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題名 Constructing childhood in social interaction: How parents assert epistemic primacy over their children
作者 劉叡穎
Liu, Ruey-Ying
貢獻者 社會系
關鍵詞 childhood; conversation analysis; epistemics; social category; social interaction
日期 2023-03
上傳時間 21-二月-2024 15:46:53 (UTC+8)
摘要 While people are generally considered as having primary rights to know and describe themselves, in parent–child interaction, young children are not always treated as having primary access to and sole authority over matters within their own domain. Drawing on naturally occurring parent–child interactional data, this conversation analytic study shows how parents claim epistemic primacy over young children with respect to matters that, based on norms of adult interaction, should be unequivocally presupposed within children's primary epistemic domain. Two forms of evidence are provided: (1) parents confirm or disconfirm children's asserted claims about their own sensations, thoughts, or experiences; and (2) parents use test questions to request information within children's domain and then evaluate their answers as correct or incorrect. These practices indicate an orientation to young children's reduced rights to claim epistemic autonomy. I argue that this is one way through which childhood is constructed in social interaction.
關聯 Social Psychology Quarterly, Vol.86, No.1, pp.74-94
資料類型 article
DOI https://doi.org/10.1177/01902725221130751
dc.contributor 社會系
dc.creator (作者) 劉叡穎
dc.creator (作者) Liu, Ruey-Ying
dc.date (日期) 2023-03
dc.date.accessioned 21-二月-2024 15:46:53 (UTC+8)-
dc.date.available 21-二月-2024 15:46:53 (UTC+8)-
dc.date.issued (上傳時間) 21-二月-2024 15:46:53 (UTC+8)-
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/150017-
dc.description.abstract (摘要) While people are generally considered as having primary rights to know and describe themselves, in parent–child interaction, young children are not always treated as having primary access to and sole authority over matters within their own domain. Drawing on naturally occurring parent–child interactional data, this conversation analytic study shows how parents claim epistemic primacy over young children with respect to matters that, based on norms of adult interaction, should be unequivocally presupposed within children's primary epistemic domain. Two forms of evidence are provided: (1) parents confirm or disconfirm children's asserted claims about their own sensations, thoughts, or experiences; and (2) parents use test questions to request information within children's domain and then evaluate their answers as correct or incorrect. These practices indicate an orientation to young children's reduced rights to claim epistemic autonomy. I argue that this is one way through which childhood is constructed in social interaction.
dc.format.extent 105 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Social Psychology Quarterly, Vol.86, No.1, pp.74-94
dc.subject (關鍵詞) childhood; conversation analysis; epistemics; social category; social interaction
dc.title (題名) Constructing childhood in social interaction: How parents assert epistemic primacy over their children
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1177/01902725221130751
dc.doi.uri (DOI) https://doi.org/10.1177/01902725221130751