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BL
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| Record Number
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879032
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| Main Entry
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Goodwin, Charles,1943-
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| Title & Author
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Co-operative action /\ Charles Goodwin, University of California Los Angeles.
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| Publication Statement
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New York, NY, USA :: Cambridge University Press,, 2018.
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, ©2018
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| Series Statement
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Learning in doing: social, cognitive and computational perspectives
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| Page. NO
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1 online resource (xxx, 521 pages) :: illustrations
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| ISBN
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1108215491
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: 1139016733
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: 9781108215497
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: 9781139016735
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0521866332
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9780521866330
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| Bibliographies/Indexes
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Includes bibliographical references (pages 479-509) and index.
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| Contents
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Machine generated contents note: 1.1. Why Hyphenate Co-Operative? -- 1.1.1. The Conceptualization of Cooperation in Animal Experiments -- 1.2. Phenomena Implicated in Co-Operative Action -- 1.2.1. Language -- 1.2.2. Human Sociality -- 1.2.3. Creating Skilled, Competent Members -- 1.3. Brief Overview -- 1.3.1. Part I Co-Operative Accumulative Action -- 1.3.2. Part II Intertwined Semiosis -- 1.3.3. Part III Embodied Interaction -- 1.3.4. Part IV Co-Operative Action with Predecessors: Sedimented Landscapes for Knowledge and Action -- 1.3.5. Part V Professional Vision, Transforming Sensory Experience into Types, and the Creation of Competent Inhabitants -- 1.4. Transcription and Presentation of Data -- 1.5. Summary -- 2. Co-Operative Accumulation as a Pervasive Feature of the Organization of Action -- 2.1. Building New Action by Reusing with Transformation Materials Provided by Others -- 2.1.1.A Historical Digression -- 2.2. The Co-Operative Construction of Subsequent Action.
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Note continued: 10.3.1. Bringing Assessment Activity to a Close -- 10.4. Conclusion -- 11. Projecting Upcoming Events to Accomplish Co-Operative Action -- 11.1. Movement to a Different Kind of Activity -- 11.2. Projecting the Loci for Collaborative Activity in Talk -- 11.2.1. Extended Overlap -- 11.2.2. Differential Access as an Organizing Feature of Concurrent Assessments -- 11.2.3. Making Visible Congruent Understanding -- 11.2.4. Erroneous Projection -- 11.2.5. Simultaneous Vocal and Nonvocal Heightened Involvement -- 11.2.6. Exiting from the Collaborative Assessment -- 11.2.7. Laminating Inconsistent Displays to Create Delicate Withdrawals -- 12. Action and Co-Operative Embodiment in Girl's Hopscotch -- 12.1. Semiotic Structure in the Environment -- 12.2. Talk-in-Interaction -- 12.3. Changing Contextual Configurations -- 12.4. Conclusion -- 13. Practices of Color Classification -- 13.1. Mapping a Feature -- 13.2. Semiotic Structure in the Environment.
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Note continued: 13.3. The Munsell Chart as a Historically Shaped Field for the Production of Action -- 13.4. Heterotopias -- 13.5. Building Action within Talk-in-Interaction with the Munsell Chart -- 13.6. The Intersubjective Constitution of the Objects That Animate the Work of a Community -- 13.6.1. The Intelligible Body: Embodied Stance and the Constitution of Action -- 13.7. Using Graphic Fields to Build Action -- 14. Highlighting and Mapping the World as Co-Operative Practice -- 14.1. Highlighting -- 14.2. Graphic Representations as Embodied Practice -- 14.3. Co-Operative Action as a Framework for Making Public Another's Understanding -- 14.4. Calibrating Professional Vision through Embodied Co-Operative Action within a Relevant Environment -- 15. Environmentally Coupled Gestures -- 15.1. Juxtaposing Multiple Semiotic Fields to Accomplish Pointing -- 15.2. Gestures Tied to the Environment -- 15.3. The Communicative Status of Environmentally Coupled Gestures.
