Claiming epistemic primacy: Yo-marked assessments in Japanese

By Kaoru Hayano. 2011

118 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/91c56dd7751f47bb358a9591fdd3017d34283412

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Lila San Roque
2. Henrik Bergqvist
3. T. Koole
4. Nicholas Evans
5. Lorenza Mondada
6. Arnulf Deppermann

In Language and Linguistics

1. T. Koole
2. Lila San Roque
3. Nicholas Evans
4. Lorenza Mondada
5. Arnulf Deppermann

In Literature and Literary Theory

1. Henrik Bergqvist
2. T. Koole
3. Nicholas Evans
4. Lila San Roque
5. Lorenza Mondada

Citations in the corpus

• Displaying, contesting and negotiating epistemic authority in social interaction: Descriptions and questions in guided visits (2013, background): “…– Heritage and Raymond, 2005, or as ‘oh’-prefaced assessments in second position, conveying independent access to the referent – Heritage, 2002; see also Hayano, 2011), being sensitive to the way they are responded to, aligned or disaligned in congruent or non-congruent ways by the coparticipants…”
• The epistemics of student problems: Explaining mathematics in a multi-lingual class (2012, background): “With this notion of disagreement, I follow the distinctionmade by Stivers et al. (2011b) and Hayano (2011) who use the notion of ‘(dis)agreement’ for (in)compatible epistemic content, and ‘(in)congruence’ for (in) compatible epistemic stance.”
• The grammar of engagement I: framework and initial exemplification (2017, background): “[14] Significantly, Heritage (2012c, p. 77) states that “deep and important findings await us … in an increasing body of cross-linguistic analyses of various epistemic particles (Hayano, 2011, 2012; Wu, 2004)” (see also Wu & Heritage, 2017).”