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Child's understanding and intentions are not always easy to read in drawings. This is particularly evident in the type of drawings we refer to as 'analytical drawings'. In order to understand analytical drawings made by preschool children, it is important to have a dialogue with the young authors. In our study, we examined the ability of students of pedagogy study programmes to interpret an example of a preschooler's analytic drawing where the intentions are not readily apparent. Using the example of an analytical drawing of a six-year-old girl, we designed a questionnaire that was administered to 226 students of the Faculty of Education at the University of Ljubljana. Using the questionnaire, we evaluated the students' ability to interpret the content and the child's intentions expressed in the analytical drawing, as well as their opinions about what they would find most useful to help them to interpret the girl's drawing. The results confirmed our hypothesis that it is impossible to understand, interpret, and evaluate these types of children's analytic drawings without a dialogue with a child. [ABSTRACT FROM AUTHOR]

The article reveals the concept of language strategies and tactics, touches on the concept of linguistic influence and its classification, the role of communicators in the act of speaking. A communicative strategy is perceived as a type of behavior of one of the partners in a situation of dialogic communication. For the analysis of language strategies, the concepts of goal, motive, and action, thanks to which the linguistic goal is achieved, are the most important. This article examines the concepts of language strategies and tactics, their classification and influence on the communication process. In addition, attention is paid to the role of communicators in the speech process and their influence on language strategy. The basic idea is that communicators can use different strategies and tactics depending on the goal, motive and action leading to the achievement of the linguistic goal. For the analysis of language strategies, the most important concepts are purpose and motive. A goal is a desired result that communication participants want to achieve. Motive is what motivates communicators to use a specific language strategy. In addition, the article highlights the role of such factors as language experience, socio-cultural context and psychological characteristics of communicators in choosing a language strategy. The article also considers in detail the classification of language strategies and tactics. In particular, examples of such strategies as "dominant", "regulatory", "cooperative" and "conflict" are given. For each strategy, its purpose and ways of achieving the language goal are described. In general, the article is devoted to the understanding of different language strategies and their impact on the communication process. Knowing about these strategies and tactics can help communication participants achieve more effective and productive communication. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Complex services, such as healthcare, struggle to realize the benefits of value co-creation due to the substantial challenges of managing such services over the long-term. Key to overcoming these challenges to value co-creation is a profound understanding of dialogue (i.e., 'quality of discourse' facilitating shared meaning) during service interactions. Contributing to an emerging literature, we undertake a longitudinal, ethnographic study to assess dialogue between professionals and patients through the lens of dialogic engagement (i.e., iterative mutual learning processes that bring about action through dialogue). We develop and empirically support six dialogic co-creation and co-destruction mechanisms that impact on the resolution of tensions and integration of knowledge resources between service providers and consumers. We reveal the multidimensional and dynamic nature of value created or destroyed through these mechanisms in dialogue over time. Taking healthcare as an exemplar, we offer a research agenda for developing our understanding of DE in complex services. [ABSTRACT FROM AUTHOR]

Different from statistically analyzed self-reports of Subjective Well-Being (SWB), we explored how dialogue engenders the meaning of SWB as constituted through an individual's daily experiences. A revised Day Reconstruction Method (DRM; Kahneman et al. 2004) was used to describe the participants' previous day episodically, followed by a semi-structured life world interview (Kvale 1996) for the explication through dialogue of those episodes. The results of qualitative analyses on the structure and contents of the discourse of the DRM and interviews with three participants highlighted the following: 1) the participants construed the meaning of daily experiences by organizing and weighting them in individualized ways; 2) the meaning of daily episodes emerged and was clarified in the process of collaborative dialogue in the interview as well as in the analyses, and was vividly expressed in particular protocol sequences; and 3) Kelly's (1955) notion of Personal Construct is applicable to make sense of individualized narratives as a form of Well-Being. We concluded that the subjectivity of SWB does not merely imply the first-person authority in charge of the evaluation in the questionnaires, but rather is understood as a construct that reveals the personal meaning of one's daily experiences. The emergent quality of this process is crucial for understanding the nature of subjectivity in SWB. [ABSTRACT FROM AUTHOR]

