Domenic F Berducci
Biographic Data
| ID | 136138 |
|---|---|
| NAME | Domenic F Berducci |
| GIVEN NAMES | Domenic F |
| FAMILY NAME | Berducci |
| SIGNATURE | BERDUCCI D F |
| AFFILIATIONS | Toyama Prefectural University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 1 |
Infants’ pain cries
This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” Here, an infant’s natural reactions (crying) to pain (inoculations) appear to function as inchoate social devices aiding the co-creation of an emerging proto-social interaction order. I argue and demonstrate that the infant’s cries comprise its (biological, as opposed to psychological) devices that contribute to the proto-interaction order, when system…
This → Is Learning
In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning: That the locus of learning processes lies hidden inside the mind/brain, and also that this putatively hidden phenomenon causes learned actions. I attempt this dissolution through conceptual argument and data analysis, first by contrasting the use of the concept ‘learning’ in ordinary and scientific interaction, followed by a Wittgenstein-inspired co…
From Infants' Reacting to Understanding
From Infants' Reacting to Understanding: Grounding Mature Communication and Sociality Through Turn-Taking and SequencingI will investigate a number of pre-linguistic infants interacting with caregivers, and attempt to demonstrate that infants' natural reactions (laughing, crying, gazing) function as incipient interactional turn-taking devices employed to non-cognitively initiate communication with caregivers, fostering infant sociality. To demons…
Teaching, Learning, Describing, and Judging via Wittgensteinian Rules
Change versus Development in External Speech
This research critiques Wertsch's truck-puzzle experiments by first questioning if those results constituted linguistic artifacts, and questioning if the resulting referential continuum comprised a legitimate developmental form. The participants in the original truck-puzzle experiments interacted using American English and Portuguese. To determine if the results were linguistic artifacts, they were compared with those of functionally related Japa…
Vygotsky through Wittgenstein
In this paper, I focus on aspects of Vygotsky and Wittgenstein that relate to training and learning. Following the order of Vygotsky’s developmental continuum, I demonstrate that the ideas of the two thinkers virtually agree when their work deals with early forms of training that precede operating on that continuum. However, when that initial training develops into mature social interaction, the rules pertaining to Vygotsky’s developmental contin…
Structuring the Stream
This study follows in the tradition of communication analysis by emphasizing how a Japanese biochemist and technician structure a scientific training activity. This emphasis contrasts with more recent studies that have applied the findings of communication analysis yet have increasingly emphasized the analysis of interactional content, at the expense of analyzing interactional structure. In this paper I focus solely on interactional structure. To…
Structuring the Stream
This study follows in the tradition of communication analysis by emphasizing how a Japanese biochemist and technician structure a scientific training activity. This emphasis contrasts with more recent studies that have applied the findings of communication analysis yet have increasingly emphasized the analysis of interactional content, at the expense of analyzing interactional structure. In this paper I focus solely on interactional structure. To…
Vygotsky through Wittgenstein
In this paper, I focus on aspects of Vygotsky and Wittgenstein that relate to training and learning. Following the order of Vygotsky’s developmental continuum, I demonstrate that the ideas of the two thinkers virtually agree when their work deals with early forms of training that precede operating on that continuum. However, when that initial training develops into mature social interaction, the rules pertaining to Vygotsky’s developmental contin…
Change versus Development in External Speech
This research critiques Wertsch's truck-puzzle experiments by first questioning if those results constituted linguistic artifacts, and questioning if the resulting referential continuum comprised a legitimate developmental form. The participants in the original truck-puzzle experiments interacted using American English and Portuguese. To determine if the results were linguistic artifacts, they were compared with those of functionally related Japa…
From Infants' Reacting to Understanding
From Infants' Reacting to Understanding: Grounding Mature Communication and Sociality Through Turn-Taking and SequencingI will investigate a number of pre-linguistic infants interacting with caregivers, and attempt to demonstrate that infants' natural reactions (laughing, crying, gazing) function as incipient interactional turn-taking devices employed to non-cognitively initiate communication with caregivers, fostering infant sociality. To demons…
Teaching, Learning, Describing, and Judging via Wittgensteinian Rules
This → Is Learning
In this paper I attempt to dissolve two confused ideas inherent in scientific studies of learning: That the locus of learning processes lies hidden inside the mind/brain, and also that this putatively hidden phenomenon causes learned actions. I attempt this dissolution through conceptual argument and data analysis, first by contrasting the use of the concept ‘learning’ in ordinary and scientific interaction, followed by a Wittgenstein-inspired co…
Infants’ pain cries
This study applies conversation analysis to an infant/caregiver activity, “getting vaccinated.” Here, an infant’s natural reactions (crying) to pain (inoculations) appear to function as inchoate social devices aiding the co-creation of an emerging proto-social interaction order. I argue and demonstrate that the infant’s cries comprise its (biological, as opposed to psychological) devices that contribute to the proto-interaction order, when system…
Psychology (7 works) · Epistemology (6 works) · Language, Discourse, Communication Strategies (5 works) · Philosophy (5 works) · Cognitive psychology (4 works) · Communication (4 works) · Cognitive science (3 works) · Computer Science (3 works) · Conversation (3 works) · Developmental psychology (3 works)