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Note continued: 15.3.1. Embedding Gesture within Participation Frameworks -- 15.3.2. Multiple Forms of Embodied Semiosis Operate Simultaneously -- 15.4. The Accumulative Power of the Laminated Structure of Human Action -- 15.5. Conclusion -- 16. Co-Operative Action with Predecessors -- 16.1. The Consequential Presence of Absent Predecessors within Local Face-to-Face Interaction -- 16.1.1. The Special Character of Copresence -- 16.2. My Use of the Term "Predecessor" -- 16.3. Co-Operative Action with Absent Predecessors -- 16.3.1. Substrate Created Co-Operatively by Actors Distributed in Space and by Task -- 16.3.2. Transforming a Scene into Action-Relevant Objects -- 16.4.Organizing the Work-Relevant Perception of the Environment -- 16.5. Co-Operative Accumulation Both with Those Who Are Present, and with the Materials Provided by Predecessors -- 16.6. The Schedule as a Cultural Umwelt -- 16.7. The Schedule Organizing Work-Relevant Perception within an Umwelt.
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Note continued: 17. The Accumulation of Diversity through Co-Operative Action -- 17.1. The Accumulative Power of Environmental Laminations as Components of Action -- 17.2. The Accumulation of Diversity -- 17.2.1. The Co-Operative Organization of Interaction with Predecessors -- 17.2.2. The Prospective Organization of Action through Substrates -- 17.3. Co-Operative Accumulation with Predecessors vs. Those Who Share Space and Time with Us in an Unfolding Present -- 17.3.1. Accumulation Sustained through Co-Operative Action -- 17.4. Conclusion -- 18. Seeing in Depth -- 18.1. The Sampling Grid -- 18.1.1. Convergent Diversity -- 18.2. Tools -- 18.2.1. The CTD as a Tool for Perception -- 18.2.2. Multiple Perceptual Frameworks -- 18.2.3. Articulating the Document Surface -- 18.3. Seeing in Common -- 18.4. Hybrid Spaces: Space as Locally Organized, Historically Situated Practice.
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Note continued: 19. Co-Operative Action as the Source of, and Solution to, the Task Faced by Every Community of Creating New, Culturally Competent Members with Specific Forms of Knowledge and Skill -- 19.1. Pedagogy a Human Universal -- 19.2. Repairs and the Display of Language Structure -- 19.3. The Accumulative Diversity of Settings and Communities and the Construction of Skilled Inhabitants -- 19.4. Creating Skilled Actors through Co-Operative Action -- 19.4.1. Seeing an Inappropriate Action and Intercepting It Before It Can Occur -- 19.5. Co-Operatively Breaking an Egg -- 19.6. Summary -- 20. The Emergence of Conventionalized Signs within the Natural World -- 20.1. Symbols -- 20.1.1. How Did Symbols Emerge in the Natural World? -- 20.1.2. Gesture as Precursor to Language? -- 20.2. The Inherent Indeterminacy of Gesture -- 20.3. Gesture First Theories of Language Origins -- 20.4. The Transparency of Gesture? -- 20.5. Action Consequences of the Indeterminacy of Gesture.
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Note continued: 2.2.1. Co-Operation(s) -- 2.2.2. Accumulation -- 2.2.3. Substrates -- 2.3. Varied Practices for Co-Operative Accumulation -- 2.3.1. Symbolic Language Embedded within Indexical and Iconic Forms of Semiosis -- 2.4. Summary -- 2.4.1. Building Action Co-Operatively on Substrates That Accumulate Resources -- 2.4.1.1. Accumulation -- 2.4.1.2. Substrates -- 2.5. The Combinatorial Organization of Language and Action as Visible Public Practice -- 2.6. The Dialogic Syntax of John Du Bois -- 2.7. The Extraordinarily Rich Language of Poor African-American Children -- 3. The Co-Operative Organization of Emerging Action -- 3.1. The Emergence of Objects within Lived Time -- 3.2. Multiparty Co-Operative Accumulation within Noun Phrases -- 3.3.Competing Tellings -- 3.4. Inhabiting a Different World -- 4. Chil and His Resources -- 4.1. Chil's Resources -- 4.1.1. Chil's Life after His Stroke and How I Recorded His Interaction.