The aim of the paper is to use a Bakhtinian theoretical frame to analyze a dialogue episode, which is considered as a social ensemble of voices. The article starts by putting in place the disciplinary angle taken here, the action domain into which the piece is taken, which is a specific project in adaptation to climate change, a perspective that also needs to be explained. Two adjacent theoretical frames, the deliberative hybrid forum and the notion of a common pool resource, are also briefly presented. We finish by presenting and analyzing a dialogue that occurred on the phone between two persons involved in the project discussed, showing how it expresses a plurality of voices that is somehow unified by a shared practical perspective. [ABSTRACT FROM AUTHOR]

When discussing literature, one needs to take into consideration various theories of translation and hermeneutics in interpreting a text. Hermeneutics, or the science of interpretation, "develops from the old art of divination and becomes the most important critical instrument of producing texts" (Spăriosu 9). Using several hermeneutic lenses, I would like to show that literature creates an appropriate context for a reconceptualization of the word dialogue. Literature mediates the reconfiguration of the word dialogue into a triad, comprising two persons (self+ other / I+ you) and a third constituent. How can one conceptualize this third element? Why is it relevant for the interaction between individuals? How does literature contribute to raising awareness of the presence of a third participant in a dialogue?. [ABSTRACT FROM AUTHOR]

Responsive evaluation honors democratic and participatory values and intends to foster dialogues among stakeholders to include their voices and enhance mutual understandings. The question explored in this article is whether and how responsive evaluation can offer a platform for moral learning (Bildung) in the interference zone between system and lifeworld. A case example from Dutch psychiatry is presented. Policy makers aimed to develop a “monitoring instrument” for closed psychiatric wards to protect patient rights and prevent incidents. Tensions arose between strategic action and system values (accountability, efficiency, control, safety) and the search for meaning and morality. Several dynamics were set in motion. Through the creation of communicative spaces in which there was room for expression of emotions and stories, the “colonization” by system values was countered. Another dynamic called “culturalization” started simultaneously, that is, adoption of lifeworld values in the system world, which resulted in constructive dialogues on the meaning of good care and moral learning. [ABSTRACT FROM AUTHOR]

Studies about dialogue are conducted in a descriptive perspective, but also in a so-called normative approach or tradition. Taking Bakhtin's case, I consider this tension and show how it can be treated as a question of disciplines and interdisciplinarity, which permits us to understand how they are both necessary and complement each other. This disciplinary angle can be relevant to understand Bakhtin's own work but also other research paths. Showing then how this way of structuring research is lacking certain elements notably the evaluative aspect of any discourse and discourse study, I develop the hypothesis according to which a triad of terms might be more useful to reflect and study dialogue than just the descriptive/normative dyad, suggesting the introduction of Peircian categories. [ABSTRACT FROM AUTHOR]

This study examines the mediator practices to bring the interaction back on track when the participants of dispute mediation go off-task. An existing collection of 18 transcripts from audio recordings of mediation sessions at a mediation center in the western United States serves as a source of interactional data. First, the study examines the moves mediators make to perform interventions to bring the current state of activity more in line with mediation activity. Second, it accounts for the variety of interventions mediators perform using the concepts of face and facework. The article discusses what the findings mean in terms of mediation, the interaction order and the institutional order. [ABSTRACT FROM AUTHOR]

Typically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation. [ABSTRACT FROM PUBLISHER]

Referring to visually perceivable objects is a very common occurrence in everyday language use. In order to produce expressions that refer, the speaker needs to be able to pick out visual properties that the referred object has and determine the words that name those properties, such that the expression can direct a listener's attention to the intended object. The speaker can aid the listener by looking in the direction of the object and by providing a pointing gesture to indicate it. In order to resolve the reference, the listener has a difficult job to do: simultaneously use all of the linguistic and non-linguistic information; the words of the referring expression that denote properties of the object, such as its colour or shape, need to already be known, and the non-linguistic gaze direction and pointing gesture of the speaker need to be incorporated. Crucially, the listener does not wait until the end of the referring expression before she begins to resolve it; rather, she is interpreting it as it unfolds. A model that resolves referring expressions as the listener must be able to do all of these things. In this paper, we present such a generative model of reference resolution. We explain our model and show empirically through a series of experiments that the model can work incrementally (i.e., word for word) as referring expressions unfold, can incorporate multimodal information such as gaze and pointing gestures in two ways, can learn a grounded meaning of words in the referring expression, can incorporate contextual (i.e., saliency) information, and is robust to noisy input such as automatic speech recognition transcriptions, as well as uncertainty in the representation of the candidate objects. [ABSTRACT FROM AUTHOR]

