Mathias Broth
Biographic Data
| ID | 182587 |
|---|---|
| NAME | Mathias Broth |
| GIVEN NAMES | Mathias |
| FAMILY NAME | Broth |
| SIGNATURE | BROTH M |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0003-4004-5361 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 211 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Managing Robot Perception: How Families Present Their Faces to a Toy Robot
Playing with a robot's face detection capabilities constitutes a praxeological approach to learning about new technology. We explore how family members discover suitable formations for a Cozmo robot to scan a single face, drawing on video recordings from Swedish homes. Taking an ethnomethodology and conversation‐analysis perspective, we demonstrate how family members jointly establish a face‐to‐robot‐face formation, moving themselves and the robo…
Looking for Trouble: Pre‐Intervention Monitoring in Human and AI Driver Training
We compare two types of situations involving monitoring of car driving: a driving instructor overseeing a trainee driver and a safety driver overseeing the performance of autonomous vehicle (AV) software. Our focus is on instances of monitoring that precede (1) interventions that are aborted before impacting the driving and (2) actual interventions on the driving in these two different settings. We find that in both cases the monitoring party “wa…
What the mirrors won't tell: Instructing the blind spot check in driver training
Visually monitoring the surrounding traffic is key to safe driving. This article examines howtrainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot,i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversationanalysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinalcorpus of video recorded driving sessions, we identify how visually orien…
Expecting the unpredictable: Categorisation of children and youth during driver training
This paper presents an analysis of how the particular categories of children and youth are used within the instructional work of learning to drive. Using Membership Categorisation Analysis (MCA) and multimodal Conversation Analysis (CA) of a collection of cases drawn from 85 video-recorded driving lessons, we demonstrate how the participants treat children and youth as a category of traffic users whose main category predicate appears to be their …
On the road: Communicating traffic
Telling the Other's side: Formulating others' mental states in driver training
Delaying moving away: Place, mobility, and the multimodal organization of activities
Visual Narrative and Temporal Relevance: Segueing Instant Replay into Live Broadcast TV
Professional production of live TV combines real-time and recorded video into a single broadcast stream. In 'live' TV, non-live 'instant replay' footage can help viewers to make sense of what has just happened. This article shows how multi-person TV production teams assemble timely and relevant instant replays that can be seamlessly combined with real-time footage during live broadcasts. Detailed interaction analysis demonstrates how this work is…
Showing where you're going. Instructing the accountable use of the indicator in live traffic
This article takes an interest in how students at a driving school are instructed how to make the car's behaviour intelligible ( accountable ) to other road users in traffic. Taking the indicator as an example, the analytic focus is on the ways in which the indicator's relevance is instructed and its timely activation practiced, and how activating the indicator is instructed as part of more encompassing turning procedures. The indicator is one of…
Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
Getting Ready to Move as a Couple: Accomplishing Mobile Formations in a Dance Class
The article focuses on how students in a Lindy Hop dance class move into a complex mobile formation as a sequentially relevant response to a directive embedded in the teachers’ verbal and embodied instructions of the next task for practice. This sequence of actions accomplishes a transition from a stationary constellation of observing students to a mobile circle of practicing dance couples. The article describes in detail how instruction is turne…
Moving Together: Mobile Formations in Interaction
As we strolled down the city’s sidewalks, Xipoogi walked behind me, with Xaboasi behind him. I slowed down to let them catch up. They slowed down too. I slowed down more. Ditto. I stopped. They stopped. They simply would not walk beside me, not even when I asked them to. This makes sense on a narrow jungle path. [. . .] In the city, though, walking abreast, while spatially inefficient, allows the walkers to converse more easily and to be perceive…
Walking away: The embodied achievement of activity closings in mobile interaction
Emergent learnables in second language classroom interaction
Seeing through screens, hearing through speakers: Managing distant studio space in television control room interaction
Communicating place, space and mobility
The studio interaction as a contextual resource for TV-production
Walking away: The embodied achievement of activity closings in mobile interaction
Communicating place, space and mobility
Getting Ready to Move as a Couple: Accomplishing Mobile Formations in a Dance Class
The article focuses on how students in a Lindy Hop dance class move into a complex mobile formation as a sequentially relevant response to a directive embedded in the teachers’ verbal and embodied instructions of the next task for practice. This sequence of actions accomplishes a transition from a stationary constellation of observing students to a mobile circle of practicing dance couples. The article describes in detail how instruction is turne…
Moving Together: Mobile Formations in Interaction
As we strolled down the city’s sidewalks, Xipoogi walked behind me, with Xaboasi behind him. I slowed down to let them catch up. They slowed down too. I slowed down more. Ditto. I stopped. They stopped. They simply would not walk beside me, not even when I asked them to. This makes sense on a narrow jungle path. [. . .] In the city, though, walking abreast, while spatially inefficient, allows the walkers to converse more easily and to be perceive…
The studio interaction as a contextual resource for TV-production
Seeing through screens, hearing through speakers: Managing distant studio space in television control room interaction
Telling the Other's side: Formulating others' mental states in driver training
Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
On the road: Communicating traffic
Showing where you're going. Instructing the accountable use of the indicator in live traffic