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Note continued: 20.6. Co-Operative Action as an Environment Promoting the Evolution of Arbitrary Signs -- 20.6.1. An Environment of Rich Relevant Resources -- 20.7. Conclusion -- 21. Calibrating Experience and Knowledge by Touching the World Together -- 21.1. Calibrating Professional Vision -- 21.2. Transforming Embodied Experience into a Category -- 21.3. The Interplay between Objects of Experience and Abstract Types -- 21.3.1. An Ethnomethodological Perspective -- 21.3.2. Conventionalized Signs as Active Co-Operative Work -- 21.3.3. Building a World of Public Shared Forms from the Co-Operative Organization of Experience -- 22. The Blackness of Black: Color Categories as Situated Practice -- 22.1. Overview -- 22.2. Color Categories as Cognitive Universals: Divorcing Cognition from Practice -- 22.2.1. Situated Activity Systems -- 22.3. Scientific Description as Embodied, Situated Knowledge -- 22.4. Seeing Jet Black as a Problematic, Situated Task.
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Note continued: 22.4.1. Situated Activities as Frameworks for Motivation and Precision -- 22.5. The Social Organization of Practice and Apprenticeship within Situated Processes of Human Interaction -- 22.5.1. Inventing New Category Systems Tailored to the Local Setting -- 22.6. Highlighting and Positioning for Perception -- 22.7. Seeing Activities -- 22.7.1. Embodied Cognition -- 22.7.2. Using Diverse, Serendipitous Criteria to Constitute a Category -- 22.8. The Social and Practical Constitution of Accountable Knowledge -- 22.9. Conclusion -- 22.9.1. The Methodology of Berlin and Kay -- 22.9.2. Phenomena Made Available for Analysis by a Situated Activity System -- 22.9.3. Using General Structures to Build Locally Relevant, Situated Action -- 23. Building Skilled, Knowing Actors and the Phenomenal Objects They Are Trusted to Know -- 23.1. Tracing and Inscribing -- 23.2. Progressive Reformulation through Changing Points to a Common Target -- 23.2.1. Pointing as Action.
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Note continued: 23.2.2. Learning to See as a Professional through Pointing -- 23.2.3. Pointing as Demonstration -- 23.3. Co-Operative Pointing -- 23.4. Conclusion -- 24. Professional Vision -- 24.1. Contested Vision -- 24.2. Coding Aggression as Professional Practice -- 24.3. Expert Testimony: An Ethnography of Seeing -- 24.4. Graphic Demonstrations and Material Artifacts: The Birth of Rodney King as a Visible Actor -- 24.5. The Power to Speak as a Professional -- 24.6. Conclusion -- 25. Conclusion -- 25.1. Co-Operative Action -- 25.2. Accumulation -- 25.3. Cooperation and Co-Operative Action -- 25.4. Language from the Perspective of Co-Operative Action -- 25.4.1.A Diagrammatic Inflection -- 25.4.2. Indexical Incorporation -- 25.4.3.Combining Different Kinds of Materials -- 25.4.4. Distributed Actors and Utterances -- 25.4.5. Action Organized through and within a Dynamic Ecology of Meaning Making Practices -- 25.4.6.A Perspective on the Phenomenology of Language.
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Note continued: 25.5. Co-Operative Action as an Environment That Would Promote and Then Sustain the Emergence of Peircian Symbols in the Natural World -- 25.5.1. Language as Symbol Use Rooted in Public Practice? -- 25.5.2. The Emergence of Symbols within Co-Operative Action -- 25.5.2.1. Chil's Restriction to Indexical and Iconic Signs Systematically Delays Movement to a Next Action -- 25.5.2.2. Navigating Multiple Possibilities for Future Action -- 25.5.2.3. Symbols as a Solution to the Problem of Moving Action Forward within Co-Operative Action -- 25.5.2.4.Combining Symbols Once They Have Emerged -- 25.5.3. Symbols as Co-Operative Action within Communities -- 25.6. Phenomena That Emerge from Co-Operative Action -- 25.6.1. Accumulative Diversity -- 25.6.2. Creating Skilled, Competent Inhabitants -- 25.6.3. Constituting Symbols through Public Practice within a Community -- 25.7. The Public Organization of Co-Operative Action -- 25.8. Time, Experience, and Language as Lived Practice.
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Note continued: 25.8.1. The Intertwining of Knowledge and Experience with Alternative Semiotic Resources -- 25.8.2. Chronotopes -- 25.8.3. The Life Cycle -- 25.9. Summary Overview.