As knowledge-grounded dialogue systems are attracting intense research interest, technology that facilitates reference to various types of external knowledge as dialogue-system data is also developing. A knowledge-grounded dialogue system must be capable of (1) accurately interpret the conversation content, (2) determining whether external knowledge should be referenced for the current turn, (3) identifying the external knowledge to be referenced, and (4) generating a response. If the referenced external knowledge is in the form of a question–answer pair, this pair is closely related to the domain to which the external knowledge belongs and the entity to which it pertains. This study proposes a knowledge-grounded dialogue system that predicts the domain and entity associated with a question–answer pair referenced by the dialogue system; the system then leverages this information to effectively implement the above three external-knowledge-based capabilities. As the dialogue data associated with external knowledge is diverse, adaptation to the slots and entities of different dialogue datasets is challenging. In this study, the Triple Copy (TripPy) model, which is one of the leading benchmark models for dialogue-state tracking with the Multi-domain Wizard-of-Oz (MultiWOZ) dataset, is further developed to adapt to DSTC10 data for the external knowledge-based dialogue system; hence, dialogue content is effectively interpreted. The developed knowledge-grounded dialogue system incorporates knowledge-seeking turn detection, knowledge selection, and knowledge-grounded response generation models. The model, in DSTC10 dataset, achieves 15.49%p, 12.54%p, and 36.45%p improvements over the baseline, the state-of-the-art model for the previous version of the data (DSTC9 dataset), in terms of the F1 score, Recall@1 score, and BLEU-1 score, respectively. Moreover, in a dialogue-state tracking task for DSTC10 dataset, a 15.41%p improvement in joint goal accuracy score is achieved compared to the TripPy model. • A goal-oriented dialogue system using external knowledge to respond to a user is proposed. • Adapting a dialogue-state tracking model to targeting datasets to well understand a conversation. • The advanced knowledge-grounded dialogue system using the extracted entities and tracked domain. [ABSTRACT FROM AUTHOR]

Task-oriented dialogue systems need to take appropriate actions not only for clear user requests but also for ambiguous and vague ones. In this study, "ambiguous" denotes that although users have potential requests, they failed to clearly define and verbalize their content and conditions which can be associated with system actions. For such ambiguous requests, taking reflective actions is one plausible choice for such systems. In our study, "reflective" denotes taking actions that satisfy user requests before the users themselves clarify their demands. We constructed such a reflective dialogue agent by collecting a corpus that includes pairs of ambiguous user requests and corresponding reflective system actions on sightseeing navigation with a smartphone. Since annotating every possible combination of user requests and system actions is impossible, this study built a corpus where one reflective action is annotated to one ambiguous user request. To train an action selection model on such incomplete training data in which only one action is associated with a request, we applied the positive/unlabeled (PU) learning method, which assumes that only part of the data is labeled with positive examples. In addition, we enhanced the action selection by extracting and distilling knowledge that corresponds to causality from the training data using a causality detection model. The experimental results show that both the PU learning method and the causality detection model improved the performances of the reflective action selection compared to the conventional positive/negative (PN) learning method. • We built a reflective action selection system given ambiguous user requests. • We collected a dialogue corpus that bridges ambiguous requests to reflective actions. • We explored whether several actions can be reflective for one request on test data. • We applied the PU learning method to deal with partially annotated training data. • We distilled causality knowledge to utilize in the reflective action selection. [ABSTRACT FROM AUTHOR]

In this article, we first study abduction in human dialogues. Given an utterance, objective abduction produces a hearer's belief that could explain the utterance, while subjective abduction produces a hearer's belief that could explain the belief state of a speaker. Different types of abduction are formulated using propositional epistemic logic. We next consider conversational implicature used as pragmatic inference in speech acts. Two conflicting implicatures, Q-implicature and I-implicature, are formulated and contrasted with abduction. We also argue how speakers could use abduction or conversational implicature for the purpose of misleading hearers. [ABSTRACT FROM AUTHOR]

This study develops a communicative model of collaboration failure to address one of the key challenges of collaboration theory and practice: the discrepancy between the promise of collaboration and the reality of persistent failure. A theoretical framework is developed based on notions of dialogue, discourse, and coorientation, which informs three key aspects of collaboration: knowledge production, shared identity, and collective agency. This theoretical framework is then combined with analytic themes from an empirical case study of a failed civil society collaboration. Themes of communication practice that constitute collaborative failure are detailed, while also contrasting these with alternative practices that can enable more successful collaboration. Further implications are discussed, specifically in terms of rethinking common collaboration dualisms of structure/process and talk/action. [ABSTRACT FROM AUTHOR]

