Taking up critical questions of how moments add up to lives and social life, we articulate theore... more Taking up critical questions of how moments add up to lives and social life, we articulate theoretical and methodological frameworks for perezhivanie and becoming, challenging binaries that splinter entangled flows of perezhivanie into frozen categories. Working from a flat CHAT notion of assemblage to develop an ontology of moments, we stress consequentiality, arguing it emerges in intersections of embodied intensities (not only affective, but also indexical, intra-actional, and historic), the dispersed bio-cultural-historical weight of artifacts and practices, and dialogic resonances across moments. Methodologically, we take an ethico-ontoepistemological perspective to systematically study perezhivanie. Bio-ecological models of enriched/rich environments (centered around meaningful complexity, agency, and individual optimization) offer both a key framework for understanding becoming and a design framework for transdisciplinary realizations of ethico-onto-epistemological practice. We illustrate these frameworks with examples from four research projects: a university physics lab group doing and writing an experiment, a former pastor managing bipolar disorder and rejecting faith, a sustained social justice education program at a university, and intersections of aging policies, media representations, and stroke survival in Brazil. Finally, we argue that an ontology of moments centered on consequentiality can illuminate perezhivanie's relationship to becoming and that the model of rich environments offers metrics to assess and design environments.
Journal of Speech Language and Hearing Research, Feb 1, 2005
Reported speech, wherein one quotes or paraphrases the speech of another, has been studied extens... more Reported speech, wherein one quotes or paraphrases the speech of another, has been studied extensively as a set of linguistic and discourse practices. Researchers agree that reported speech is pervasive, found across languages, and used in diverse contexts. However, to date, there have been no studies of the use of reported speech among individuals with aphasia. Grounded in an interactional sociolinguistic perspective, the study presented here documents and analyzes the use of reported speech by 7 adults with mild to moderately severe aphasia and their routine communication partners. Each of the 7 pairs was videotaped in 4 everyday activities at home or around the community, yielding over 27 hr of conversational interaction for analysis. A coding scheme was developed that identified 5 types of explicitly marked reported speech: direct, indirect, projected, indexed, and undecided. Analysis of the data documented reported speech as a common discourse practice used successfully by the individuals with aphasia and their communication partners. All participants produced reported speech at least once, and across all observations the target pairs produced 400 reported speech episodes (RSEs), 149 by individuals with aphasia and 251 by their communication partners. For all participants, direct and indirect forms were the most prevalent (70% of RSEs). Situated discourse analysis of specific episodes of reported speech used by 3 of the pairs provides detailed portraits of the diverse interactional, referential, social, and discourse functions of reported speech and explores ways that the pairs used reported speech to successfully frame talk despite their ongoing management of aphasia.
Language function in patients with impaired declarative memory presents a compelling opportunity ... more Language function in patients with impaired declarative memory presents a compelling opportunity to investigate the interdependence of memory and language in referential communication. We examined amnesic patients' use of definite references during a referential communication task. Discursively, definite references can be used to mark a referent as situationally unique (e.g., "the game," as in the case of a recently publicized game) or as shared information (e.g., "the game," as in one discussed previously). We found that despite showing normal collaborative learning after repeated referring-as indexed by consistent and increasingly efficient descriptive labels for previously unfamiliar tangram figures-amnesic patients did not consistently use definite references in referring to those figures. The use of definite references seems to be critically dependent on declarative memory, and the engagement of such memory is signaled by language.
From published works and formal performances of gifted storytellers to mundane reporting of every... more From published works and formal performances of gifted storytellers to mundane reporting of everyday events, narrative discourse is pervasive across cultural—linguistic groups, and the study of narrative has provided rich ground for exploring human cognitive, sociocultural, and communicative practices. Indeed, the sheer pervasiveness of narrative discourse supports, at least in part, Bruner’s (1986) contention that narrative is one of two fundamental ways that humans are wired to organize, and make sense of, experience. Focusing on marked cultural narratives, anthropologists (for example, Basso, 1996; Bauman, 1986) have typically documented the formal organization of narrative performances and analyzed the critical roles narratives can and do play in displaying and building cultural values, categories, and identities. Skillfully told narratives can break through into performance (Hymes, 1981) and command audience attention by evoking the events and atmospheres of a teller’s narrated world and imaginatively transporting both audiences and tellers to other times and places (Labov, 1997). Skilled storytellers wield narrative tellings as cultural tools that convey and construct social, communicative, and personal histories as well as privileged genres and values (for example, Basso, 1996; Shah, 2008). However, in the flow of everyday interactions, many narratives are brief, routine, and unremarkable in their content and their telling.
