https://emcawiki.net/api.php?action=feedcontributions&feedformat=atom&user=IrisNomikou 2026-05-26T01:40:31Z User contributions MediaWiki 1.31.1 https://emcawiki.net/index.php?title=Heller2018a&diff=27370 2021-03-30T18:46:34Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children's collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> |DOI=10.1558/rcsi.37391<br /> |Abstract=The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children's embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Heller2018a&diff=27369 2021-03-30T17:50:12Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children's collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> |DOI=10.1558/rcsi.37391<br /> |Abstract=The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children's embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Demuth2021&diff=27368 2021-03-30T17:49:07Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=Demuth2021<br /> |Key=Demuth2021<br /> |Title=Managing accountability of children's bodily conduct: Embodied discursive practices in preschool<br /> |Author(s)=Carolin Demuth; <br /> |Tag(s)=EMCA ; Discursive Psychology;<br /> |Editor(s)=Sally Wiggins; Karin Osvaldsson Cromdal; <br /> |Booktitle=Discursive psychology and embodiment: Beyond subject-object binaries<br /> |ISBN=978-3-030-53708-1<br /> |BibType=INBOOK<br /> |Series=Discursive Psychology<br /> |Publisher=Palgrave Macmillan<br /> |Year=2021<br /> |Month=Feb<br /> |Pages=81–111<br /> |Abstract=This chapter contributes to the further development of Discursive Psychology by examining how children are socialized towards culturally appropriate ways of bodily conduct in preschool settings in India. The study considers how embodied resources are used in parallel with verbal discourse and how children's bodies are treated as accountable objects in teacher-child interactions. The findings demonstrate that the teacher draws on a variety of overt behavior management practices but also on more subtle actions that give children a second chance to comply. The examples show how the teacher orients to children's agency and intentionality, and how embodied resources may serve as an upgrade of discursive resources. Finally, the chapter discusses how these practices can be seen in the wider cultural context of socialization ideologies.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Demuth2021&diff=27367 2021-03-30T17:45:31Z

<p>IrisNomikou: BibTeX auto import 2021-03-30 05:45:31</p> <hr /> <div>{{BibEntry<br /> |Key=Demuth2021<br /> |Key=Demuth2021<br /> |Title=Managing accountability of children's bodily conduct: Embodied discursive practices in preschool<br /> |Author(s)=Carolin Demuth; <br /> |Tag(s)=EMCA ; Discursive Psychology;<br /> |Editor(s)=Sally Wiggins; Karin Osvaldsson Cromdal; <br /> |Booktitle=Discursive psychology and embodiment: Beyond subject-object binaries<br /> |ISBN=978-3-030-53708-1<br /> |BibType=INBOOK<br /> |Series=Discursive Psychology<br /> |Publisher=Palgrave Macmillan<br /> |Year=2021<br /> |Month=Feb<br /> |Abstract=This chapter contributes to the further development of Discursive Psychology by examining how children are socialized towards culturally appropriate ways of bodily conduct in preschool settings in India. The study considers how embodied resources are used in parallel with verbal discourse and how children's bodies are treated as accountable objects in teacher-child interactions. The findings demonstrate that the teacher draws on a variety of overt behavior management practices but also on more subtle actions that give children a second chance to comply. The examples show how the teacher orients to children's agency and intentionality, and how embodied resources may serve as an upgrade of discursive resources. Finally, the chapter discusses how these practices can be seen in the wider cultural context of socialization ideologies.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Heller2018a&diff=27366 2021-03-30T17:32:37Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children's collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> |DOI=10.1558/rcsi.37391<br /> |Abstract: The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children's embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Heller2018a&diff=27365 2021-03-30T17:31:16Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children?s collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> |DOI=10.1558/rcsi.37391<br /> |Abstract: The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children's embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Heller2018a&diff=27364 2021-03-30T17:30:33Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children?s collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> |DOI=10.1558/rcsi.37391<br /> |Abstract: The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children’s embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Heller2018a&diff=27363 2021-03-30T17:30:12Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children?s collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> |DOI={10.1558/rcsi.37391<br /> |Abstract: The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children’s embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Heller2018a&diff=27362 2021-03-30T17:27:47Z

<p>IrisNomikou: </p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children?s collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> |Abstract: The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children’s embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.<br /> }}</div>

IrisNomikou https://emcawiki.net/index.php?title=Heller2018a&diff=27361 2021-03-30T17:22:20Z

<p>IrisNomikou: BibTeX auto import 2021-03-30 05:22:20</p> <hr /> <div>{{BibEntry<br /> |Key=heller2018a<br /> |Key=heller2018a<br /> |Title=Embodying epistemic responsibility. The interplay of gaze and stance-taking in children?s collaborative reasoning<br /> |Author(s)=Vivien Heller<br /> |Tag(s)=EMCA; collaborative reasoning; gaze; epistemic stance; epistemic responsibility; epistemic responsibility; intercorporeal participation framework<br /> |BibType=ARTICLE<br /> |Year=2018<br /> |Journal=Research on Children and Social Interaction<br /> |Volume=2<br /> |Number=2<br /> |Pages=262–285<br /> |URL=https://journal.equinoxpub.com/RCSI/article/view/7788<br /> }}</div>

IrisNomikou