Danielle Pillet-Shore
Biographic Data
| ID | 139501 |
|---|---|
| NAME | Danielle Pillet-Shore |
| GIVEN NAMES | Danielle |
| FAMILY NAME | Pillet-Shore |
| SIGNATURE | PILLET-SHORE D |
| AFFILIATIONS | University of New Hampshire |
| ORCID | 0000-0002-4757-4082 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 165 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 8 |
Depersonalizing troubles in institutional interaction
This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed recipients as non-unique. Examining how teachers talk about children-as-students during parent–teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice o…
Peer conversation about substance (mis)use
What happens when a friend starts talking about her own substance use and misuse? This article provides the first investigation of how substance use is spontaneously topicalized in naturally occurring conversation. It presents a detailed analysis of a rare video-recorded interaction showing American English-speaking university students talking about their own substance (mis)use in a residential setting. During this conversation, several substance…
When to Make the Sensory Social: Registering in Face-to-Face Openings
This article analyzes naturally occurring video-recorded openings during which participants make the sensory social through the action of registering-calling joint attention to a selected, publicly perceivable referent so others shift their sensory attention to it. It examines sequence-initial actions that register referents for which a participant is regarded as responsible. Findings demonstrate a systematic preference organization which observa…
Arriving: Expanding the Personal State Sequence
When arriving to a social encounter, how and when can a person show how s/he is doing/feeling? This article answers this question, examining personal state sequences in copresent openings of casual (residential) and institutional (parent-teacher) encounters. Describing a regular way participants constitute—and move to expand—these sequences, this research shows how arrivers display a nonneutral (e.g., negative, humorous, positive) personal state …
How to Begin
This article introduces the special issue of Research on Language and Social Interaction organized around the theme “Opening and Maintaining Face-to-Face Interaction.” The contributions to this special issue collectively consider “how to begin”—either a new encounter or a new sequence after a lapse in conversation. All articles analyze naturally occurring, video-recorded episodes of casual and/or institutional copresent interaction using multimod…
Getting to know you: Teasing as an invitation to intimacy in initial interactions
It is commonly assumed that teasing is restricted to encounters among intimates or close acquaintances. As a result of examining initial interactions among (American and Australian) speakers of English, however, this article shows that teasing also occurs between persons who are becoming acquainted. Analysis reveals that tease sequences unfold across three actions that constitute the tease as an invitation to intimacy: a teasable action on the pa…
Criticizing another's child: How teachers evaluate students during parent-teacher conferences
As the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded natura…
Being a “Good Parent” in Parent-Teacher Conferences: Being a “Good Parent”
This research advances our understanding of what constitutes a “good parent” in the course of actual social interaction. Examining video-recorded naturally occurring parent–teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This arti…
Greeting: Displaying Stance Through Prosodic Recipient Design
This article examines the social action of greeting in naturally occurring face-to-face interaction, paying special attention to how people prosodically produce their very first vocalized utterances. Close analysis of a corpus of 337 video recorded openings shows that participants recipient design greetings on the level of prosody, tailoring them to each addressee and thus hearably displaying a stance toward the current state and character of the…
The Problems with Praise in Parent–Teacher Interaction
This research advances our understanding of what constitutes “a compliment” and “self-praise” in social interaction. Examining video-recorded naturally occurring parent–teacher conference interactions, this article demonstrates that participants treat utterances that praise nonpresent students as implicating praise of parents: parents respond to teachers’ student-praising utterances as compliments; teachers laugh after they explicitly credit stud…
Doing Introductions: The Work Involved in Meeting Someone New
As the gateway to personal social relationships, introductions are critical to sustaining everyday social life. This article provides the first detailed empirical analysis of naturally occurring introductions, elucidating the interactional work participants do to achieve a sequence as an introduction. Close examination of video recorded introductions between English-speaking persons coming together to socialize and/or do work reveals that: when a…
Making Way and Making Sense: Including Newcomers in Interaction
In our everyday interactions as they unfold in real time, how do we do including? This article examines a specific set of interactional moments when the potential to be included (or not) recurs: when a newcomer arrives to some social scene where two or more already-present persons are actively engaged in some activity and that newcomer displays interest in joining into their activity. I show how arriving newcomers bodily display that they want to…
Weighing in primary-care nurse-patient interactions
