Evaluating Cognitive Competences in Interaction
Editors
Evaluation is a part of everyday life. Competences, knowledge and skills are assessed in ordinary as well as in institutional settings like hospitals, clinics and schools. This volume investigates how evaluations are being carried out interactionally. More specifically, it explores how people evaluate each others’ cognitive competences as they deal with each others’ understandings, knowings, feelings, doings, hearings and learnings face-to-face.
The contributions focus on different evaluation activities in a variety of institutional settings in Denmark, Finland, Sweden, Holland and the United States of America.
All the contributions approach the theme by use of Ethnomethodology (EM) and/or Conversation Analysis (CA). Thus, the analytic interests concern how participants organize activities of evaluating cognitive competences by means of recognizable interactional methods. This approach differs from other approaches and research interests within cognitive science as it concentrates on how people in interaction orient towards cognitive competence irrespective of scientific theories.
The contributions focus on different evaluation activities in a variety of institutional settings in Denmark, Finland, Sweden, Holland and the United States of America.
All the contributions approach the theme by use of Ethnomethodology (EM) and/or Conversation Analysis (CA). Thus, the analytic interests concern how participants organize activities of evaluating cognitive competences by means of recognizable interactional methods. This approach differs from other approaches and research interests within cognitive science as it concentrates on how people in interaction orient towards cognitive competence irrespective of scientific theories.
[Pragmatics & Beyond New Series, 225] 2012. v, 238 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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IntroductionGitte Rasmussen | pp. 1–14
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The embedded evaluations in air traffic control trainingInka Koskela and Ilkka Arminen | pp. 15–42
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Teacher evaluations: Assessing ‘knowing’, ‘understanding’, and ‘doing’Tom Koole | pp. 43–66
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Treating student contributions as displays of understanding in group supervisionDennis Day and Susanne Kjaerbeck | pp. 67–88
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Good reasons for seemingly bad performance: Competences at the blackboard and the accountability of a lessonJunko Mori and Timothy Koschmann | pp. 89–118
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Mutual negotiation of the interviewee’s competence in interview interactionMika Simonen | pp. 119–144
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Evaluating by feeling: The rhetorical design of emotions in the practice of mirroringThomas Wiben Jensen | pp. 145–168
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Interactive evaluation of cognitive functioningAnn-Christin Månsson | pp. 169–188
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Talking ‘cognition’ in the audiology clinicCatherine E. Brouwer | pp. 189–210
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Triumphing: When ‘mental state’ evaluations become insultsGitte Rasmussen | pp. 211–234
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Index | pp. 235–238
“This collection can be regarded as a complement to classical cognitive studies, in that cognitive competence is treated here as an observable object for participants in interaction. [...] This book should be of interest to graduate students, advanced undergraduates and scholars of discourse analysis who would like to learn the latest developments in cognition and/or interaction studies.”
Chi Chang-hai, Zhejiang University, in Discourse Studies 16.4.2014
Cited by (2)
Cited by two other publications
Bassetti, Chiara
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Subjects
Main BIC Subject
CFG: Semantics, Pragmatics, Discourse Analysis
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General