Book contents
- Co-Operative Action
- Learning in Doing: Social, Cognitive and Computational Perspectives
- Co-Operative Action
- Copyright page
- Dedication
- Contents
- Figures
- Acknowledgments
- 1 What Is Co-Operative Action, and Why Is It Important?
- Part I Co-Operative Accumulative Action
- Part II Intertwined Semiosis
- 7 Intertwined Knowing
- 8 Building Action by Combining Different Kinds of Materials
- 9 Intertwined Actors
- 10 Projection and the Interactive Organization of Unfolding Experience
- 11 Projecting Upcoming Events to Accomplish Co-Operative Action
- Part III Embodied Interaction
- Part IV Co-Operative Action with Predecessors
- Part V Professional Vision, Transforming Sensory Experience into Types, and the Creation of Competent Inhabitants
- References Cited
- Index
- Series page
11 - Projecting Upcoming Events to Accomplish Co-Operative Action
from Part II - Intertwined Semiosis
Published online by Cambridge University Press: 03 November 2017
- Co-Operative Action
- Learning in Doing: Social, Cognitive and Computational Perspectives
- Co-Operative Action
- Copyright page
- Dedication
- Contents
- Figures
- Acknowledgments
- 1 What Is Co-Operative Action, and Why Is It Important?
- Part I Co-Operative Accumulative Action
- Part II Intertwined Semiosis
- 7 Intertwined Knowing
- 8 Building Action by Combining Different Kinds of Materials
- 9 Intertwined Actors
- 10 Projection and the Interactive Organization of Unfolding Experience
- 11 Projecting Upcoming Events to Accomplish Co-Operative Action
- Part III Embodied Interaction
- Part IV Co-Operative Action with Predecessors
- Part V Professional Vision, Transforming Sensory Experience into Types, and the Creation of Competent Inhabitants
- References Cited
- Index
- Series page
Summary
Multiparty simultaneous action requires the ability to project with precision what is about to happen before it actually occurs. Participants’ production of assessments as an interactive activity provides an environment where the practices required to accomplish such projection can be systematically investigated. As assessments such as “so: goo:d” incrementally emerge within the stream of speech, the intensifier projects that an assessable term of some type is about to be produced. Both the character and the experiential import of the assessment are further displayed by the intensifier’s prosody. Thus a hearer can begin to produce a concurrent assessment of her own while the intensifier is still being spoken, and before actually hearing the assessment term itself. Participants are thus able to co-operatively construct simultaneous congruent assessments. A range of embodied displays further expand this repertoire. Once this peak of heightened mutual involvement has been reached, it can be systematically withdrawn from by laminating embodied displays of disengagement over talk that continues strong assessment. Simultaneous stance and experience are incrementally organized as a co-operative activity.
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- Co-Operative Action , pp. 151 - 166Publisher: Cambridge University PressPrint publication year: 2017