Evaluating Cognitive Competences in Interaction -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- 1. A short presentation of the papers in this volume -- 1.1 Papers on interaction in classroom or practice-based training settings -- 1.2 Papers on interaction in institutional settings occasioned by 'social problems' -- 1.2.1 Papers on interaction in institutional (re)habilitation settings -- 2. Concluding remarks -- References -- Transcript notations -- The embedded evaluations in air traffic control training -- 1. Introduction -- 2. Evaluating learner performance and understanding in educational contexts -- 3. Characteristics of the air traffic control work and training -- 4. Data and methods -- 5. Evaluation as embedded activity in I-R sequences -- 5.1 Embedding evaluation in the extension of the base sequence -- 5.2 Embedding evaluation in the repair sequence -- 5.3 Occasioned instruction -- 6. Conclusion -- References -- Teacher evaluations -- 1. Introduction -- 2. Data -- 3. Dimensions of evaluations -- 3.1 Positive-negative dimension -- 3.2 The value dimension -- 3.3 The object dimension -- 4. Analysis -- 4.1 Sequential and design features of teacher evaluations -- 4.2 The object of evaluation -- 4.3 Evaluations of knowing -- 4.4 Evaluations of doing -- 4.5 Evaluations of understanding -- 4.6 Teacher evaluations: Sequence, design and object -- 5. Conclusion -- References -- Treating student contributions as displays of understanding in group supervision -- 1. Introduction -- 2. Analyses -- 2.1 Example 1 -- 2.2 Example 2 -- 2.3 Example 3 -- 2.4 Example 4 -- 2.5 Example 5 -- 3. Conclusion -- References -- Good reasons for seemingly bad performance -- 1. Competences in the classroom -- 2. A geometry lesson -- 2.1 Preliminaries -- 2.2 Mr. Manabe's presentation -- 2.3 Ikeda's presentation.

2.4 The teacher's summary -- 3. Good reasons for seemingly bad performances -- Appendix: Abbreviations used for gloss -- References -- Mutual negotiation of the interviewee's competence in interview interaction -- 1. Introduction -- 2. Competence and EM -- 3. Competence in the person-environment fit models -- 4. Competence and CA -- 5. Intertwined hypothesis -- 6. Data and setting -- 7. Analysis -- 7.1 Upgrading respondents' tentatively positive responses -- 7.2 Disagreeing with respondents' negative or reserved responses -- 7.3 Apologizing for questioning competent respondents -- 7.4 Incompetence in interaction -- 7.5 Summary -- 8. Discussion -- References -- Evaluating by feeling -- 1. Introduction -- 2. Structure and main points -- 3. Data and interactional phenomenon -- 4. Emotions as causations -- 5. Emotions as adaptations -- 6. Discussion: Action v. emotion -- 7. Concluding remarks -- References -- Interactive evaluation of cognitive functioning -- 1. Introduction -- 2. CA studies of aphasia -- 3. Data and transcription -- 4. The sequential organization of different prompting methods -- 4.1 Excerpt 1: Nyckel (key) -- 4.1.1 Pause sequence -- 4.1.2 Side sequence: Request for help -- 4.1.3 Semantic and phonological other-prompting/word production -- 4.1.4 Evaluation sequence -- 4.2. Phonological self-prompting -- 4.2.1 Pause phase -- 4.2.2 Phonological prompting phase -- 4.2.3 Evaluation -- 4.3 Excerpt 3: Glas/glass -- 4.3.1 Pause phase -- 4.3.2 Semantic substitution sequence -- 4.3.3 Side sequence: request for help -- 4.3.4 How to get to talk about cognitive competence phonological ­prompting phase: -- 4.3.5 Recognition -- 4.3.6 Closing account and evaluation of cognitive functioning by Jeff -- 4.3.7 Evaluation of speech production by the CLI and good news exit sequence -- 5. Discussion and conclusion -- References -- Appendix 1: Naming task.

Talking 'cognition' in the audiology clinic -- 1. Introduction -- 2. Data -- 3. Considering cognition in audiology consultations I: Mental terms -- 4. Considering cognition in audiology consultations II: Dealing with reports of auditory perception -- 5. Analysis -- 5.1 Soliciting reports -- 5.2 Dealing with positive evaluations -- 5.3 The referent of the evaluation -- 5.4 Presenting concerns -- 5.5 Dealing with patients' concerns -- 5.6 Challenging the audiologists' expertise -- 6. Conclusion -- References -- Triumphing -- 1. Introduction -- 2. Data -- 3. Insulting evaluations of 'cognitive/intellectual abilities' and 'mental states' in disputes -- 3.1 The relevance of insulting 'mental state' terms and 'cognitive or intellectual' evaluations of co-participating boys in interaction -- 3.1.1 Closure and exclusion through the initiation of 'mental state' evaluating sequences -- 3.2 Sequential consequences of the insulting use of 'mental state' -evaluations -- 4. The possible impact of insulting 'mental state'-evaluations on social relationships on a long term -- 5. Conclusions and discussions -- 5.1 Excommunication through insulting 'mental state' evaluations -- 5.2 A category bound activity? -- References -- Index.