In this paper, we explore the relationship between scaffolding, dialogue, and conceptual breakthroughs, using data from a design-based research study that focuses on the development of understanding of probability in 10-12 year old students. The aim of the study is to gain insight into how the combination of scaffolding for content using technology and scaffolding for dialogue can facilitate conceptual breakthroughs. We analyse video-recordings and transcripts of pairs and triads of students solving problems using the TinkerPlots software with teacher interventions, focusing on moments of conceptual breakthrough. Data show that dialogue scaffolding promotes both dialogue moves specific to the context of probability and dialogue in itself. This paper focuses on episodes of learning that occur within dialogues framed and supported by dialogue scaffolding. We present this as support for our claim that combining scaffolding for content and scaffolding for dialogue can be effective in students' conceptual development. This finding contributes to our understanding of both scaffolding and dialogic teaching in mathematics education by suggesting that scaffolding can be used effectively to prepare for conceptual development through dialogue. [ABSTRACT FROM AUTHOR]

This article examines the contribution of one Islamic scholar, Fetullah Gülen to the debate about the meaning and practice of responsibility. It analyses Gülen's thinking in terms of three inter-connected modes of responsibility: relational accountability (the framework for responsibility), moral agency (teleological, virtue focused and action centred) and liability. This view of responsibility is contrasted with major western philosophers such as Levinas, Buber and Jonas, Islamic tradition and the major views about corporate responsibility, including stakeholder theory. The role of dialogue in embodying the three modes of responsibility is then analysed. The social responsibility practice of business leaders who are part of Gülen's Hizmet Movement is briefly surveyed to illustrate the embodiment of responsibility. This focuses on the contribution of business to education and peace building, and includes the example of Zaman Daily. [ABSTRACT FROM AUTHOR]

Identity has been investigated from different perspectives and there are therefore numerous ways of interpreting this concept. Basically it seems to be a method of categorizing people. We are however not only a slot in a bureaucratic system but social and dialogic human beings. As social individuals we can think about social consequences, and as dialogic individuals we can demonstrate our own supposed identity and evaluate the alleged identity of our fellow human beings in dialogue. 'The side we are on' leaves its mark not only on how we evaluate actions and events but also on how we refer to people. In this way identity is constructed and negotiated in dialogue. The paper analyses various authentic texts in order to demonstrate the dialogic nature of the concept. [ABSTRACT FROM AUTHOR]

This paper examines the theoretical and practical basis for engaging in dialogue with very disadvantaged people. Using a selective literature review, conceptual analysis, and clinical examples, we explore the reasonable limits of dialogue with disadvantaged populations in order to better understand dialogue, as well as to explore ways to effectively involve disadvantaged people in dialogue. Although people with serious mental illness represent only one very disadvantaged population, we suggest that examining dialogue with this population can serve as a test case for dialogue with disadvantaged people more generally. A recovery-oriented approach can support dialogue processes with people who have mental illness, as their recovery may require, or at least benefit from, dialogue. The inclusion of two clinical scenarios serves to highlight differences in clinical and personal recovery outcomes when dialogue is and is not present in mental health care. Furthermore, although it is not required from a standard principles-based bioethical approach, involving people with mental health issues in dialogue can complement a standard bioethics approach, through dialogical bioethics. A dialogical approach goes beyond the standard principles of bioethics by means of a process that allows relevant bioethical principles to be prioritised, based in part on the person's informed choice. Overall, our findings suggest that involving very disadvantaged people in dialogue -- in this case, people with serious mental illness -- is not only possible, it is plausible and can be constructive in relation to a variety of dialogical aims that range from informing to supporting to decision-making processes. [ABSTRACT FROM AUTHOR]

