Indicates a periodic structure in the distribution of between-turn silences in two-party conversation, a finding that is inconsistent with current stochastic or signaling models, which view social interaction as an exchange of stimuli and responses. Finds that social interaction is fundamentally a collaborative activity. (JD)

Shows that among the qualities of interaction present in peer learning are the negotiation of teaching and collaborative roles, attention-focusing, showing and pointing, and informative messages. (FL)

Analyzes language teaching and learning as it transpires during the course of verbal interaction in the home. (DF)

Suggests that young children use their expectations of a context-specific, normal range of pause duration in timing the onset of a turn at speaking. (FL)

Investigates the ways in which primary school-aged children engage a teacher's attention through active solicitation. Argues that examining these interactions reveals both what the children do and allows for a redefinition of a conceptualization of "talk engagement." (FL)

Examines social differences in expectations of indirectness in conversations between married couples, both Greek and Greek-American. Concludes that Greeks are more likely to expect indirectness in the context presented and that Greek-Americans have retained the Greek communicative patterns. (FL)

Suggests, based on observations of children in a nursery school drawing activity, that what children understand about drawing is intimately tied to what they know of drawing activities undertaken in a particular social context. (FL)

Presents a case study of an elementary school child with a learning disability to illustrate that both performance and disability have to be understood in terms of the social environments with which they are linked. (FL)

Examines the effect of management and turn-allocation activities on students' reading performance during classroom lessons. Shows that the teacher was often oriented toward other class members while eliciting information during students' reading turns. (FL)