Journal of Speech and Hearing Disorders, May 1, 1986
Descriptive data are presented from three studies of children referred for assessment of a develo... more Descriptive data are presented from three studies of children referred for assessment of a developmental speech disorder of unknown origin. Group findings indicate that these children have involvements in mechanism, cognitive, and psychosocial areas that warrant attention in theoretical explication of and early intervention for their communication deficits. The reliability, learnability, and efficiency of a diagnostic classification system that attempts to provide characteristic speech profiles for diagnostic subtypes is also considered.
Background: Clinical aphasiologists have long attended to repetition in aphasia classification an... more Background: Clinical aphasiologists have long attended to repetition in aphasia classification and used it in treatment. Within traditional approaches, repetition has been conceptualised narrowly as the ability to produce relatively immediate, verbatim reproductions of target behaviours; treatment protocols have relied heavily on drill, eliciting client repetition of targets. In sharp contrast, sociocultural theories conceptualise repetition as a fundamental, pervasive feature operating at every level of language use. Repetition thus includes partial and paraphrased as well as verbatim repetitions, across time as well as immediate. These theories also stress the communicative functions of repetition. With respect to learning, sociocultural theories emphasise the way such loosely structured, diverse patterns of repetition emerge in, and are prompted by, repeated engagement in meaningful activities. Aims: This study (1) presents a sociocultural approach to repetition in conversation; (2) illustrates that approach through analysis of a clinician-client pair's repeated productions of labels for 30 target cards during a 10-session pilot treatment; and (3) offers detailed examples of how the pair's repeated engagement with target cards across sessions might support learning. Methods & Procedures: This study utilises situated discourse analysis of a pilot barrier task treatment (10 sessions) in which the clinician and client (a 67-year-old man, with mild anomia and severe amnesia) worked together as partners to identify and place target cards. At the end of each session researchers interviewed the clinician-client pair to identify their agreed-upon target labels (ATL) for the cards. Analysis of card label repetition included: (1) identification of all verbal labels used for target cards during game play; and (2) coding labels as matching or not matching the ATL, and as either a first or repeated use of that label during that sequence. Outcomes & Results: Analysis confirmed that repetition was pervasive. The client-clinician pair routinely repeated their own or each other's referencing expressions during the
Background-Patients with amnesia may have more than pure memory deficits, as evidenced by reports... more Background-Patients with amnesia may have more than pure memory deficits, as evidenced by reports of subtle linguistic impairments on formal laboratory tasks in the amnesic patient HM. However, little attention has been given to the impact of memory impairments on language use in regular, colloquial interactions. We analysed reported speech use by individuals with amnesia. Reported speech (RS), in which speakers represent thoughts/words from another time and/or place, requires management of two temporal frames, making it an interesting discourse practice in which to explore the impact of memory deficits on interactional aspects of communication. Aims-This study: (1) documents frequency, type, and temporal contexts of reported speech used in discourse samples; (2) compares reported speech use by amnesic and comparison participants; (3) examines the interactional character of reported speech use in these discourse samples. Methods and Procedures-Derived from a broader study of the discourse practices of individuals with amnesia, this study uses quantitative group comparisons and close discourse analysis to analyse reported speech episodes (RSEs) in interactional discourse samples between a clinician and each of 18 participants, 9 individuals with amnesia and 9 comparison participants (NC). Outcomes and Results-Reported speech was used by all participants. However, significantly fewer RSEs were produced in amnesia sessions (273) than in NC sessions (554). No significant group differences were observed for type or temporal domain. In addition, for the participants with amnesia, post-amnesia past RSEs differed qualitatively from the other RSEs in the data. Conclusions-These findings have important implications for understanding the interdependent relationship of memory and language, point to the value of examining interactional aspects of communication in the empirical study of brain-behaviour relationships, and reconceptualise interaction as a target in the remediation of functional communication following brain injury. The neuropsychological and neuroanatomical description of the seminal case of HM, throughout the 50 years of ongoing study of this patient (see Corkin, 2002; Scoville & Milner, 1957), provided significant insight into the organisation of human memory and its instantiation in the brain. We have learned from HM, and from other cases of amnesia (see Cohen &
Perspectives on Augmentative and Alternative Communication, Dec 1, 2010
The present qualitative study was designed to examine augmentative and alternative communication ... more The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.