This essay examines civic dialogue that is connected to local roots. The conceptual emphasis suggests that locality often houses what one might term monologic tendencies. The conviction of this essay is that without acknowledgment and understanding of what matters to another, that is, of the importance of monologue, the possibility of maintaining a vital public sphere that is open to a multiplicity of ideas and positions is minimal. In this essay, the term monologue is not to be confused with a particular style of communication, but IS the ground of the conviction that one takes into a given discourse. Monologue houses the ground of the conviction that shapes what we seek to protect and promote in a given communicative exchange. Monologue is the creative engine of conviction that shapes the uniqueness of our participation and contribution to any potential dialogic interaction. To illustrate this point, I turn to the Scottish Enlightenment and the insights of Adam Ferguson as he wrote them in An Essay on the History of Civil Society. The essay explicates a series of implications that arise from Ferguson's work and have relevancy to an understanding of civic dialogue that accounts for the local. Ferguson's distinct contribution was his refusal to dismiss the monologic sentiments of places of particularity. [ABSTRACT FROM AUTHOR]

Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to develop and test a theoretical framework, grounded in managerial and organisational theories of dialogue, through which organisations can take decisions in relation to the most appropriate crisis response strategies for handling social media stakeholders. Design/methodology/approach – The theoretical framework is developed through a conceptual analysis of literature on dialogue, social media and crisis communication. The theoretical framework is then tested in eight different international organisations experiencing a crisis. For each case, different web contents, such as organisations' status updates/posts, links, videos published on Facebook, Twitter, and YouTube, were analysed using a rhetorical research approach. Findings – The analysed organisations apply different online dialogue strategies according to crisis types and in combination with specific crisis response strategies. Most of the organisations investigated carry on those dialogue strategies suitable to develop consensus (concertative), guide conversations on specific topics or issues (framing), find solutions to the crisis collectively (transformative). Concertative strategies were often associated with informative crisis response strategies, framing strategies with denial and justification crisis response strategies and transformative strategies with corrective actions. Research limitations/implications – By using a dialogic perspective in setting up online conversations with their external stakeholders, the paper proposes a theoretical model to explain companies' decisions in carrying on online dialogues during critical situations and thus contribute to the body of knowledge on online crisis communications. Practical implications – The proposed model can support crisis communicators to manage dialogue's aims and dimensions differently by taking into account both contextual and situational conditions. Originality/value – By integrating management studies on dialogue into crisis communication and social media literature, the authors intend to offer an alternative thinking of organisations' decision-making in relation to crisis response strategies and social media stakeholders. [ABSTRACT FROM AUTHOR]

This paper provides a critical review of reflective practice (RP), drawing attention to particular problems with its representation, as well as proposing a more evidence-based and data-led approach to RP. Our central argument is that RP in the fields of applied linguistics, TESOL and education has achieved a status of orthodoxy without a corresponding data-led description of its value, processes and outcomes. Our concern is that RP is described in ways that are elusive, general, and vague and which may not be particularly helpful for practitioners. This is largely due to the lack of concrete, data-led and linguistic detail of RP in practice and to its institutional nature, lack of specificity, and reliance on written forms. It is also the case that, despite a small number of exceptions (e.g. Korthagen and Wubbels 1995; Walsh 2011), reflective practice is not operationalized in systematic ways. This paper argues that applied linguistics needs to champion a description of RP's processes and impact by drawing on data-led accounts of reflective practice across a range of contexts. Too many RP accounts rely on general summaries and so are neither critical, transparent, nor usable by other practitioners. A key aspect of developing a more critical approach is the need to move beyond rosy summaries of the outcomes of RP towards accounts of how RP gets done. Where possible we need to share examples of 'reflection in action' so that its nature and value can be better understood. We propose here that RP needs to be rebalanced, away from a reliance on written forms and taking more account of spoken, collaborative forms of reflection; in sum, we argue for a more dialogic, data-led and collaborative approach to reflective practice. [ABSTRACT FROM AUTHOR]

Formal dialogue systems model rule-based interaction between agents and as such have multiple applications in multi-agent systems and AI more generally. Their conceptual roots are in formal theories of natural argumentation, of which Hamblin's formal systems of argumentation in Hamblin (Fallacies. Methuen, London, , Theoria 37:130-135, ) are some of the earliest examples. Hamblin cites the medieval theory of obligationes as inspiration for his development of formal argumentation. In an obligatio, two agents, the Opponent and the Respondent, engage in an alternating-move dialogue, where the Respondent's actions are governed by certain rules, and the goal of the dialogue is establishing the consistency of a proposition. We implement obligationes in the formal dialogue system framework of Prakken (Knowl Eng Rev 21(2):163-188, ) using Dynamic Epistemic Logic (van Ditmarsch et al. in Dynamic epistemic logic, Synthese Library Series. Springer, Berlin, ). The result is a new type of inter-agent dialogue, for consistency-checking, and analyzing obligationes in this way also sheds light on interpretational and historical questions concerning their use and purpose in medieval academia. [ABSTRACT FROM AUTHOR]