"Doing "Okay: On the Multiple Metrics of an Assessment
This article examines “okay” deployed as an assessment of student performance in parent–teacher conference interactions. By elucidating what is being done by a speaker who terms a student’s performance “okay” and a recipient who accepts or resists it so termed, this investigation shows “okay” to be directly and overtly rele- vant to and for the parties and the activities in which they are engaged. Data drawn from 35 videotaped and audiotaped conf…
Greeting: Displaying Stance Through Prosodic Recipient Design
This article examines the social action of greeting in naturally occurring face-to-face interaction, paying special attention to how people prosodically produce their very first vocalized utterances. Close analysis of a corpus of 337 video recorded openings shows that participants recipient design greetings on the level of prosody, tailoring them to each addressee and thus hearably displaying a stance toward the current state and character of the…
How to Begin
This article introduces the special issue of Research on Language and Social Interaction organized around the theme “Opening and Maintaining Face-to-Face Interaction.” The contributions to this special issue collectively consider “how to begin”—either a new encounter or a new sequence after a lapse in conversation. All articles analyze naturally occurring, video-recorded episodes of casual and/or institutional copresent interaction using multimod…
Doing Introductions: The Work Involved in Meeting Someone New
As the gateway to personal social relationships, introductions are critical to sustaining everyday social life. This article provides the first detailed empirical analysis of naturally occurring introductions, elucidating the interactional work participants do to achieve a sequence as an introduction. Close examination of video recorded introductions between English-speaking persons coming together to socialize and/or do work reveals that: when a…
"Doing "Okay: On the Multiple Metrics of an Assessment
This article examines “okay” deployed as an assessment of student performance in parent–teacher conference interactions. By elucidating what is being done by a speaker who terms a student’s performance “okay” and a recipient who accepts or resists it so termed, this investigation shows “okay” to be directly and overtly rele- vant to and for the parties and the activities in which they are engaged. Data drawn from 35 videotaped and audiotaped conf…
Getting to know you: Teasing as an invitation to intimacy in initial interactions
It is commonly assumed that teasing is restricted to encounters among intimates or close acquaintances. As a result of examining initial interactions among (American and Australian) speakers of English, however, this article shows that teasing also occurs between persons who are becoming acquainted. Analysis reveals that tease sequences unfold across three actions that constitute the tease as an invitation to intimacy: a teasable action on the pa…
Criticizing another's child: How teachers evaluate students during parent-teacher conferences
As the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded natura…
The Problems with Praise in Parent–Teacher Interaction
This research advances our understanding of what constitutes “a compliment” and “self-praise” in social interaction. Examining video-recorded naturally occurring parent–teacher conference interactions, this article demonstrates that participants treat utterances that praise nonpresent students as implicating praise of parents: parents respond to teachers’ student-praising utterances as compliments; teachers laugh after they explicitly credit stud…
Weighing in primary-care nurse-patient interactions
When to Make the Sensory Social: Registering in Face-to-Face Openings
This article analyzes naturally occurring video-recorded openings during which participants make the sensory social through the action of registering-calling joint attention to a selected, publicly perceivable referent so others shift their sensory attention to it. It examines sequence-initial actions that register referents for which a participant is regarded as responsible. Findings demonstrate a systematic preference organization which observa…
Arriving: Expanding the Personal State Sequence
When arriving to a social encounter, how and when can a person show how s/he is doing/feeling? This article answers this question, examining personal state sequences in copresent openings of casual (residential) and institutional (parent-teacher) encounters. Describing a regular way participants constitute—and move to expand—these sequences, this research shows how arrivers display a nonneutral (e.g., negative, humorous, positive) personal state …
Making Way and Making Sense: Including Newcomers in Interaction
In our everyday interactions as they unfold in real time, how do we do including? This article examines a specific set of interactional moments when the potential to be included (or not) recurs: when a newcomer arrives to some social scene where two or more already-present persons are actively engaged in some activity and that newcomer displays interest in joining into their activity. I show how arriving newcomers bodily display that they want to…
"Doing "Okay: On the Multiple Metrics of an Assessment
This article examines “okay” deployed as an assessment of student performance in parent–teacher conference interactions. By elucidating what is being done by a speaker who terms a student’s performance “okay” and a recipient who accepts or resists it so termed, this investigation shows “okay” to be directly and overtly rele- vant to and for the parties and the activities in which they are engaged. Data drawn from 35 videotaped and audiotaped conf…
