Talking the Talk

Collaborative Remembering and Self-Perceived Expertise

Bibliographic Data

ID11273449
AuthorsM Pasupathi (0000-0001-9105-4554, University of Utah, corresponding author), Katarzyna Alderman (University of Utah), David Shaw (0000-0001-8180-6927, University of Utah)
Year2007
Volume43
Issue1
Pages55-77
Publication date2007-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDiscourse Processes (JOURNAL)
Journal identifiersISSN: 0163-853X • E-ISSN: 1532-6950
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15326950dp4301_3
OpenAlexW2095992487
LanguageEN
Citations received3
References cited62

Discourse and self-perceptions are likely to be related in bidirectional ways. That is, people's self-perceptions are likely to shape their discourse behavior, but their (and their partners') discourse behavior in turn will shape their subsequent self-perceptions. To provide empirical evidence for this proposal, we conducted a study in which pairs of friends (n= 21 pairs) encountered a computer game. One friend played the game while the other observed; subsequently, both were asked to jointly tell a third party about their experience with the game. The resulting conversations were coded for narrative and other contributions, and discourse elements were examined in relation to pre- and postparticipation perceptions of expertise at the game. Players produced more narrative contributions than observers but only when observers had low self-perceived expertise prior to the game. Observers' narrative contributions were linked to changes in the players' self-perceptions of game expertise from prior to postconversation. These findings show that self-perceptions of expertise both shape, and are shaped by, discourse behavior

Cognitive psychology · Discourse analysis · Linguistics · Mathematics education · Multimedia · Narrative · Perception · Self · Computer Science · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Language, Discourse, Communication Strategies · Narrative Theory and Analysis · Psychology · Reflective Practices in Education · Social Psychology · Speech and dialogue systems

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