Copyright of Eesti Rakenduslingvistika Ühingu Aastaraamat is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Two experiments investigated how both shared and privileged knowledge affect reference production during dialogue. Dyads of participants jointly established routes for an imaginary person. Each participant was given a map featuring shared landmarks (i.e., they also appeared on the partner’s map) and privileged landmarks (i.e., they did not appear on the partner’s map). Analyses focused on which references participants included in their utterances. Results showed that the production of references that had previously been explicitly accepted and hence added to the speakers’ common ground was affected by information availability. Furthermore, the participants compensated for the influence of information availability by keeping track of the information their partners were likely to lack and producing it when necessary. Results are discussed with regard to collaboration and the influence of privileged knowledge during dialogue. [Copyright &y& Elsevier]

In this paper, I will discuss and analyse two main resources for interaction in the context of bed and breakfast interactions: spatial and weather. Starting from the premise that guests in a bed and breakfast are from another geographical area, common background is first established by means of a spatial resource — requesting information on their hometown. Once they have some interactional history, they may start looking for other resources so that their dialogue may continue. [ABSTRACT FROM AUTHOR]

This paper discusses two important issues of current pragmatics research as related to dialogue and discourse: interest in the hearer rather than the speaker, and focus on utterance rather than dialogue and discourse segment. These two issues are intertwined, and they are each other’s consequences. It will be argued that current pragmatic theories appear to be hearer-centered and utterance-centered and they consider communication recipient design and intention recognition. This explains why the main interest in these theories is in interpretation: recovery of speaker’s meaning by the hearer. The paper claims that hearer-centeredness is a direct consequence of the fact that pragmatics is an utterance-based inquiry. In order for us to get closer to what exactly the speaker has wanted to say we need to go beyond utterance to dialogue and discourse segment. This would require rethinking and reevaluating, to some extent, what current pragmatics is all about. In fact this process has already started. Several studies have been talking about “narrow pragmatics” and “wide pragmatics” discussing the relationship of pragmatics, dialogue (e.g. Weigand 2001, 2004, 2006, 2010, Cooren 2010) and discourse analysis (e.g. Puig 2003, Taboada and Mann 2006, De Saussure 2007). [ABSTRACT FROM AUTHOR]

A critical first step in community development work involves initiating and responding to contact with others. Contemporary approaches rely heavily on the ability of practitioners to communicate effectively with the people with whom they are working. Prior to “facilitating” “good public processes”, or “mobilizing” “common pool” resources, or even “empowering communities” to “do it themselves”, practitioners must first build good local-level relationships. This article examines the various structures of interpersonal communication within community development settings. Given that the objective of that communication is to bring parties together, we focus our attention on the use of dialogue in building a developmental process between individuals. The article provides a framework for understanding the structural make-up of dialogue by exploring the use of dialogue processes within community-level practice settings. In the main section of the article, we draw on two distinct narrative exchanges to demonstrate the structural make-up and critical aspects of dialogue processes. [ABSTRACT FROM AUTHOR]

It is now well established that people in conversations repeat each other's words and structures. Does doing so reflect dialogue participants' expectations that their own choices of words or structures will be repeated back to them? In two experiments, subjects and confederates (purportedly) took turns describing pictures to each other. On critical trials, we measured response latencies to choose pictures when labels (e.g., stroller) or syntactic structures (a prepositional dative) that subjects had just produced were repeated back to them, versus when they heard reasonable alternatives ( baby carriage or a double-object structure). Experiment 1 showed that repeated words and syntactic structures both elicit faster responses. Experiment 2 showed that the effect happens even when subjects hear descriptions from computers, instead of from their addressees, and that the repeated-word effect was not due to preferences for labels. These observations suggest that dialogue participants expect their own word and structure choices to be repeated back to them, and this is general to the task situation rather than specific to their communicative partners. [ABSTRACT FROM AUTHOR]

This essay suggests the concept of dialogue as an exemplar of seminal literature that has had wide application in the past and continues to do so at present. A look at the uses of dialogue as part of the peace process in Northern Ireland provides a model. We can only hope that the current calls for dialogue to settle the most immediate crisis points in the Middle East and North Africa will be more effective than the violent repressions and revolutions, and the resort to war that have plagued the region throughout history. [ABSTRACT FROM PUBLISHER]