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Note continued: 5. Building Complex Meaning and Action with a Three-Word Vocabulary: Inhabiting and Reshaping the Actions of Others through Accumulative Transformation -- 5.1. Incorporating Rich Language Structure Produced by Others -- 5.2. Incorporating Talk Produced by Others While Transforming It -- 5.2.1. Indexical Incorporation -- 5.2.2. Symbols -- 5.2.3. Chains of Interpretants -- 5.3. Two Practices for Reusing, with Transformation, Materials Created Earlier by Others -- 6. The Distributed Speaker -- 6.1. The Distributed Organization of Both Speakers and Their Utterances -- 6.2. An Example of Cooperation -- 6.3. Symbols That Lack Necessary Indexical Grounding -- 6.4. Ideal, Self-Contained Fully Competent Actors, or Distributed Interactive Fields Encompassing Participants with Different Abilities? -- 7. Intertwined Knowing -- 7.1. Differential Knowledge States as a Constitutive Feature of Human Action -- 7.1.1. Actively Sustaining a Complementary Distribution of Knowledge.
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Note continued: 7.2. Multiple Transformations within a Single Sentence -- 7.3. Conclusion -- 7.3.1. The Ongoing Organization of Awareness That Others Have Knowledge That Differs from Our Own through Co-Operative Action -- 7.3.2. The Interpreting Self as Unfolding Co-Operative Practice -- 7.3.3. The Shaping of Utterances, Actions, and Sentences within Interaction -- 7.3.4. Simultaneous Co-Operative Action -- 8. Building Action by Combining Different Kinds of Materials -- 8.1. Building Action by Joining Together Different Kinds of Resources -- 8.2. The Laminated Organization of Spoken Action -- 8.2.1. Inflecting Stance -- 8.3. Using Prosody to Build Varied Action with a Limited Lexicon -- 8.3.1. Saying Something Different by Building a New Contextual Configuration -- 8.4. Building Action through Use of Varied, Distributed Resources -- 8.5. Chil's Timing -- 8.5.1. Exploiting Rhythm and Timing in American Football -- 8.6. Conclusion -- 9. Intertwined Actors.
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Note continued: 9.1. The Laminated Organization of Human Action -- 9.1.1. Delaminating Talk and Action Provided by Others -- 9.2. Laminated Co-Operative Action That Spans Centuries -- 9.3. Visible Co-Operations on Another's Emerging Talk -- 9.3.1.A Silent, though Visible Principal Character -- 9.3.2. Building Action by Performing Structure Preserving Visible Transformations on a Public Substrate -- 9.4. The Visible Cognitive Life of the Hearer -- 9.5. Temporally Unfolding Participation Central to the Organization of Human Action -- 9.6. Human Tools -- 9.7. The Combinatorial Organization of Human Tools as a Matrix for the Constitution of Human Social and Economic Organization -- 9.8. Conclusion -- 10. Projection and the Interactive Organization of Unfolding Experience -- 10.1. Assessments -- 10.1.1. Embodied Responses by Recipients to Assessments -- 10.2. Assessment Adjectives as Guides for Hearers -- 10.3. Monitoring the Experiential Displays of Others.
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| Abstract
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Co-Operative Action proposes a new framework for the study of how human beings create action and shared knowledge in concert with others by re-using transformation resources inherited from earlier actors: we inhabit each other's actions. Goodwin uses videotape to examine in detail the speech and embodied actions of children arguing and playing hopscotch, interactions in the home of a man with severe aphasia, the fieldwork of archaeologists and geologists, chemists and oceanographers, and legal argument in the Rodney King trial. Through ethnographically rich, rigorous qualitative analysis of human action, sociality and meaning-making that incorporates the interdependent use of language, the body, and historically shaped settings, the analysis cuts across the boundaries of traditional disciplines. It investigates language-in-interaction, human tools and their use, the progressive accumulation of human cultural, linguistic and social diversity, and multimodality as different outcomes of common shared practices for building human action in concert with others.
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Cooperativeness.
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Social interaction.
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Social psychology.
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Cooperativeness.
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PSYCHOLOGY-- Social Psychology.
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Social interaction.
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Social psychology.
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| Dewey Classification
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302
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| LC Classification
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HM1111.G66 2018
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