August 30, 2001

The 26th Meeting of Mind and Activity

Tuesday, September 4

1:00 pm. - 7:00 pm.
Honkan (Main building)
Room #1505 (on the south wing of the 5th floor)
Meiji Gakuin University, Tokyo


  1. Tomoyo Takagi
    Sequence Management in Japanese Child-Adult Interactions: Turn-final WA in child talk.

    canonically used in a mid-turn position as a so-called "topic-marker", at the end of a turn that is composed of a noun (phrase) only and produced with question intonation. Close examinations of each case reveal that children's use of wa-ending turns is an effective practice that enables them to initiate a sequence on a topic of their choice and engage the adult recipient in that new sequence. Furthermore, the sequence initiated by a wa-ending turn is recognizably relevant to the on-going activity and treated as such by the adult co-participants. Based on an empirical analysis of specific instances, I would like to explore the potential of approach to grammar as participants' practices instantiated in local actions, which are situated in activity as a real-life project.

  2. Dominic Berducci
    A sequential analysis of Private Speech.

    This research is a criticism of the way Private Speech has been studied and how its existence has been determined. Private Speech is a seminal concept in Vygotskian analysis that has caused his followers problems in their attempts to prove what Vygotsky has found in relation to that concept. I will show that these researchers would have benefitted by performing top down/theory driven research instead of a more conversation analytic/bottom-up approach which is more appropriate. I will display my general findings and then intensley focus on one incidence of Private Speech to make my point.

  3. Motoko Igarashi
    How are students' understandings and misunderstandings made visible in classroom?

    I attempt to show that students' understandings and misunderstandings are made visible through teachers' using a blackboard and the so-called I-R-E sequence.

  4. Aug Nishizaka
    The interactional organization of learning.

    It seems to be a very evident fact that children very often become able to do what they were not able to do: an obvious instance should be speaking a language. My interest, however, is not in specifying conditions which facilitate this 'change of ability', but reconsidering the very conception of the change of ability, in the analysis of videotaped violin lesson sessions. I do not deny that evident fact I mentioned above. I only attempt to sociologically or interaction analytically reconstruct the conception of what is called learning. (I must say I do not have any idea right now what I should say about this topic, but I hope by the time we meet next week I will become able to do what I AM NOT able to do.)