Indeterminacy in language is commonly resorted to for a variety of reasons, in several different forms. After touching on the fuzzy boundaries of indeterminacy with respect to vagueness and ambiguity, several linguistic devices (among which, unexpectedly, also cardinal numbers) are introduced and discussed in relation to the prototypical form of dialogue, the role of context/co-text, and the interactional level. Not surprisingly, ‘interaction’ turns out to be a key word in understanding the widespread recourse to indeterminacy in dialogue, especially in face-to-face situations, which provide interactants with a wide range of contextual components. These are useful for retrieving the overall picture and, in certain cases, making it clear, also thanks to multiple resources that are integrated in the dialogic development and in the process of understanding. Unavoidably, indeterminacy in dialogue, a complex phenomenon, has to be dealt with in an integrated perspective. [ABSTRACT FROM AUTHOR]

We study the accomplishment of the abstract version of Wason’s selection task in a cooperative dialogue context that has been neglected in the research devoted to this task. 123 psychology students, 75 in their third year and 48 in their first year of studies participated in the experiment. 59 students performed the task individually (control group) and 32 in dyads (experimental group) while we recorded their dialogues. In accordance with the literature, the dyads outperform significantly the students working alone. To discover the strategies implemented in the four dyads which succeeded, we analyzed their respective dialogues with a theory (‘Interlocutory Logic’) of the logical form of conversational events as they are manifested phenomenally in natural language. We show that these strategies are situated and emergent products of the dialogue, since no member of the dyads knew them before the interaction. So, it is surely by supporting the emergence of such joint cognition that the interaction is a factor of cognitive progress. We conclude this research by some remarks on the Wason’s task and moreover on the methodological solipsism in the psychology of reasoning. [ABSTRACT FROM AUTHOR]

The article explores the conception of thought as argumentative dialogue, which is practiced by educators in teaching their students to promote the development of thinking skills. The author, however, argues that the said practice, though enhances the argumentation skills of the students, is not sufficient for the development of the students' dialogical engagement with their own beliefs. It proposes the metacognitive inquiry which consider own's judgment for reflection and evaluation.

Dialogues between companies and actors of society often start as a result of a public scandal or in a situation of crisis. They can lead to short-term public relations activism or to long-term reputation gains. On the basis of cases and of a typology of forms of dialogues, the author develops ethical criteria and conditions for a successful dialogue - the ethical basis for such criteria being values such as equality, freedom and participation. A special focus is put on challenges that often result from dialogues such as the ethical judgment of compromises. This article proposes ethical criteria to evaluate compromises. This leads to a model of ethical dialogue. [ABSTRACT FROM AUTHOR]

The article presents information about the interplay of German and Swiss dialects in face to face communications between people in Switzerland. Rather than speaking Standard German, the dialog partners use a mixed dialect. Note is taken of a Swiss radio program that features interviews with people using various Swiss dialects. Examples of differences in pronunciation and expressions used by Swiss dialect speakers are presented, and characteristic sounds used to determine the speaker's authenticity of dialect are discussed.

This paper presents an overview of methods that can be used to collect and analyse data on user responses to spoken dialogue system components intended to increase human-likeness, and to evaluate how well the components succeed in reaching that goal. Wizard-of-Oz variations, human-human data manipulation, and micro-domains are discussed in this context, as is the use of third-party reviewers to get a measure of the degree of human-likeness. We also present the two-way mimicry target, a model for measuring how well a human-computer dialogue mimics or replicates some aspect of human-human dialogue, including human flaws and inconsistencies. Although we have added a measure of innovation, none of the techniques is new in its entirety. Taken together and described from a human-likeness perspective, however, they form a set of tools that may widen the path towards human-like spoken dialogue systems. [Copyright &y& Elsevier]

This study is based on a stage-by-stage dialogue between four geography staff and seven students. Members of staff were asked to identify issues that reflect academically inappropriate behaviour in classes for students at university (as opposed to school) level. Students were then asked to comment on the staff's views. In general, the students felt that staff's comments showed a lack of understanding about what the students were going through in making the transition to tertiary education. Rejoinders from staff were notable for leading to new ideas, reinforcing positions or, in one case, feeling misinterpreted. The dialogue led to reflections on misunderstandings about student transitions to tertiary education. [ABSTRACT FROM AUTHOR]

