Evaluating Cognitive Competences In Interaction (pragmatics & Beyond New Series)
by Gitte Rasmussen /
2012 / English / PDF
4.6 MB Download
Evaluation is a part of everyday life. Competences, knowledge and
skills are assessed in ordinary as well as in institutional
settings like hospitals, clinics and schools. This volume
investigates how evaluations are being carried out interactionally.
More specifically, it explores how people evaluate each others’
cognitive competences as they deal with each others’
understandings, knowings, feelings, doings, hearings and learnings
face-to-face.
Evaluation is a part of everyday life. Competences, knowledge and
skills are assessed in ordinary as well as in institutional
settings like hospitals, clinics and schools. This volume
investigates how evaluations are being carried out interactionally.
More specifically, it explores how people evaluate each others’
cognitive competences as they deal with each others’
understandings, knowings, feelings, doings, hearings and learnings
face-to-face.
The contributions focus on different evaluation activities in a
variety of institutional settings in Denmark, Finland, Sweden,
Holland and the United States of America.
The contributions focus on different evaluation activities in a
variety of institutional settings in Denmark, Finland, Sweden,
Holland and the United States of America.
All the contributions approach the theme by use of Ethnomethodology
(EM) and/or Conversation Analysis (CA). Thus, the analytic
interests concern how participants organize activities of
evaluating cognitive competences by means of recognizable
interactional methods. This approach differs from other approaches
and research interests within cognitive science as it concentrates
on how people in interaction orient towards cognitive competence
irrespective of scientific theories.
All the contributions approach the theme by use of Ethnomethodology
(EM) and/or Conversation Analysis (CA). Thus, the analytic
interests concern how participants organize activities of
evaluating cognitive competences by means of recognizable
interactional methods. This approach differs from other approaches
and research interests within cognitive science as it concentrates
on how people in interaction orient towards cognitive competence
irrespective of scientific theories.