This article takes an interest in how students at a driving school are instructed how to make the car's behaviour intelligible ( accountable ) to other road users in traffic. Taking the indicator as an example, the analytic focus is on the ways in which the indicator's relevance is instructed and its timely activation practiced, and how activating the indicator is instructed as part of more encompassing turning procedures. The indicator is one of…
Visual Narrative and Temporal Relevance: Segueing Instant Replay into Live Broadcast TV
Professional production of live TV combines real-time and recorded video into a single broadcast stream. In 'live' TV, non-live 'instant replay' footage can help viewers to make sense of what has just happened. This article shows how multi-person TV production teams assemble timely and relevant instant replays that can be seamlessly combined with real-time footage during live broadcasts. Detailed interaction analysis demonstrates how this work is…
Delaying moving away: Place, mobility, and the multimodal organization of activities
Expecting the unpredictable: Categorisation of children and youth during driver training
This paper presents an analysis of how the particular categories of children and youth are used within the instructional work of learning to drive. Using Membership Categorisation Analysis (MCA) and multimodal Conversation Analysis (CA) of a collection of cases drawn from 85 video-recorded driving lessons, we demonstrate how the participants treat children and youth as a category of traffic users whose main category predicate appears to be their …
The studio interaction as a contextual resource for TV-production
Seeing through screens, hearing through speakers: Managing distant studio space in television control room interaction
Communicating place, space and mobility
Emergent learnables in second language classroom interaction
Walking away: The embodied achievement of activity closings in mobile interaction
Getting Ready to Move as a Couple: Accomplishing Mobile Formations in a Dance Class
The article focuses on how students in a Lindy Hop dance class move into a complex mobile formation as a sequentially relevant response to a directive embedded in the teachers’ verbal and embodied instructions of the next task for practice. This sequence of actions accomplishes a transition from a stationary constellation of observing students to a mobile circle of practicing dance couples. The article describes in detail how instruction is turne…
Moving Together: Mobile Formations in Interaction
As we strolled down the city’s sidewalks, Xipoogi walked behind me, with Xaboasi behind him. I slowed down to let them catch up. They slowed down too. I slowed down more. Ditto. I stopped. They stopped. They simply would not walk beside me, not even when I asked them to. This makes sense on a narrow jungle path. [. . .] In the city, though, walking abreast, while spatially inefficient, allows the walkers to converse more easily and to be perceive…
Showing where you're going. Instructing the accountable use of the indicator in live traffic
This article takes an interest in how students at a driving school are instructed how to make the car's behaviour intelligible ( accountable ) to other road users in traffic. Taking the indicator as an example, the analytic focus is on the ways in which the indicator's relevance is instructed and its timely activation practiced, and how activating the indicator is instructed as part of more encompassing turning procedures. The indicator is one of…
Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
On the road: Communicating traffic
Telling the Other's side: Formulating others' mental states in driver training
Delaying moving away: Place, mobility, and the multimodal organization of activities
Visual Narrative and Temporal Relevance: Segueing Instant Replay into Live Broadcast TV
Professional production of live TV combines real-time and recorded video into a single broadcast stream. In 'live' TV, non-live 'instant replay' footage can help viewers to make sense of what has just happened. This article shows how multi-person TV production teams assemble timely and relevant instant replays that can be seamlessly combined with real-time footage during live broadcasts. Detailed interaction analysis demonstrates how this work is…
Expecting the unpredictable: Categorisation of children and youth during driver training
This paper presents an analysis of how the particular categories of children and youth are used within the instructional work of learning to drive. Using Membership Categorisation Analysis (MCA) and multimodal Conversation Analysis (CA) of a collection of cases drawn from 85 video-recorded driving lessons, we demonstrate how the participants treat children and youth as a category of traffic users whose main category predicate appears to be their …
What the mirrors won't tell: Instructing the blind spot check in driver training
Visually monitoring the surrounding traffic is key to safe driving. This article examines howtrainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot,i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversationanalysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinalcorpus of video recorded driving sessions, we identify how visually orien…
Managing Robot Perception: How Families Present Their Faces to a Toy Robot
Playing with a robot's face detection capabilities constitutes a praxeological approach to learning about new technology. We explore how family members discover suitable formations for a Cozmo robot to scan a single face, drawing on video recordings from Swedish homes. Taking an ethnomethodology and conversation‐analysis perspective, we demonstrate how family members jointly establish a face‐to‐robot‐face formation, moving themselves and the robo…
Looking for Trouble: Pre‐Intervention Monitoring in Human and AI Driver Training
We compare two types of situations involving monitoring of car driving: a driving instructor overseeing a trainee driver and a safety driver overseeing the performance of autonomous vehicle (AV) software. Our focus is on instances of monitoring that precede (1) interventions that are aborted before impacting the driving and (2) actual interventions on the driving in these two different settings. We find that in both cases the monitoring party “wa…
Language, Discourse, Communication Strategies (12 works) · Psychology (12 works) · Computer Science (11 works) · Artificial Intelligence (7 works) · Human–computer interaction (6 works) · Language, Metaphor, and Cognition (6 works) · Art (5 works) · Communication (5 works) · Conversation (4 works) · Political science (4 works)