Michael A. Forrester

University of Kent

Author Statistics

Papers

Citation

H-Index

i-10 index

Research Trends

Author Order

Document Type

Co-Authors

Christopher D. Pike

Canterbury College

Beatrice Shire

University of Kent

David Reason

University of Kent

Christopher Ramsden

Cardiff University

Elizabeth Stokoe

London School of Economics and Political Science

Cath Sullivan

University of Central Lancashire

Charlotte Bellchambers

Hilary Gardner

University of Sheffield

Janette Latham

University of Kent

Sarah M. Cherington

Lasell College

Cooperative Institutions

University of Kent

Loughborough University

London School of Economics and Political Science

University of Helsinki

Society of Swedish Literature in Finland

University of South-Eastern Norway

Norwegian University of Science and Technology

Sheffield Hallam University

University of Worcester

University of Derby

Author Statistics

Papers

Citation

H-Index

i-10 index

Research Field

Learning how to repair

Cambridge University Press eBooks (2014)

Michael A. Forrester

10.1017/cbo9781107045217.008

Cite

Citations (0)

Processes and Procedures in Conversational Interaction

SAGE Publications Ltd eBooks (1996)

Michael A. Forrester

10.4135/9781446279229.n6

Cite

Citations (0)

Reflections and Projections of the Developing Self

Theory & Psychology (1999)

Michael A. Forrester

In response to calls for a constructively critical developmental psychology, this paper considers contemporary ideas of the developing self. After touching on theoretical assumptions within cognitive and psychoanalytic approaches, consideration turns to the potential value of narrative. A conception of the developing self embedded within the subject positionings of discourse is then formulated. This approach, defined as discursive ethnomethodology, focuses on narrativization as process bringing together Foucault's (1972) discourse theory, Gibson's (1979) affordance metaphor and conversation analysis. The proposals conceptualize theorized subject positioning as participant-oriented social practices, arguably understood as social affordances produced and recognized dynamically in context. Conversation analysis provides a key method for studying the production of such discursive self-positionings, particularly with regard to the implicit models and metaphors embedded in the talk between parents and young children. Recommendations for more dialogic conceptions of representation are suggested, alongside proposals for a discursive ethno-methodology of the developing self. Concluding comments emphasize the significance of studying talk and conversation within developmental psychology.

Dialogic

Affordance

Ethnomethodology

Discursive psychology

Conversation Analysis

10.1177/0959354399091002

Cite

Citations (9)

The Influence of Object Size, Dimension and Prior Context on Children's Estimation Abilities

Educational Psychology (1994)

Michael A. Forrester Beatrice Shire

In primary mathematics education the ability to approximate and estimate is considered to be a core skill and previous research has implicated the importance of maturational and contextual factors on estimating abilities. This experiment examines the influence of object size, dimensionality and prior context (i.e. a previous estimate judgement) on primary aged children's estimates (aged 8 to 11 years). Utilising a 'volume' task and following a pre‐test assessment of their mathematical skills, children were asked how many small cubes would fit into a larger box, varied in size and dimension (length, width and height). The procedure employed also permitted an examination of the role of a prior estimate on a current judgement. The results indicated that older children can take into account more than one factor bearing on an estimate, particularly with reference to a prior estimate judgement. Furthermore, rather than mathematical ability predicting estimating skill, successful estimators employ strategies which favour caution in the face on an unknown, yet recognisably important, variable or variables.

