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 A.
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.
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