EPISTEMOLOGICAL QUESTIONS FOR A PSYCHOLOGY OF DIALOGUE

Authors

  • Michael J. BAKER Centre National de la Recherche Scientifique (CNRS), Télécom Paris; Institut Interdisciplinaire de l’Innovation (UMR CNRS 9217); Institut Polytechnique de Paris, France. Email: michael.baker@telecom-paris.fr. https://orcid.org/0000-0001-9535-9718

Keywords:

dialogue, collective thinking, interaction analysis, methodology, complex systems

Abstract

Notwithstanding the magisterial work of the psychologists H. H. Clark and A. Trognon , in comparison with sociology and linguistics a veritable psychology of dialogue still remains little elaborated. This paper analyses epistemological obstacles facing such an enterprise, arguing that dialogue cannot be understood as a window on the individual mind. A vision of dialogue as a process of collective thinking, with the exchange as the fundamental unit of analysis, is sketched out. Dialogue is a complex system, involving multidirectional relations between situational representations, communicative action and emergent thinking.

References

Airenti, G., Bara, B.G. & Colombetti, M., “Knowledge for Communication”, in M.M. Taylor, F. Néel, & D.G. Bouwhuis (Eds.), The Structure of Multimodal Dialogue, Amsterdam: North-Holland, 1989, pp. 145-158.

Allwood, J., “Dialog as collective thinking”, in P. Pylkkänen, P. Pylkkö, P. A. Hautamäki, A. (Eds.), Brain, Mind and Physics, Amsterdam: IOS Press, 1997, pp. 205-211.

Arrow, H., McGrath, J.E. & Berdahl, J.L., Small groups as complex systems, Thousand Oaks: Sage, 2000.

Bakeman, R. & Gottman, J.M., Observing Interaction: An introduction to sequential analysis, Cambridge: Cambridge University Press, 1997.

Baker, M.J., « Les attitudes et leurs révisions dans le dialogue : le cas de la résolution coopérative de problèmes », Psychologie de l’Interaction, no. 11-12, [Numéro spécial, coordonné par P. Marquis & C. Brassac, sur le thème « Révision, cognition et interaction »], 2001, pp. 229-265

Bakhtine, M., [Volochinov, V.N.], Le Marxisme et la Philosophie du Langage [Marxism and the Philosophy of Language], Paris: Minuit,1977/1929 [Ist edition: Voloshinov, Leningrad 1929].

Bouchard, R., « La conversation-palimpseste », in J. Cosnier, N. Gelas & C. Kerbrat-Orecchioni (Eds.), Échanges sur la conversation, Paris : CNRS Editions,1988, pp. 105-121.

Bunt, H.C., “Dialogue Control Functions and Interaction Design”, in R.J. Beun, M.J. Baker & M. Reiner (Eds.), Dialogue and Instruction, Berlin: Springer-Verlag, 1995, pp. 197-214.

Clark, H. H., & Schaefer, E. F., “Contributing to discourse”, Cognitive Science, no. 13, 1989, pp. 259-294.

Clark, H.H. & Marshall, C.R., “Definite reference and mutual knowledge”, in A. Joshi, B. Webber and I. Sag (Eds.), Elements of discourse understanding, Cambridge: Cambridge University Press 1981pp. 10-63.

Cohen, L.J., An Essay on Belief and Acceptance, Oxford: Clarendon Press, 1992.

Dillenbourg, P. (Ed.), Collaborative learning: cognitive and computational approaches, Oxford: Elsevier Science,1999.

Dillenbourg, P., Baker, M.J., Blaye, A. & O’Malley, C., “The evolution of research on collaborative learning”, in P. Reimann & H. Spada (Eds.), Learning in Humans and Machines: Towards an Interdisciplinary Learning Science, Oxford: Pergamon, 1996, pp. 189-211.

Driver, R., Guesne, E., & Tiberghien, A., Children’s ideas in science, Milton Keynes: Open University Press, 1985.

Edmondson, W., Spoken Discourse: A model for analysis, Longman: London,1981.

Edwards, D., “But What Do Children Really Think?: Discourse Analysis and Conceptual Content in Children’s Talk”, Cognition and Instruction no. 11 (3 & 4), 1993, pp. 207-225.

Ericsson, K.A. & Simon, H.A., Protocol analysis: verbal reports as data, Cambridge Mass: MIT Press,1985.

