Norrick focuses on the interactional aspects of conversational remembering in everyday situations. He examines the ways in which the narrators’ uncertainty leads to collaboration from interlocutors in conversational remembering and how such co‐construction of memories can instantiate instances of distributed cognition (Hutchins, 1995).

This study represents a contribution to the theory of meaning in natural language.

This book builds on the idea that pragmatics and philosophy are strictly interconnected and that advances in one area will generate consequential advantages in the other area. The first part of the book, entitled ‘Theoretical Approaches to Philosophy of Language’, contains contributions by philosophers of language on connectives, intensional contexts, demonstratives, subsententials, and implicit indirect reports. The second part, ‘Pragmatics in Discourse’, presents contributions that are more empirically based or of a more applicative nature and that deal with the pragmatics (...) of discourse, argumentation, pragmatics and law, and context. The book presents perspectives which, generally, make most of the Gricean idea of the centrality of a speaker’s intention in attribution of meaning to utterances, whether one is interested in the level of sentence-like units or larger chunks of discourse. (shrink)

Class Clowns: Talking out of Turn with an Orientation Toward Humor The classroom is a primary site for children to learn accommodation to cultural practices and norms, but also for them to develop strategies for disruption and humor while avoiding sanctions. Although the teacher has the power in the elementary classroom, there are twenty or so prospective disruptors and all sorts of possible disruptions with humorous potential at various different points in the interaction. In our paper, we investigate disruptive humor (...) in the first six years of school from the perspective of the pupil adjusting to the restrictions and possibilities of the system, rather than from the usual perspective of the teacher, who wants to control classroom behavior. We explore recorded classroom interaction to determine the types of humorous disruptions and their interactional effects, showing how pupils adjust to the conventions of classroom behavior, but also how they test the system for humorous purposes. We argue that humorous disruptions often function to assert individual identity or to create a particular class personality in the otherwise faceless group orientation of the elementary classroom. (shrink)