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The aim of this contribution is to take a number of key notions in dialogical theory, and look for their possible counterparts in recent neuroscience. This comprises points like other-orientation, relationism and context-interdependence, embodiment of language, responsive understanding, potentialities, unfinalisability, implicitness and degrees of awareness, and redundancy of processing. The conclusion is that there is indeed an incipient convergence between neuro-biology and cognitive dynamics, on the one hand, and dialogism on the other. A general dialogical framework has something to offer to cognitive science and evolutionary psychology, not in the least because dialogue and dialogical interaction appear to be more fundamental than language (at least as language has been conceived most often). Brains are complex organisms coordinating the apperception of and interventions into the world, rather than producing and processing agency-free representations of the world. [Copyright &y& Elsevier]

The article discusses Socrates' attempt to refute Callicles in Plato's "Gorgias." The author argues that Socrates' representation of ethics and moral psychology, thought to be an inadequate refute to Callicles' criticisms, is actually "complete and cogent." The author dissects the rhetorical dialogue presented in "Gorgias" and describes the arguments that Gorgias, Callicles and Socrates present. Socrates' argument for the compresence of pleasure and pain and scholarly objection to it are also discussed.

The view that the self has multiple parts and that these appear in people seeking psychotherapy—and people conducting psychotherapy—is shared by clinicians of various orientations and supported by psychological research. It is useful for clinicians to think of patients as multifaceted and pay attention to the changes between facets that occur during therapy. They can thus help hidden parts to surface, facilitate dialogue between parts not in contact with each other, and convince excessively dominant or oppressive parts to make room for other adaptive facets. The authors contributing to this issue of Journal of Clinical Psychology: In Session describe, from their different theoretical perspectives, how they deal with patients' and therapists' inner multiplicity in clinical practice. © 2007 Wiley Periodicals, Inc. J Clin Psychol: In Session 63: 119–127, 2007. [ABSTRACT FROM AUTHOR]

Douglas Walton's taxonomy of dialogue types facilitates a normative analysis of different types of dialogue practiced in Philosophy for Children. The overarching goal of a dialogue in Philosophy for Children is for the participants to arrive at reasonable philosophical judgments. This goal determines the types and uses of dialogue appropriate to P4C, including five of Walton's types—negotiation, information-seeking, persuasion, inquiry and deliberation. P4C practice would be enhanced if participants and facilitators gave attention to the norms of the various types of dialogue they engaged in. [ABSTRACT FROM AUTHOR]

The paper presents a general methodology for dialogue interventions. Systems Sensitive Dialogue Interventions are viewed in the light of Gerald Midgley's general presentation of systemic intervention. By focusing on the dialogue philosophy of Martin Buber and the key elements in two popular dialogue methods it is proposed that (a) enhancing individual participants' sensitivity to the unique human system they form is the primary task of a dialogue intervention, (b) when designing dialogical interventions it is useful to use creatively elements from different available dialogical methods and (c) dialogue interventions should be designed in experiential and existential rather than in metaphysical terms. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Abstract: This article aims to analyze conversation exchanges in Orwell''s classic as discourse instances where power, hierarchy and politeness are deeply interwoven. In Oceania – the ultimate example of the individual''s denial – characters behave, linguistically and otherwise, according to strict norms, which reify built-in social and interpersonal asymmetries. This article focuses on these asymmetries and, more specifically, looks into the way dialogues are structured, so as to shed some light on the extent to which hierarchy and power are linguistically determined. Brown and Levinson''s pragmatic theory of politeness (1987) and later contributions provide the analytical tools to guide this approach, which correspondingly analyses the range of face-threatening acts performed, the forms of redressive action taken to counter those threats and the reasons and goals underlying the use of such forms. [Copyright &y& Elsevier]

The World Café is a simple yet powerful conversational process that helps people engage in constructive dialogue, build personal relationships, foster collaborative learning, and discover new possibilities for action. Café dialogues enable large groups, often hundreds of people, to think together creatively as part of a single, connected conversation. It has been used by tens of thousands of people on six continents in business, government, health, education, nongovernmental organization (NGO), and community settings. This article describes the range and spread of the World Café in Singapore as part of that nation's effort to create a national learning culture and to transition from a top-down to a more open and inclusive society. In a multiracial and multireligious setting involving diverse national objectives and multiple levels of the hierarchy, the World Café is making a unique contribution to this young nation's future. [ABSTRACT FROM AUTHOR]