'That proves my point': How mediums reconstrue disconfirmation in medium-sitter interactions.

Previous research has examined how the talk of mediums attends to the epistemological status of their readings. Such work has identified that mediums frequently use question-framed propositions that are typically confirmed by the sitter, thereby conferring epistemological status on the medium. This study seeks to investigate what happens when the sitter disconfirms the propositions of the medium. The study focuses on the ways in which such disconfirmation can be responded to such that it is reconstrued as evidence of the psychic nature of the medium's reading. Televised demonstrations of psychic readings involving British and US mediums and their sitters are analysed. The results suggest that mediums rework disconfirmation as proof in several ways: first, by emphasizing the different access that sitter and medium have to knowledge (e.g., about the future); second, as evidence that the medium has access to the actual voice of the deceased (and may therefore mishear what the deceased has said to them); and third, as revealing an important truth that has hitherto been concealed from the sitter. The implications of these findings are considered for cases where speakers bring different and potentially competing, epistemological resources to an interaction.

Using conversation analysis to explore the recurrence of a topic in the talk of a boy with an autism spectrum disorder.

Some higher functioning individuals with autism spectrum disorders (ASDs) are reported to produce perseverative talk, especially around 'special interests'. Topic perseveration is a form of pragmatic impairment captured in Prizant and Rydell's (1993) continuum of unconventional verbal behaviour in autism. Although widely reported, there is little systematic empirical research into this phenomenon. This paper considers the utility of Conversation Analysis in developing knowledge in this area, drawing upon data involving a boy with an ASD interacting with a researcher and a mobile robot platform. Although a frequency analysis of the boy's talk on a single topic may suggest that it is perseverative in nature, in a sequential analysis of both talk and non-spoken activities this study aims to show how these may be interactionally-embedded. It is suggested that, in considering the interactional salience of apparently perseverative talk, it can be useful to explore the participation framework in which the topic is revisited.

Two forms of spoken repetition in a girl with autism.

BACKGROUND: The talk of persons with autistic spectrum disorders (ASD) often features distinctive forms of repetition (echophenomena). Although often characterized as meaningless or inappropriate, there is evidence that such practices can sometimes have communicative functions. AIMS: To investigate the interactional organization of repetition practices found in the talk of an adolescent girl with an ASD. METHODS & PROCEDURES: As part of a project examining the interactional practices of children with ASD, we video-recorded 6 hours of activity in a school classroom for severe learning difficulty (SLD) children. This paper considers instances of repeated talk produced by a class pupil, 'Helen'. The analysis involved assembling a collection of examples of the repeated talk which were then transcribed in detail. Conversation Analysis was used to explore the sequential contexts in which they occur and precisely how they are produced. OUTCOMES & RESULTS: Two forms of repetition occur very frequently in Helen's talk: first, repeats of turn-final lexical items from another speaker's immediately before talk (prior-turn repeats, a form of immediate echolalia), and second, repeats of the first item within a turn such that a turn is produced consisting entirely of repeated items (within-turn repeats). The latter appears to be a form of palilalia (repeats of one's own prior talk) that has not been widely reported in ASD. The prior turn repeats follow other speaker's initiating actions (e.g. questions) that are addressed specifically to Helen and make a response from her relevant. Helen apparently uses these to demonstrate that she has nevertheless heard, and is orienting to, that prior turn. Within-turn repeats are tied to and bounded by the accomplishment of non-vocal activities, e.g. handing an object to a co-participant, such that the repetitions cease when the object has reached its recipient. The two forms of repetition frequently co-occur to display on-going engagement with a recipient's prior turn. CONCLUSIONS: Although Helen has limited verbal resources she is more interactionally competent than this may initially suggest. We propose that these repetition practices may constitute an adaptation to interacting with a limited lexicon. We discuss the relevance of Conversational Analysis for understanding autistic children's pragmatic competence, and the implications for remediation and further research.