{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/87497"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/87497","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Collaborating on Reference: A Study of Discourse and Aphasia","abstract":"Initial analysis showed that all four individuals with aphasia and their partners completed the barrier task trials in ways that were broadly consistent with Clark's collaborative referencing model. Across trials, the initial referencing expressions became more concise and the pairs showed a decline in overt collaborative effort per card placement. However, the analysis extended and challenged Clark's collaborative referencing model by viewing participants' activity as situated, interactional achievements in complex functional systems. The pairs used heterogeneous, complexly orchestrated resources (e.g., verbal and nonverbal; personal experience; shared histories; and the affordances of material objects) and actively negotiated the task, infusing it with their own motivations (e.g., doing speech practice, managing interpersonal relationships, having fun). In this analysis, referencing appeared as a distributed cognitive and communicative practice in constant genesis. Finally, an ethnographic case study (a life narrative supplemented with situated analysis of interaction in two settings) explored the way one young man with aphasia re-negotiated his identity and social relationships across multiple spheres of activity (e.g., sports, medicine, family, work, education).","abstract_html":"Initial analysis showed that all four individuals with aphasia and their partners completed the barrier task trials in ways that were broadly consistent with Clark's collaborative referencing model. Across trials, the initial referencing expressions became more concise and the pairs showed a decline in overt collaborative effort per card placement. However, the analysis extended and challenged Clark's collaborative referencing model by viewing participants' activity as situated, interactional achievements in complex functional systems. The pairs used heterogeneous, complexly orchestrated resources (e.g., verbal and nonverbal; personal experience; shared histories; and the affordances of material objects) and actively negotiated the task, infusing it with their own motivations (e.g., doing speech practice, managing interpersonal relationships, having fun). In this analysis, referencing appeared as a distributed cognitive and communicative practice in constant genesis. Finally, an ethnographic case study (a life narrative supplemented with situated analysis of interaction in two settings) explored the way one young man with aphasia re-negotiated his identity and social relationships across multiple spheres of activity (e.g., sports, medicine, family, work, education).","abstract_has_math":false,"creators":["Hengst, Julie Ann"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech Communication","degree_department":null,"school":null,"contributors":["Miller, Peggy J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T16:04:42Z","date_published":"2015-09-28T16:04:42Z","updated_at":"2026-07-22T22:26:30Z","subjects":["Speech Communication"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3017096"],"render_values":[{"text":"(MiAaPQ)AAI3017096","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/87497","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Miller, Peggy J."]},{"key":"dc:creator","label":"Author","values":["Hengst, Julie Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T16:04:42Z","10000-01-01","2001"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech Communication"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Speech Communication"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/87497","(MiAaPQ)AAI3017096"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Initial analysis showed that all four individuals with aphasia and their partners completed the barrier task trials in ways that were broadly consistent with Clark's collaborative referencing model. 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