American Journal of Speech-language Pathology, Jan 18, 2022
Purpose: This study continues our research examining the use of animal-assisted therapy (AAT) for... more Purpose: This study continues our research examining the use of animal-assisted therapy (AAT) for patients with acquired neurogenic communication disorders. AAT pairs an animal/handler team with a licensed therapist during sessions to target discipline-specific goals. Our original study focused on dog/handler teams paired with occupational and physical therapists during inpatient rehabilitation sessions. We documented multiple ways that AAT enriched the communicative environment, increasing the amount, complexity, and voluntariness of patient participation. This study focuses on speech-language pathology sessions, comparing communicative environments during AAT and traditional sessions. We also examined the speech-language pathologists' (SLPs') experiences in learning to plan for and target communication goals for patients during AAT sessions. Method: This interpretive design combines ethnographic methods with participatory action research. We recruited 10 patients from an inpatient rehabilitation unit and two SLPs. We video-recorded 20 speech-language pathology sessions (one AAT and one traditional for each patient) and conducted 26 interviews. We consulted with SLPs on how to incorporate AAT into their treatment during their preparation time and used self-report measures to track changes in their planning time and confidence across the 6-week study. Findings: Across participants, AAT sessions provided richer communicative environments than traditional speech-language pathology sessions as measured by participant talk time, mean length of turns, and use of interactional discourse resources such as narrative use and playful language. The SLPs were rapidly able to adapt their clinical practice to incorporate AAT and displayed rapid and marked decreases in their initial planning time and increases in confidence. Conclusion: AAT sessions created meaningful, rich, and complex communicative environments in a clinical space for participants to align with others around a shared interest.
Using a social-ecological framework, this case study examined communicative competence through cl... more Using a social-ecological framework, this case study examined communicative competence through classroom interactions involving Aaron, a preschool-age child with autism who utilized an augmentative and alternative communication device (AAC). In addition to Aaron, participants included Aaron's father, the school director, classroom teachers, a paraprofessional, and 17 of Aaron's preschool classmates. The present analyses relied on ethnographic data collected by Russell and Valentino (2013)—specifically, five observations of classroom activities involving Aaron, one of which was video recorded, and six semistructured interviews of adult participants. Our extended analyses included a categorical analysis focused on communicative offers to and from Aaron as recorded in observational field notes and a new situated discourse analysis of the video-recorded small group activity. Together results revealed three key components of communicative competence: (a) presumed competence, (b) flexible multimodality, and (c) synchronized repetition. Implications focus on how to conceptualize and support communicative competence for children who use AAC from a social-ecological framework.
In contrast to traditional views of genre as relatively homogeneous and rule-ordered forms, situa... more In contrast to traditional views of genre as relatively homogeneous and rule-ordered forms, situated theories of communication conceptualize discourse genres as powerful and durable resources that are fully situated in the complexities of communicative interactions. From this perspective, discourse genres must be understood within complex and dynamic cultural practices. In this article we focus on such generic practices by tracing the pervasive heterogeneity and the distributed nature of discourse genres-in-use. We explore three examples from our research: a father and his two daughters playing Cindy Magic ± a family-created, verbal game; a family's engagement with their two-year-old's creative retellings of the tale of Peter Rabbit; and a woman with aphasia playing a barrier game in a research setting with her teenage son. These analyses point to ways that histories of generic practices are sedimented in and distributed across diverse resources, and to the ways that participants weave these traces into specific patterns. It is the pervasive heterogeneity of situated interactions, we argue, that is the ground of the ongoing development of this distributed communicative competence ± the development of persons, resources, and practices.
