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  1. Mutual (Mis)understanding: Reframing Autistic Pragmatic “Impairments” Using Relevance Theory.Gemma L. Williams, Tim Wharton & Caroline Jagoe - 2021 - Frontiers in Psychology 12.
    A central diagnostic and anecdotal feature ofautismis difficulty with socialcommunication. We take the position that communication is a two-way,intersubjectivephenomenon—as described by thedouble empathy problem—and offer uprelevance theory(a cognitive account of utterance interpretation) as a means of explaining such communication difficulties. Based on a set of proposed heuristics for successful and rapid interpretation of intended meaning, relevance theory positions communication as contingent on shared—and, importantly,mutuallyrecognized—“relevance.” Given that autistic and non-autistic people may have sometimes markedly different embodied experiences of the world, we (...)
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  • Challenges of trust in atypical interaction.Camilla Lindholm & Melisa Stevanovic - 2022 - Pragmatics and Society 13 (1):107-125.
    All effective communication is based on the participants trusting that they share their basic orientations to the world – that is, they have a common ground. In this paper, however, we examine situations in which such trust is lacking. Drawing on conversation–analytic methodology and on 30 hours of video data featuring persons with dementia and their caregivers in a Swedish-language daycare center in Finland, we consider some of the social consequences resulting from a lack of trust. Our analysis focused on (...)
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  • Exploring the status of filled pauses as pragmatic markers.Loulou Kosmala - 2022 - Pragmatics and Cognition 29 (2):272-296.
    The present study aims to explore the status of filled pauses as pragmatic markers by taking into account their accompanying visual and gestural behavior. This aspect has not yet been widely explored, and the current study breaks new ground by demonstrating that the analysis of gaze and gesture can shed substantial light on the pragmatic functions of filled pauses and other pausing phenomena. Filled pauses (FPs) serve several pragmatic functions in speech, mainly planning but also turn-holding and emphasis, and their (...)
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  • We can work it out: an enactive look at cooperation.Valentina Fantasia, Hanne De Jaegher & Alessandra Fasulo - 2014 - Frontiers in Psychology 5.
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  • Enactive Ethics: Difference Becoming Participation.Ezequiel A. Di Paolo & Hanne De Jaegher - 2021 - Topoi 41 (2):241-256.
    Enactive cognitive science combines questions in epistemology, ontology, and ethics by conceiving of bodies as open-ended and mutually transforming through activity. While enaction is not a theory of ethics, it can contribute to its foundations. We present a schematization of enactive ideas that underlie traditional distinctions between Being, Knowing, and Doing. Ethics in this scheme begins in the relation between knowing and becoming. Critical of dichotomous thinking, we approach the questions of alterity and ethical reality. Alterity is relevant to the (...)
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  • Grasping intersubjectivity: an invitation to embody social interaction research.Hanne De Jaegher, Barbara Pieper, Daniel Clénin & Thomas Fuchs - 2017 - Phenomenology and the Cognitive Sciences 16 (3):491-523.
    Underlying the recent focus on embodied and interactive aspects of social understanding are several intuitions about what roles the body, interaction processes, and interpersonal experience play. In this paper, we introduce a systematic, hands-on method for investigating the experience of interacting and its role in intersubjectivity. Special about this method is that it starts from the idea that researchers of social understanding are themselves one of the best tools for their own investigations. The method provides ways for researchers to calibrate (...)
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  • Aligning in and through interaction: Children getting in and out of spontaneous activity.Susan Danby, Charlotte Cobb-Moore & Johanna Rendle-Short - 2014 - Discourse Studies 16 (6):792-815.
    Spontaneous play, important for forming the basis of friendships and peer relations, is a complex activity involving the management and production of talk-in-interaction. This article focuses on the intricacies of social interaction, emphasizing the link between alignment and affiliation, and the range and importance of verbal and nonverbal interactive devices available to children. Analysis of the way in which two girls, one of whom has been diagnosed with Asperger’s Syndrome, engage in spontaneous activities demonstrates the potential for interactional difficulty due (...)
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  • Improvisations in the embodied interactions of a non-speaking autistic child and his mother: practices for creating intersubjective understanding.Rachel S. Y. Chen - 2022 - Cognitive Linguistics 33 (1):155-191.
    The human capacity for intersubjective engagement is present, even when one is limited in speaking, pointing, and coordinating gaze. This paper examines the everyday social interactions of two differently-disposed actors—a non-speaking autistic child and his speaking, neurotypical mother—who participate in shared attention through dialogic turn-taking. In the collaborative pursuit of activities, the participants coordinate across multiple turns, producing multi-turn constructions that accomplish specific goals. The paper asks two questions about these collaborative constructions: 1) What are their linguistic and discursive structures? (...)
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  • Seeing and inviting participation in autistic interactions.Hanne De Jaegher - forthcoming - Transcultural Psychiatry.
    What does it take to see how autistic people participate in social interactions? And what does it take to support and invite more participation? Western medicine and cognitive science tend to think of autism mainly in terms of social and communicative deficits. But research shows that autistic people can interact with a skill and sophistication that are hard to see when starting from a deficit idea. Research also shows that not only autistic people, but also their non-autistic interaction partners can (...)
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