Clinique de?l'efficience cognitive dans?l'entretien avec?l'adolescent polyhandicapé mentalement déficitaire: la?répétition à?la?base du?processus d'intercompréhension
DOI: 10.1016/j.neurenf.2007.01.008
Title: Clinique de?l'efficience cognitive dans?l'entretien avec?l'adolescent polyhandicapé mentalement déficitaire: la?répétition à?la?base du?processus d'intercompréhension
Journal Title: Neuropsychiatrie de l'Enfance et de l'Adolescence
Volume: 55
Issue: 1
Publication Date: April 2007
Start Page: 1
End Page: 9
Published online: online 27 March 2007
ISSN: 0222-9617
Author: C. Bocé;an, M. Musiol
Affiliations:
  • Laboratoire depsychologie cognitive etclinique, E.A. 3946, université Nancy-II, 23, boulevard Albert 1
    er, BP 3397, 54015 Nancy cedex, France
  • Abstract: cle is an analysis of the verbal interactions between polyhandicapped teenagers and adults having care. The corpus was collected in a Specialized Institution. The conversations with the teenagers able to communicate verbally were recorded on video support then retranscribed. This enonciations of the polyhandicapped teenagers are generally unspecified or ambiguous. The aim of the study is to show how the phenomenon of repetitive speech acts generates or facilitates the process of mutual understanding. We don't assess the difficulties and the deficits of the patients, but rather specify the structure of the exchanges in which their communicative capacities spread out with the most acuity. The pragmatic-conversational analysis relates initially to the structure of the exchanges between two teenagers and the adults having care. Then it concerns more precisely the structure of the exchanges initiated by the patients. An example of interlocutory analysis of a sequence initiated by a teenager is detailed. The results show that the repetition functions as a dialogical process whose intersubjective dynamics contributes to the construction and the successful achievement of the conversational exchange. We compare these results to studies about communication abilities children with the typical or pathological development.
    Accepted: 31 January 2007
    Received: 15 October 2006
    Keywords: Polyhandicap; Mutual understanding; Repetition; Conversational pragmatic analysis; Intersubjective dynamics
    Email: Christine.Bocerean@univ

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