Taking up critical questions of how moments add up to lives and social life, we articulate theore... more Taking up critical questions of how moments add up to lives and social life, we articulate theoretical and methodological frameworks for perezhivanie and becoming, challenging binaries that splinter entangled flows of perezhivanie into frozen categories. Working from a flat CHAT notion of assemblage to develop an ontology of moments, we stress consequentiality, arguing it emerges in intersections of embodied intensities (not only affective, but also indexical, intra-actional, and historic), the dispersed bio-cultural-historical weight of artifacts and practices, and dialogic resonances across moments. Methodologically, we take an ethico-ontoepistemological perspective to systematically study perezhivanie. Bio-ecological models of enriched/rich environments (centered around meaningful complexity, agency, and individual optimization) offer both a key framework for understanding becoming and a design framework for transdisciplinary realizations of ethico-onto-epistemological practice. We illustrate these frameworks with examples from four research projects: a university physics lab group doing and writing an experiment, a former pastor managing bipolar disorder and rejecting faith, a sustained social justice education program at a university, and intersections of aging policies, media representations, and stroke survival in Brazil. Finally, we argue that an ontology of moments centered on consequentiality can illuminate perezhivanie's relationship to becoming and that the model of rich environments offers metrics to assess and design environments.
Journal of Speech Language and Hearing Research, Feb 1, 2005
Reported speech, wherein one quotes or paraphrases the speech of another, has been studied extens... more Reported speech, wherein one quotes or paraphrases the speech of another, has been studied extensively as a set of linguistic and discourse practices. Researchers agree that reported speech is pervasive, found across languages, and used in diverse contexts. However, to date, there have been no studies of the use of reported speech among individuals with aphasia. Grounded in an interactional sociolinguistic perspective, the study presented here documents and analyzes the use of reported speech by 7 adults with mild to moderately severe aphasia and their routine communication partners. Each of the 7 pairs was videotaped in 4 everyday activities at home or around the community, yielding over 27 hr of conversational interaction for analysis. A coding scheme was developed that identified 5 types of explicitly marked reported speech: direct, indirect, projected, indexed, and undecided. Analysis of the data documented reported speech as a common discourse practice used successfully by the individuals with aphasia and their communication partners. All participants produced reported speech at least once, and across all observations the target pairs produced 400 reported speech episodes (RSEs), 149 by individuals with aphasia and 251 by their communication partners. For all participants, direct and indirect forms were the most prevalent (70% of RSEs). Situated discourse analysis of specific episodes of reported speech used by 3 of the pairs provides detailed portraits of the diverse interactional, referential, social, and discourse functions of reported speech and explores ways that the pairs used reported speech to successfully frame talk despite their ongoing management of aphasia.
Language function in patients with impaired declarative memory presents a compelling opportunity ... more Language function in patients with impaired declarative memory presents a compelling opportunity to investigate the interdependence of memory and language in referential communication. We examined amnesic patients' use of definite references during a referential communication task. Discursively, definite references can be used to mark a referent as situationally unique (e.g., "the game," as in the case of a recently publicized game) or as shared information (e.g., "the game," as in one discussed previously). We found that despite showing normal collaborative learning after repeated referring-as indexed by consistent and increasingly efficient descriptive labels for previously unfamiliar tangram figures-amnesic patients did not consistently use definite references in referring to those figures. The use of definite references seems to be critically dependent on declarative memory, and the engagement of such memory is signaled by language.
From published works and formal performances of gifted storytellers to mundane reporting of every... more From published works and formal performances of gifted storytellers to mundane reporting of everyday events, narrative discourse is pervasive across cultural—linguistic groups, and the study of narrative has provided rich ground for exploring human cognitive, sociocultural, and communicative practices. Indeed, the sheer pervasiveness of narrative discourse supports, at least in part, Bruner’s (1986) contention that narrative is one of two fundamental ways that humans are wired to organize, and make sense of, experience. Focusing on marked cultural narratives, anthropologists (for example, Basso, 1996; Bauman, 1986) have typically documented the formal organization of narrative performances and analyzed the critical roles narratives can and do play in displaying and building cultural values, categories, and identities. Skillfully told narratives can break through into performance (Hymes, 1981) and command audience attention by evoking the events and atmospheres of a teller’s narrated world and imaginatively transporting both audiences and tellers to other times and places (Labov, 1997). Skilled storytellers wield narrative tellings as cultural tools that convey and construct social, communicative, and personal histories as well as privileged genres and values (for example, Basso, 1996; Shah, 2008). However, in the flow of everyday interactions, many narratives are brief, routine, and unremarkable in their content and their telling.