Judgement

Context effect

10.1080/0144341940140407

Cite

Citations (18)

The Emergence of Self-Repair: A Case Study of One Child During the Early Preschool Years

Research on Language and Social Interaction (2008)

Michael A. Forrester

Learning how to talk during the early preschool years involves the appropriation of cultural norms, conventions, and sense-making social practices. In this article, I document the emergence of self-repair practices of a preschool child between the ages of 1 and 3;6 years. Employing a longitudinal single-case approach extract, examples provide insights into the resources that a child employs when acquiring the ability to self-repair. The findings indicate that during the early years, self-repair is a more common occurrence than other-initiated repair, and the ability to self-repair rests on skills of sound/utterance alteration, repetition, conversation monitoring, and an orientation to self-positioning in discourse. The likelihood of the child producing self-repair is associated with the non-response of a coparticipant, highlighting a sensitivity to the interdependence of talk, gesture, and action. It is also linked to the requirements of communicative clarity, implicating the significance of sequential position when repairing. Concluding comments touch on the interactional consequences of repair organization and the variety of discourse contexts served by self and other-initiated self-repair.

Utterance

Repetition (rhetorical device)

Conversation Analysis

Appropriation

CLARITY

Turn-Taking

10.1080/08351810701691206

Cite

Citations (97)

Psychology of the Image

Michael A. Forrester

Outlining a Psychology of the Image. Preface to Theme 1: Images of What is 'Inside' or Internal. Seeing, Visualising and Mental Imagery. Sound Imagery. Dream Images and the Conceptions of the Unconscious. Preface to Theme 2: Interdependent Images: Inside and Out, or Outside and In? The Developing Self. Self Image and Social Identity. The Gendered Image. Preface to Theme 3: External Images and All That is 'Out There'. The Mass Media of the Moving Image: Television and Film. Virtual Semiotics and Electronic Images. Photography and the Photographic Image. Postscript to a Psychology of the Image.

Theme (computing)

Source

Cite

Citations (26)

Child-focused conversation analysis

Cambridge University Press eBooks (2014)

Michael A. Forrester

Conversation Analysis

10.1017/cbo9781107045217.004

Cite

Citations (0)

Deconstructing developmental psychology

Michael A. Forrester

Source

Cite

Citations (0)

The embedding of the self in early interaction

Infant and Child Development (2001)

Michael A. Forrester

Abstract Presupposed in the earliest discourses we experience are implicit concepts concerning the nature of the self and identity. This paper examines the idea that through exposure to, and participation in, talk, the young infant is provided with appropriate discourses regarding what constitutes self and identity. Arguably, engaging in conversation entails entering into the co‐construction of participant stories, folk‐beliefs and everyday narratives concerning the nature and status of the self. The young child learns that he/she is required to display different versions of him/herself depending on the nature of the context. This study of the development of the discursive self begins by examining the discourse genres of the self made available to the child, that is, versions of the self presupposed in the caregivers' talk. Employing conversation analytic methods, a micro‐analysis of the talk of a parent–child dyad forms the basis of the study. The infant and parent (father) were video‐taped during mealtimes from when the infant was 18 months to 28 months old. The nature of the discourses informing ideas of the developing self are highlighted through considering examples in the parent's talk throughout this period. The findings are discussed in light of contemporary theories of the self in developmental psychology. Copyright © 2001 John Wiley & Sons, Ltd.

Dyad

Conversation Analysis

Discursive psychology

10.1002/icd.278

Cite

Citations (9)

Early Social Interaction

Michael A. Forrester

When a young child begins to engage in everyday interaction, she has to acquire competencies that allow her to be oriented to the conventions that inform talk-in-interaction and, at the same time, deal with emotional or affective dimensions of experience. The theoretical positions associated with these domains - social-action and emotion - provide very different accounts of human development and this book examines why this is the case. Through a longitudinal video recorded study of one child learning how to talk, Michael Forrester develops proposals that rest upon a comparison of two perspectives on everyday parent-child interaction taken from the same data corpus - one informed by conversation analysis and ethnomethodology, the other by psychoanalytic developmental psychology. Ultimately, what is significant for attaining membership within any culture is gradually being able to display an orientation towards both domains - doing and feeling, or social-action and affect.

Ethnomethodology

Conversation Analysis

Affect

10.1017/cbo9781107045217

Cite

Citations (4)