LEADER 05307nam 2200697 a 450 001 9910457708103321 005 20200520144314.0 010 $a1-283-35914-6 010 $a9786613359148 010 $a90-272-7958-6 035 $a(CKB)2550000000073762 035 $a(EBL)805841 035 $a(OCoLC)769342239 035 $a(SSID)ssj0001101461 035 $a(PQKBManifestationID)11650159 035 $a(PQKBTitleCode)TC0001101461 035 $a(PQKBWorkID)11066608 035 $a(PQKB)11005198 035 $a(MiAaPQ)EBC805841 035 $a(Au-PeEL)EBL805841 035 $a(CaPaEBR)ebr10517198 035 $a(EXLCZ)992550000000073762 100 $a19860324d1985 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSocial setting, stigma, and communicative competence$b[electronic resource] $eexplorations of the conversational interactions of retarded adults /$fSharon Sabsay, Martha Platt ... [et al.] 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins$d1985 215 $a1 online resource (143 p.) 225 1 $aPragmatics & beyond,$x0166-6258 ;$v6:6 300 $aDescription based upon print version of record. 311 $a90-272-2548-6 320 $aBibliography: p. [121]-124. 327 $aSOCIAL SETTING, STIGMA, AND COMMUNICATIVE COMPETENCE: Explorations of the Conversational Interactions of Retarded Adults; Editorial page; Title page; Copyright page; Table of contents; 1. INTRODUCTION; 2. ""ABOUT OSTRICHES COMING OUT OF COMMUNIST CHINA"": MEANINGS, FUNCTIONS, AND FREQUENCIES OF TYPICAL INTERACTIONS IN GROUP MEETINGS FOR RETARDED ADULTS; 2.1 Introduction; 2.2. Example 1; 2.2.1. Introductions; 2.2.2. Practical problems; 2.2.3. The purpose of the meetings; 2.3. Example 2; 2.3.1. Labeling; 2.3.2. The personalization of problems; 2.4. Example 3; 2.4.1. On societal norms and values 327 $a2.4.2. Consensus-seeking2.5. Example 4; 2.5.1. Personal problems with peers; 2.5.2. Workshop social rules; 2.6. Example 5; 2.6.1. An arena of normalcy; 2.7. Example 6; 2.7.1. Eventfulness reporting; 2.7.2. Turntaking: Getting and holding the floor; 2.8. Example 7; 2.8.1. Personal problems at home; 2.8.2. Explaining problems; 2.8.3. Resolving problems; 2.8.4. Peer-counseling; 2.9. Example 8; 2.9.1. Recurrent problems; 2.9.2. Persistent problems; 2.10. Example 9; 2.10.1. Competency claims; 2.11. Example 10; 2.11.1. Humor; 2.11.2. Dreams; 2.12. How group meetings benefit the members 327 $a3. TAKING SIDES: RESOLUTION OF A PEER CONFLICT IN A WORKSHOP FOR RETARDED ADULTS3.1. Introduction; 3.2. Sources of the data; 3.3. Background; 3.3.1. The workshop; 3.3.2. The group meeting; 3.3.3. Kinds ofproblems; 3.3.4. ''Taking sides""; 3.4. John shifts sides; 3.4.1. The context of John's ""conversion""; 3.4.2. The May 19 meeting; 3.4.3. Phil's moves in ""converting"" John; 3.4.4. ""Trouble""; 3.4.5. Steps in John's ""conversion""; 3.4.6. Beneath the surface: Resolution of a conflict between John and Timmy?; 3.4.7. Summary; 3.5. Discussion; 3.5.1. Workshop norms and notions 327 $a3.5.2. The competence of retarded adults4. DISPLAYING COMPETENCE: PEER INTERACTION IN A GROUP HOME FOR RETARDED ADULTS; 4.1. Introduction; 4.2. Objectives; 4.3. Data base and methodology; 4.4. The setting; 4.4.1. Physical characteristics; 4.4.2. Residents; 4.4.3. Goals of the group home; 4.4.4. Dinnerpreparation; 4.5. A situated definition of competence; 4.6. Verbal strategies for displaying competence; 4.7. Summary; 4.8. Implications; 5. WEAVING THE CLOAK OF COMPETENCE: A PARADOX IN THE MANAGEMENT OF TROUBLE INCONVERSATIONS BETWEEN RETARDED AND NONRETARDED INTERLOCUTORS 327 $a5.1. Some background to the study5.2. Trouble; 5.3. Managing trouble; 5.4. The paradox; 5.5. Conclusion; FOOTNOTES; REFERENCES; APPENDIX A; APPENDIX B; Transcription Conventions; Key to Speakers 330 $aMentally retarded individuals have been studied almost exclusively as clinical entities, not as persons immersed in the stream of social life. This has led not only to a lack of appreciation for the complexity of their lives and concerns, but also to an underestimation and incomplete understanding of their intellectual and linguistic skills. By exploring aspects of the ongoing linguistic and social lives of retarded individuals in various community contexts, this volume contributes to a growing body of literature which attempts to fill in this inadequate picture. In addition, the studies in th 410 0$aPragmatics & beyond ;$vVI:6. 606 $aPeople with mental disabilities$zUnited States 606 $aSocial interaction$zUnited States 606 $aInterpersonal communication$zUnited States 606 $aStigma (Social psychology) 608 $aElectronic books. 615 0$aPeople with mental disabilities 615 0$aSocial interaction 615 0$aInterpersonal communication 615 0$aStigma (Social psychology) 676 $a362.3 700 $aSabsay$b Sharon$0991352 701 $aPlatt$b Martha$0991353 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457708103321 996 $aSocial setting, stigma, and communicative competence$92268611 997 $aUNINA