Journal of Speech and Hearing Disorders, May 1, 1986
Descriptive data are presented from three studies of children referred for assessment of a develo... more Descriptive data are presented from three studies of children referred for assessment of a developmental speech disorder of unknown origin. Group findings indicate that these children have involvements in mechanism, cognitive, and psychosocial areas that warrant attention in theoretical explication of and early intervention for their communication deficits. The reliability, learnability, and efficiency of a diagnostic classification system that attempts to provide characteristic speech profiles for diagnostic subtypes is also considered.
Background: Clinical aphasiologists have long attended to repetition in aphasia classification an... more Background: Clinical aphasiologists have long attended to repetition in aphasia classification and used it in treatment. Within traditional approaches, repetition has been conceptualised narrowly as the ability to produce relatively immediate, verbatim reproductions of target behaviours; treatment protocols have relied heavily on drill, eliciting client repetition of targets. In sharp contrast, sociocultural theories conceptualise repetition as a fundamental, pervasive feature operating at every level of language use. Repetition thus includes partial and paraphrased as well as verbatim repetitions, across time as well as immediate. These theories also stress the communicative functions of repetition. With respect to learning, sociocultural theories emphasise the way such loosely structured, diverse patterns of repetition emerge in, and are prompted by, repeated engagement in meaningful activities. Aims: This study (1) presents a sociocultural approach to repetition in conversation; (2) illustrates that approach through analysis of a clinician-client pair's repeated productions of labels for 30 target cards during a 10-session pilot treatment; and (3) offers detailed examples of how the pair's repeated engagement with target cards across sessions might support learning. Methods & Procedures: This study utilises situated discourse analysis of a pilot barrier task treatment (10 sessions) in which the clinician and client (a 67-year-old man, with mild anomia and severe amnesia) worked together as partners to identify and place target cards. At the end of each session researchers interviewed the clinician-client pair to identify their agreed-upon target labels (ATL) for the cards. Analysis of card label repetition included: (1) identification of all verbal labels used for target cards during game play; and (2) coding labels as matching or not matching the ATL, and as either a first or repeated use of that label during that sequence. Outcomes & Results: Analysis confirmed that repetition was pervasive. The client-clinician pair routinely repeated their own or each other's referencing expressions during the
Background-Patients with amnesia may have more than pure memory deficits, as evidenced by reports... more Background-Patients with amnesia may have more than pure memory deficits, as evidenced by reports of subtle linguistic impairments on formal laboratory tasks in the amnesic patient HM. However, little attention has been given to the impact of memory impairments on language use in regular, colloquial interactions. We analysed reported speech use by individuals with amnesia. Reported speech (RS), in which speakers represent thoughts/words from another time and/or place, requires management of two temporal frames, making it an interesting discourse practice in which to explore the impact of memory deficits on interactional aspects of communication. Aims-This study: (1) documents frequency, type, and temporal contexts of reported speech used in discourse samples; (2) compares reported speech use by amnesic and comparison participants; (3) examines the interactional character of reported speech use in these discourse samples. Methods and Procedures-Derived from a broader study of the discourse practices of individuals with amnesia, this study uses quantitative group comparisons and close discourse analysis to analyse reported speech episodes (RSEs) in interactional discourse samples between a clinician and each of 18 participants, 9 individuals with amnesia and 9 comparison participants (NC). Outcomes and Results-Reported speech was used by all participants. However, significantly fewer RSEs were produced in amnesia sessions (273) than in NC sessions (554). No significant group differences were observed for type or temporal domain. In addition, for the participants with amnesia, post-amnesia past RSEs differed qualitatively from the other RSEs in the data. Conclusions-These findings have important implications for understanding the interdependent relationship of memory and language, point to the value of examining interactional aspects of communication in the empirical study of brain-behaviour relationships, and reconceptualise interaction as a target in the remediation of functional communication following brain injury. The neuropsychological and neuroanatomical description of the seminal case of HM, throughout the 50 years of ongoing study of this patient (see Corkin, 2002; Scoville & Milner, 1957), provided significant insight into the organisation of human memory and its instantiation in the brain. We have learned from HM, and from other cases of amnesia (see Cohen &
Perspectives on Augmentative and Alternative Communication, Dec 1, 2010
The present qualitative study was designed to examine augmentative and alternative communication ... more The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.
