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)

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)

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)