utterances. The observations elicited by microanalysis provide an insight into the temporal, co-operative and progressive nature of conversations that are constructed with a communication book. The findings of this study are helpful for professionals in assessing and scaffolding aided communicators during their conversations with their significant communicative partners.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1558/JIRCD.36668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44162342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diagnosis has long played a central role in the field of speech-language pathology. It governs how clinicians define what they do, who they work with, and how they carry out their practice. Diagnosis also impacts individual clients, often negatively. In this sense, our field can be characterized as diagnosogenetic. This article describes the historical role diagnosis has played in the field since the late nineteenth century, argues how diagnosogenic thinking can be probematic, and offers alternative ways of construing and executing our clinical practices.
{"title":"Diagnosogenic thinking in speech-language pathology and some viable alternatives","authors":"J. Duchan","doi":"10.1558/JIRCD.36997","DOIUrl":"https://doi.org/10.1558/JIRCD.36997","url":null,"abstract":"Diagnosis has long played a central role in the field of speech-language pathology. It governs how clinicians define what they do, who they work with, and how they carry out their practice. Diagnosis also impacts individual clients, often negatively. In this sense, our field can be characterized as diagnosogenetic. This article describes the historical role diagnosis has played in the field since the late nineteenth century, argues how diagnosogenic thinking can be probematic, and offers alternative ways of construing and executing our clinical practices.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47023818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supporting adultsSupporting adults with intellectual disabilities by protecting their footing in a challenging conversational taskwith intellectual disabilities by protecting their footing in a challenging conversational task","authors":"C. Antaki","doi":"10.1558/JIRCD.36199","DOIUrl":"https://doi.org/10.1558/JIRCD.36199","url":null,"abstract":"","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1558/JIRCD.36199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42128982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clinical practice represents a kind of cultural borderland territory bringing together people from different walks of life with distinctive social experiences and expectations related to gender, age, status, and health, to name a few, who otherwise might not encounter one another (Mattingly, 2010). In these borderland encounters, culture is realized and made relevant during moments of social differentiation. This paper focuses on how such social differences manifest themselves in clinical discourse through encounters with otherness—otherness referring to a negative cultural capacity to transform those who are different into devalued Others. Interrelated themes of space, change and transformation, group membership categorization, and the structuring of participation in clinical interaction are used as an exploratory framework to illuminate the construction of otherness. By conceiving of the clinical world as a territory where otherness is woven into the experiences of those we are seeking to help, it is hoped that practitioners will be encouraged to develop a more nuanced understanding of clinical practice as cultural borderlands.
{"title":"Otherness in the Clinical Borderlands","authors":"D. Kovarsky","doi":"10.1558/JIRCD.36206","DOIUrl":"https://doi.org/10.1558/JIRCD.36206","url":null,"abstract":"Clinical practice represents a kind of cultural borderland territory bringing together people from different walks of life with distinctive social experiences and expectations related to gender, age, status, and health, to name a few, who otherwise might not encounter one another (Mattingly, 2010). In these borderland encounters, culture is realized and made relevant during moments of social differentiation. This paper focuses on how such social differences manifest themselves in clinical discourse through encounters with otherness—otherness referring to a negative cultural capacity to transform those who are different into devalued Others. Interrelated themes of space, change and transformation, group membership categorization, and the structuring of participation in clinical interaction are used as an exploratory framework to illuminate the construction of otherness. By conceiving of the clinical world as a territory where otherness is woven into the experiences of those we are seeking to help, it is hoped that practitioners will be encouraged to develop a more nuanced understanding of clinical practice as cultural borderlands.","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2018-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1558/JIRCD.36206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41542239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Verbal play, or the playful manipulation of elements of language, is a pervasive component of social interaction, serving important interpersonal functions. We analyzed verbal play in the interactional discourse of ten healthy younger pairs and ten healthy older pairs as they completed a collaborative referencing task. A total of 1,893 verbal play episodes were coded. While there were no group differences in verbal play frequency, age-related differences in the quality and function of these episodes emerged. While older participants engaged in more complex, extended, and reciprocal episodes that supported the social nature of communicative interactions (e.g., teasing), younger participants were more likely to engage in verbal play episodes for the purpose of successful task completion. Despite these age-related variations in the deployment of verbal play, verbal play is a robust interactional discourse resource in healthy aging, highlighting an element of human cognition that does not appear to decline with age.
{"title":"Verbal play as a discourse resource in the social interactions of older and younger communication pairs.","authors":"Samantha Shune, Melissa Collins Duff","doi":"10.1558/jircd.v5i2.193","DOIUrl":"10.1558/jircd.v5i2.193","url":null,"abstract":"<p><p>Verbal play, or the playful manipulation of elements of language, is a pervasive component of social interaction, serving important interpersonal functions. We analyzed verbal play in the interactional discourse of ten healthy younger pairs and ten healthy older pairs as they completed a collaborative referencing task. A total of 1,893 verbal play episodes were coded. While there were no group differences in verbal play frequency, age-related differences in the quality and function of these episodes emerged. While older participants engaged in more complex, extended, and reciprocal episodes that supported the social nature of communicative interactions (e.g., teasing), younger participants were more likely to engage in verbal play episodes for the purpose of successful task completion. Despite these age-related variations in the deployment of verbal play, verbal play is a robust interactional discourse resource in healthy aging, highlighting an element of human cognition that does not appear to decline with age.</p>","PeriodicalId":52222,"journal":{"name":"Journal of Interactional Research in Communication Disorders","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4256531/pdf/nihms-618957.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32888952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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