Weighing in primary-care nurse-patient interactions
Making Way and Making Sense: Including Newcomers in Interaction
In our everyday interactions as they unfold in real time, how do we do including? This article examines a specific set of interactional moments when the potential to be included (or not) recurs: when a newcomer arrives to some social scene where two or more already-present persons are actively engaged in some activity and that newcomer displays interest in joining into their activity. I show how arriving newcomers bodily display that they want to…
Doing Introductions: The Work Involved in Meeting Someone New
As the gateway to personal social relationships, introductions are critical to sustaining everyday social life. This article provides the first detailed empirical analysis of naturally occurring introductions, elucidating the interactional work participants do to achieve a sequence as an introduction. Close examination of video recorded introductions between English-speaking persons coming together to socialize and/or do work reveals that: when a…
Greeting: Displaying Stance Through Prosodic Recipient Design
This article examines the social action of greeting in naturally occurring face-to-face interaction, paying special attention to how people prosodically produce their very first vocalized utterances. Close analysis of a corpus of 337 video recorded openings shows that participants recipient design greetings on the level of prosody, tailoring them to each addressee and thus hearably displaying a stance toward the current state and character of the…
The Problems with Praise in Parent–Teacher Interaction
This research advances our understanding of what constitutes “a compliment” and “self-praise” in social interaction. Examining video-recorded naturally occurring parent–teacher conference interactions, this article demonstrates that participants treat utterances that praise nonpresent students as implicating praise of parents: parents respond to teachers’ student-praising utterances as compliments; teachers laugh after they explicitly credit stud…
Being a “Good Parent” in Parent-Teacher Conferences: Being a “Good Parent”
This research advances our understanding of what constitutes a “good parent” in the course of actual social interaction. Examining video-recorded naturally occurring parent–teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This arti…
Criticizing another's child: How teachers evaluate students during parent-teacher conferences
As the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded natura…
Arriving: Expanding the Personal State Sequence
When arriving to a social encounter, how and when can a person show how s/he is doing/feeling? This article answers this question, examining personal state sequences in copresent openings of casual (residential) and institutional (parent-teacher) encounters. Describing a regular way participants constitute—and move to expand—these sequences, this research shows how arrivers display a nonneutral (e.g., negative, humorous, positive) personal state …
How to Begin
This article introduces the special issue of Research on Language and Social Interaction organized around the theme “Opening and Maintaining Face-to-Face Interaction.” The contributions to this special issue collectively consider “how to begin”—either a new encounter or a new sequence after a lapse in conversation. All articles analyze naturally occurring, video-recorded episodes of casual and/or institutional copresent interaction using multimod…
Getting to know you: Teasing as an invitation to intimacy in initial interactions
It is commonly assumed that teasing is restricted to encounters among intimates or close acquaintances. As a result of examining initial interactions among (American and Australian) speakers of English, however, this article shows that teasing also occurs between persons who are becoming acquainted. Analysis reveals that tease sequences unfold across three actions that constitute the tease as an invitation to intimacy: a teasable action on the pa…
Peer conversation about substance (mis)use
What happens when a friend starts talking about her own substance use and misuse? This article provides the first investigation of how substance use is spontaneously topicalized in naturally occurring conversation. It presents a detailed analysis of a rare video-recorded interaction showing American English-speaking university students talking about their own substance (mis)use in a residential setting. During this conversation, several substance…
When to Make the Sensory Social: Registering in Face-to-Face Openings
This article analyzes naturally occurring video-recorded openings during which participants make the sensory social through the action of registering-calling joint attention to a selected, publicly perceivable referent so others shift their sensory attention to it. It examines sequence-initial actions that register referents for which a participant is regarded as responsible. Findings demonstrate a systematic preference organization which observa…
Depersonalizing troubles in institutional interaction
This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed recipients as non-unique. Examining how teachers talk about children-as-students during parent–teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice o…
Psychology (14 works) · Language, Discourse, Communication Strategies (13 works) · Social Psychology (10 works) · Computer Science (6 works) · Discourse Analysis in Language Studies (6 works) · Political science (6 works) · Social Psychology (6 works) · Communication (5 works) · Language, Metaphor, and Cognition (5 works) · Sociology (5 works)