000			04005cam a2200469 i 4500
005			20250919004354.0
008			150507s2015 mau b 001 0 eng
020			_a9781107044685 (hardback) _cRM 362.34
020			_a1107044685 (hardback)
020			_z9781316191125 (PDF ebook)
020			_z1316191125 (PDF ebook)
020			_a9781107045217
020			_a1107045215
039		9	_a201509291004 _bruzini _c201509031218 _dfashihah _y05-07-2015 _zfashihah
040			_aUKM _erda
090			_aHM1111.F692e 2015 9
090			_aHM1111 _b.F692e 2015 9
100	1		_aForrester, Michael A., _eauthor.
245	1	0	_aEarly social interaction : _ba case comparison of developmental pragmatics and psychoanalytic theory / _cMichael A. Forrester, University of Kent.
264		1	_aCambridge : _bCambridge University Press, _c2015.
264		4	_c©2015.
300			_axiv, 289 pages ; _c25 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references (pages 270-281) and index.
505	0		_aIntroduction -- Developmental pragmatics and conversation analysis -- Child-focused conversation analysis -- A psychoanalytic reading of early social relations -- Repression and displacement in everyday talk-in-interaction -- Research practices and methodological objects -- Learning how to repair -- Learning what not to say: repression and interactive vertigo -- A question of answering -- Interaction and the transitional space -- Self-positioning, membership and participation -- Discourses of the self and early social relations -- Social practice and psychological affect.
520			_a'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 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'-- _cProvided by publisher.
520			_a'This book brings together various threads of the research work I've been involved with over a number of years. This research is based on a longitudinal video-recorded study of one of my daughters as she was learning how to talk. The impetus for engaging in this work arose from a sense that within developmental psychology and child language, when people are interested in understanding how children use language, they seem over-focused or concerned with questions of formal grammar and semantics. My interest is on understanding how a child learns to talk and through this process is then understood as being or becoming a member of a culture'-- _cProvided by publisher.
650		0	_aSocial interaction.
650		0	_aChild development.
650		0	_aParent and child.
776	0	8	_iebook version _z9781316191125
856	4	2	_3Cover image _uhttp://assets.cambridge.org/97811070/44685/cover/9781107044685.jpg
907			_a.b1613817x _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kHM1111.F692e 2015 9
914			_avtls003585726
991			_aProgram Psikologi Kesihatan, Pusat Pengajian Sains Jagaan Kesihatan, FSK, KKL
998			_ad _b2015-07-05 _cm _da _feng _gmau _y0 _z.b1613817x
999			_c591870 _d591870