Collaborating on Reference: A Study of Discourse and Aphasia

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).

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Speech Communication

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Hengst, Julie Ann

Contributors dc:contributor

• Miller, Peggy J.

• Speech Communication

Language dc:language

eng

Identifier

(MiAaPQ)AAI3017096

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/87497