Indexing metadata

13. Culture, Authority, and Understanding--A Balance of Interpretive Contingencies

Dublin Core PKP Metadata Items Metadata for this Document
1. Title Title of document 13. Culture, Authority, and Understanding--A Balance of Interpretive Contingencies - Understanding and Interaction in Clinical and Educational Settings
2. Creator Author's name, affiliation, country Barry Saferstein; California State University, San Marcos;
3. Subject Discipline(s) Linguistics; Applied Linguistics; Communication
4. Subject Keyword(s) patient-practitioner interaction; clinical consultations; learning; understanding; Mendelian genetics; professional culture; process narratives; grey boxes; discourse frameworks; coherence based reasoning; mental models
5. Subject Subject classification Discourse
6. Description Abstract Chapter Thirteen examines the interactional production of professional culture and its effects on patients’ and students’ understandings. The power of medical practitioners and teachers to expand or restrict understandings stems from their influence on patterns of interaction that produce or resolve interpretive contingencies. The biology classroom and radiology consultation examples show how a particular balance of participants’ interpretive contingencies affects the endurance or change of cultural conventions. During the biology classes, the teachers apply restrictive communication patterns, which functioned as a form of professional persistence overriding students’ digressions. In contrast, the radiology consultation examples show how a practitioner’s adaptations to patients’ responses to visual information produce a balance of interpretive contingencies that favors the patient. Examples show one patient expressing many comments and questions and another patient expressing infrequent and ambiguous comments and questions. In both cases, the patients affect the balance of interpretive contingencies as the nurse adapts her pattern of expression and use of explanatory images for each patient. The resulting expansive pattern of communication supplants the professional culture’s customary restrictive communication patterns. This increases the patients’ authority over the information presented during the consultation. The radiology patients' recall of the medical information correlated with the changes in the patterns of interaction prompted by the practitioner's increased interpretive contingencies. The immediate cognitive and interactional work that a practitioner faces in such circumstances overcomes some of the professional culture’s customary communication patterns--particularly the administrative patterns of deemphasizing or ignoring digressive questions.
7. Publisher Organizing agency, location Equinox Publishing Ltd
8. Contributor Sponsor(s)
9. Date (YYYY-MM-DD) 30-Nov-2016
10. Type Status & genre Peer-reviewed Article
11. Type Type
12. Format File format PDF
13. Identifier Uniform Resource Identifier
14. Identifier Digital Object Identifier 10.1558/equinox.27845
15. Source Journal/conference title; vol., no. (year) Equinox eBooks Publishing; Understanding and Interaction in Clinical and Educational Settings
16. Language English=en en
18. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.) Contemporary
19. Rights Copyright and permissions Copyright 2014 Equinox Publishing Ltd