SOCIAL SETTING, STIGMA, AND COMMUNICATIVE COMPETENCE: Explorations of the Conversational Interactions of Retarded Adults -- Editorial page -- Title page -- Copyright page -- Table of contents -- 1. INTRODUCTION -- 2. "ABOUT OSTRICHES COMING OUT OF COMMUNIST CHINA": MEANINGS, FUNCTIONS, AND FREQUENCIES OF TYPICAL INTERACTIONS IN GROUP MEETINGS FOR RETARDED ADULTS -- 2.1 Introduction -- 2.2. Example 1 -- 2.2.1. Introductions -- 2.2.2. Practical problems -- 2.2.3. The purpose of the meetings -- 2.3. Example 2 -- 2.3.1. Labeling -- 2.3.2. The personalization of problems -- 2.4. Example 3 -- 2.4.1. On societal norms and values -- 2.4.2. Consensus-seeking -- 2.5. Example 4 -- 2.5.1. Personal problems with peers -- 2.5.2. Workshop social rules -- 2.6. Example 5 -- 2.6.1. An arena of normalcy -- 2.7. Example 6 -- 2.7.1. Eventfulness reporting -- 2.7.2. Turntaking: Getting and holding the floor -- 2.8. Example 7 -- 2.8.1. Personal problems at home -- 2.8.2. Explaining problems -- 2.8.3. Resolving problems -- 2.8.4. Peer-counseling -- 2.9. Example 8 -- 2.9.1. Recurrent problems -- 2.9.2. Persistent problems -- 2.10. Example 9 -- 2.10.1. Competency claims -- 2.11. Example 10 -- 2.11.1. Humor -- 2.11.2. Dreams -- 2.12. How group meetings benefit the members -- 3. TAKING SIDES: RESOLUTION OF A PEER CONFLICT IN A WORKSHOP FOR RETARDED ADULTS -- 3.1. Introduction -- 3.2. Sources of the data -- 3.3. Background -- 3.3.1. The workshop -- 3.3.2. The group meeting -- 3.3.3. Kinds ofproblems -- 3.3.4. ''Taking sides" -- 3.4. John shifts sides -- 3.4.1. The context of John's "conversion" -- 3.4.2. The May 19 meeting -- 3.4.3. Phil's moves in "converting" John -- 3.4.4. "Trouble" -- 3.4.5. Steps in John's "conversion" -- 3.4.6. Beneath the surface: Resolution of a conflict between John and Timmy? -- 3.4.7. Summary -- 3.5. Discussion -- 3.5.1. Workshop norms and notions.

3.5.2. The competence of retarded adults -- 4. DISPLAYING COMPETENCE: PEER INTERACTION IN A GROUP HOME FOR RETARDED ADULTS -- 4.1. Introduction -- 4.2. Objectives -- 4.3. Data base and methodology -- 4.4. The setting -- 4.4.1. Physical characteristics -- 4.4.2. Residents -- 4.4.3. Goals of the group home -- 4.4.4. Dinnerpreparation -- 4.5. A situated definition of competence -- 4.6. Verbal strategies for displaying competence -- 4.7. Summary -- 4.8. Implications -- 5. WEAVING THE CLOAK OF COMPETENCE: A PARADOX IN THE MANAGEMENT OF TROUBLE INCONVERSATIONS BETWEEN RETARDED AND NONRETARDED INTERLOCUTORS -- 5.1. Some background to the study -- 5.2. Trouble -- 5.3. Managing trouble -- 5.4. The paradox -- 5.5. Conclusion -- FOOTNOTES -- REFERENCES -- APPENDIX A -- APPENDIX B -- Transcription Conventions -- Key to Speakers.