An Auto‐Ethnographic Study of “Open Dialogue”: The Illumination of Snow

This auto‐ethnographic study describes the changes in the author's thinking and clinical work connected to her first‐hand experience of Open Dialogue, which is an innovative, psychosocial approach to severe psychiatric crises developed in Tornio, Finland. In charting this trajectory, there is an emphasis on three interrelated themes: the micropolitics of U.S. managed mental health care; the practice of “dialogicality” in Open Dialogue; and the historical, cultural, and scientific shifts that are encouraging the adaptation of Open Dialogue in the United States. The work of Gregory Bateson provides a conceptual framework that makes sense of the author's experience and the larger trends. The study portrays and underscores how family and network practices are essential to responding to psychiatric crises and should not be abandoned in favor of a reductionist, biomedical model.     

Collective Contexts in Conversation: Grounding by Proxy

Anecdotal evidence suggests that participants in conversation can sometimes act as a coalition. This implies a level of conversational organization in which groups of individuals form a coherent unit. This paper investigates the implications of this phenomenon for psycholinguistic and semantic models of shared context in dialog. We present a corpus study of multiparty dialog which shows that, in certain circumstances, people with different levels of overt involvement in a conversation, that is, one responding and one not, can nonetheless access the same shared context. We argue that contemporary models of shared context need to be adapted to capture this situation. To address this, we propose “grounding by proxy,” in which one person can respond on behalf of another, as a simple mechanism by which shared context can accumulate for a coalition as a whole. We explore this hypothesis experimentally by investigating how people in a task‐oriented coalition respond when their shared context appears to be weakened. The results provide evidence that, by default, coalition members act on each other's behalf, and when this fails they work to compensate. We conclude that this points to the need for a new concept of collective grounding acts and a corresponding concept of collective contexts in psycholinguistic and semantic models of dialog.     

Overhearers Use Addressee Backchannels in Dialog Comprehension

Observing others in conversation is a common format for comprehending language, yet little work has been done to understand dialog comprehension. We tested whether overhearers use addressee backchannels as predictive cues for how to integrate information across speaker turns during comprehension of spontaneously produced collaborative narration. In Experiment 1, words that followed specific backchannels (e.g., really, oh) were recognized more slowly than words that followed either generic backchannels (e.g., uh huh, mhm) or pauses. In Experiment 2, we found that when the turn after the backchannel was a continuation of the narrative, specific backchannels prompted the fastest verification of prior information. When the turn after was an elaboration, they prompted the slowest, indicating that overhearers took specific backchannels as cues to integrate preceding talk with subsequent talk. These findings demonstrate that overhearers capitalize on the predictive relationship between backchannels and the development of speakers’ talk, coordinating information across conversational roles.     

Speech Planning at Turn Transitions in Dialog Is Associated With Increased Processing Load

Speech planning is a sophisticated process. In dialog, it regularly starts in overlap with an incoming turn by a conversation partner. We show that planning spoken responses in overlap with incoming turns is associated with higher processing load than planning in silence. In a dialogic experiment, participants took turns with a confederate describing lists of objects. The confederate’s utterances (to which participants responded) were pre‐recorded and varied in whether they ended in a verb or an object noun and whether this ending was predictable or not. We found that response planning in overlap with sentence‐final verbs evokes larger task‐evoked pupillary responses, while end predictability had no effect. This finding indicates that planning in overlap leads to higher processing load for next speakers in dialog and that next speakers do not proactively modulate the time course of their response planning based on their predictions of turn endings. The turn‐taking system exerts pressure on the language processing system by pushing speakers to plan in overlap despite the ensuing increase in processing load.     

Standing in the gap: ref lections on translating the Jung‐Neumann correspondence

This paper considers the experience of translating the correspondence between C.G. Jung and Erich Neumann as part of the Philemon series. The translator explores the similarities between analytical work and the task of translation by means of the concepts of the dialectical third and the interactional field. The history and politics of the translation of analytic writing and their consequences for the lingua franca of analysis are discussed. Key themes within the correspondence are outlined, including Jung and Neumann's pre‐war exploration of Judaism and the unconscious, the post‐war difficulties around the publication of Neumann's Depth Psychology and a New Ethic set against the early years of the C.G. Jung Institute in Zurich, and the development of the correspondents’ relationship over time.     

Vocabulary,Grammar, Sex,and Aging

Understanding the changes in our language abilities along the lifespan is a crucial step for understanding the aging process both in normal and in abnormal circumstances. Besides controlled experimental tasks, it is equally crucial to investigate language in unconstrained conversation. I present an information‐theoretical analysis of a corpus of dyadic conversations investigating how the richness of the vocabulary, the word‐internal structure (inflectional morphology), and the syntax of the utterances evolves as a function of the speaker's age and sex. Although vocabulary diversity increases throughout the lifetime, grammatical diversities follow a different pattern, which also differs between women and men. Women use increasingly diverse syntactic structures at least up to their late fifties, and they do not deteriorate in terms of fluency through their lifespan. However, from age 45 onward, men exhibit a decrease in the diversity of the syntactic structures they use, coupled with an increased number of speech disfluencies.     

Exploring Initiative as a Signal of Knowledge Co‐Construction During Collaborative Problem Solving

Peer interaction has been found to be conducive to learning in many settings. Knowledge co‐construction (KCC) has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both KCC and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre‐testers, and total task initiative shifts correlate with learning for high pre‐testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer.     

Argumentation and Explanation in Conceptual Change: Indications From Protocol Analyses of Peer-to-Peer Dialog

In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio-cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural selection, a topic for which students' intuitive conceptions have been shown to be particularly robust. Learning tasks were designed according to the socio-cognitive conflict instructional paradigm. After receiving a short instructional intervention on natural selection, paired students were asked to collaboratively construct explanations for certain evolutionary phenomena while engaging in dialectical argumentation. Two quantitative coding schemes were developed, each with a different granularity. The first assessed discrete dialog moves that pertained to dialectical argumentation and to consensual explanation development. The second scheme characterized the dialog as a whole on a number of socio-cognitive dimensions. Results from analyses on the dyadic as well as the individual level revealed that the engagement in dialectical argumentation predicted conceptual learning gains, whereas consensual explanation development did not. These findings open up new venues for research on the mechanisms of learning in and from peer collaboration.     

Jungian dialogism and the problem of depth

Notions of dialogical inquiry and of the dialogical self have become increasingly influential in contemporary psychology in response to the limitations of the traditional view of monologically encapsulated and radically disengaged consciousness. Conceptions of self and inquiry as intrinsically embedded in and constituted by our shared life with others seem to do better justice to the richly interconnected character of contemporary life. At the same time, our highly interconnected global world has also tended to foster a flattening of cultural and inter‐cultural horizons that undermines dialogical engagement in any deeply meaningful sense. What is needed is to enrich current conceptions of dialogue with an understanding of experiential and cultural depth. This paper seeks an understanding of the depth dimensions of dialogue through an engagement of dialogical self theory with Jungian dialogical thought. Critical to this engagement is to appreciate the expressive potential of Jungian dialogism beyond Jung's theoretical claims about dialogue.