American Journal of Speech-language Pathology, Jan 18, 2022
Purpose: This study continues our research examining the use of animal-assisted therapy (AAT) for... more Purpose: This study continues our research examining the use of animal-assisted therapy (AAT) for patients with acquired neurogenic communication disorders. AAT pairs an animal/handler team with a licensed therapist during sessions to target discipline-specific goals. Our original study focused on dog/handler teams paired with occupational and physical therapists during inpatient rehabilitation sessions. We documented multiple ways that AAT enriched the communicative environment, increasing the amount, complexity, and voluntariness of patient participation. This study focuses on speech-language pathology sessions, comparing communicative environments during AAT and traditional sessions. We also examined the speech-language pathologists' (SLPs') experiences in learning to plan for and target communication goals for patients during AAT sessions. Method: This interpretive design combines ethnographic methods with participatory action research. We recruited 10 patients from an inpatient rehabilitation unit and two SLPs. We video-recorded 20 speech-language pathology sessions (one AAT and one traditional for each patient) and conducted 26 interviews. We consulted with SLPs on how to incorporate AAT into their treatment during their preparation time and used self-report measures to track changes in their planning time and confidence across the 6-week study. Findings: Across participants, AAT sessions provided richer communicative environments than traditional speech-language pathology sessions as measured by participant talk time, mean length of turns, and use of interactional discourse resources such as narrative use and playful language. The SLPs were rapidly able to adapt their clinical practice to incorporate AAT and displayed rapid and marked decreases in their initial planning time and increases in confidence. Conclusion: AAT sessions created meaningful, rich, and complex communicative environments in a clinical space for participants to align with others around a shared interest.
Using a social-ecological framework, this case study examined communicative competence through cl... more Using a social-ecological framework, this case study examined communicative competence through classroom interactions involving Aaron, a preschool-age child with autism who utilized an augmentative and alternative communication device (AAC). In addition to Aaron, participants included Aaron's father, the school director, classroom teachers, a paraprofessional, and 17 of Aaron's preschool classmates. The present analyses relied on ethnographic data collected by Russell and Valentino (2013)—specifically, five observations of classroom activities involving Aaron, one of which was video recorded, and six semistructured interviews of adult participants. Our extended analyses included a categorical analysis focused on communicative offers to and from Aaron as recorded in observational field notes and a new situated discourse analysis of the video-recorded small group activity. Together results revealed three key components of communicative competence: (a) presumed competence, (b) flexible multimodality, and (c) synchronized repetition. Implications focus on how to conceptualize and support communicative competence for children who use AAC from a social-ecological framework.
In contrast to traditional views of genre as relatively homogeneous and rule-ordered forms, situa... more In contrast to traditional views of genre as relatively homogeneous and rule-ordered forms, situated theories of communication conceptualize discourse genres as powerful and durable resources that are fully situated in the complexities of communicative interactions. From this perspective, discourse genres must be understood within complex and dynamic cultural practices. In this article we focus on such generic practices by tracing the pervasive heterogeneity and the distributed nature of discourse genres-in-use. We explore three examples from our research: a father and his two daughters playing Cindy Magic ± a family-created, verbal game; a family's engagement with their two-year-old's creative retellings of the tale of Peter Rabbit; and a woman with aphasia playing a barrier game in a research setting with her teenage son. These analyses point to ways that histories of generic practices are sedimented in and distributed across diverse resources, and to the ways that participants weave these traces into specific patterns. It is the pervasive heterogeneity of situated interactions, we argue, that is the ground of the ongoing development of this distributed communicative competence ± the development of persons, resources, and practices.
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Papers by Julie A Hengst