Geertz, C., “Thick description: Toward an interpretive theory of culture”, in C. Geertz (Ed.), The interpretation of cultures, New York: Basic Books, 1973, pp. 3-30.

Gilly, M., Roux, J.-P. & Trognon, A. (Éds.), Apprendre dans l’Interaction : analyse des médiations sémiotiques, Collection « Langage — Cognition — Interaction », dirigé par Alain Trognon et Michel Charolles, Nancy : Presses Universitaires de Nancy et Publications de l’Université de Provence, 1999.

Greeno, J. G., Benke, G., Engle, R. A., Lachapelle, C. & Wiebe, M., “Considering conceptual growth as change in discourse practices”. In M. A. Gernsbacher and S. J. Derry (Eds.), Proceedings of the Twentieth Annual Conference of the Cognitive Science Society (pp. 442–7); Mahwah, NJ: Erlbaum, 1998.

Grize, J.-B., De la logique à l’argumentation, Genève : Librairie Droz, 1982.

Grossen, M., “Interaction analysis and psychology: a dialogical perspective”, Integrative Psychological and Behavioral Science, no. 44, 2010, pp. 1-22.

Harré, R. & Gillett, G., The Discursive Mind, London: Sage, 1994.

Kerbrat-Orecchioni, C., Les interactions verbales, Tome 1, Paris : Armand Colin, 1992.

Latour, B., “Coming out as a philosopher”, Social Studies of Science, no. 40, 2010, pp. 599-608.

Lemke, J. L., “Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems”, Mind Culture & Activity no. 4, 2000, pp. 273-290.

Ludvigsen, S., Rasmussen, I. & Krange, I., Moen, A. & Middleton, D., “Intersecting trajectories of participation: Temporality and learning”, in S. Ludgivsen, A. Lund, I. Rasmussen and R. Säljö (Eds.), Learning across Sites: New tools, infrastructures and practices, Abingdon: Routledge, 2011, pp. 105-121.

Merleau-Ponty, M., Phénoménologie de la Perception, Paris : Gallimard, 1945.

Moeschler, J., Argumentation et Conversation : éléments pour une analyse pragmatique du discours. Hatier : Paris , 1985.

Muller Mirza, N. & Perret-Clermont, A.-N., Argumentation and Education: theoretical foundations and practices, Berlin: Springer-Verlag, 2009.

Pavard, B., “Complexity paradigm as a framework for the study of cooperative systems”, Revue d’Intelligence Artificielle, Vol. 16, no. 4-5, 2002.

Perret-Clermont, A.-N., Perret, J.-F. & Bell, N., “The Social Construction of Meaning and Cognitive Activity in Elementary School Children”. In L.B. Resnick, J.M. Levine & S.D. Teasley (Eds.), Perspectives on Socially Shared Cognition, pp. 41-62. Washington DC: American Psychological Association, 1991.

Pickering, M. J. & Garrod, S., “Toward a mechanistic psychology of dialogue”, Behavioral and Brain Sciences, 27(2), 2004, pp. 169-226.

Roulet, E. et al., L’articulation du discours en français contemporain, Berne : Peter Lang, 1985.

Searle, J., Speech Acts: An Essay in the Philosopy of Language, Cambridge: Cambridge University Press, 1969.

Sorsana, C. & Trognon, A., “Conversing as Metaphor of Human Thinking: Is Mind like a Conversation?”, Integrative Psychological and Behavioural Science, no. 52, 2018, pp. 241–256: https://doi.org/10.1007/s12124-018-9424-z.

Trognon, A., « La logique interlocutoire. Un programme pour l’étude empirique des jeux de dialogue », Questions de communication, no. 4, 2003, pp. 411-425: https://doi.org/10.4000/questionsdecommunication.5828.

Vignaux, G., Le discours acteur du monde : énonciation, argumentation et cognition, Paris : Ophrys, 1988.

Vygotsky, L. S., Thought and Language, Cambridge, MA: MIT Press, 1934/1986.

Wittgenstein, L., Philosophical Investigations, English translation, G.E.M. Anscombe, Oxford: Basil Blackwell, 1958/1978.

Downloads

Published

2022-12-10

How to Cite

BAKER, M. J. (2022). EPISTEMOLOGICAL QUESTIONS FOR A PSYCHOLOGY OF DIALOGUE. Studia Universitatis Babeș-Bolyai Philosophia, 67(3), 11 –. Retrieved from http://193.231.18.162/index.php/subbphilosophia/article/view/3409

Issue

Section

Articles