Visually monitoring the surrounding traffic is key to safe driving. This article examines howtrainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot,i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversationanalysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinalcorpus of video recorded driving sessions, we identify how visually oriented instructionsare adapted to TD's driving skills as well as to local traffic demands. The findingsshow that although the BSC instructions are routinely embedded in a systematic “mirrorroutine”, numerous contingencies may force instructors to scale down the visual instructionsto only include the BSC. Furthermore, it was found in line with previous studies that instructionswere fewer and less detailed as the TD's driving progressed, to the point where theinstructions were altogether withheld. In this mode of training, that we term “unassisteddriving”, instructors would reorient their focus to noticing and correcting TD's problematicdriving behaviour, drawing in different ways on their joint interactional experience of previoussessions. The findings contribute to the literature on instructions in mobile settings aswell as to more general discussions of learning as a members' concern in situated interaction.

This paper analyzes honks directed at autonomous vehicles (AVs) by other drivers. As honks often mark problems, this focus allows us to better understand the challenges that AVs face in real traffic. Performing a sequential video analysis of 63 honk incidents uploaded by Tesla beta testers on YouTube, we identify how problematic situations emerge as honkable Traffic Gestalts. We identify four types of situated problems with AV driving performance marked by other drivers’ honks: they may wait too long, steer inconsistently, stop instead of going, and go too fast. We further show how a honk may be understandable as a warning, a nudge or a reprimand. Our work suggests designing honks for AVs to focus on relevant contexts, supported by developing bidirectional interfaces and audio analysis methods that consider the interplay of auditory and visual information in traffic. 

Deploying an everyday life approach, this article focuses on the kindergarten meal, defined as a space in which humans, materials and discursive elements interact. The article identifies and discusses two co-existing perspectives on the everyday meals that emphasise children as future beings and here-and-now beings. Through the concepts of smoothing and striation the paper discusses how these perspectives produce different mechanisms of regulation and agency, and position the eaters differently. The paper emphasises kindergarten mealtime as an ambiguous space that does not offer simple discussions about good and bad meal situations. The paper thereby adds to the existing literature within children’s geographies which emphasise interactional, relational and material aspects of children’s lives. It does so by revisiting some concepts, striation and smoothing, that has been used to explore children’s spaces and child–adult relations, but argue that these concepts describe ambivalent and complex processes in children’s and adult’s everyday lives.

Vi kommunicerar inte enbart med hjälp av språket, utan tar även hänsyn till en rad andra aspekter som tillsammans lägger grunden för vad vi faktiskt förmedlar till varandra. För att analysera kommunikation har man traditionellt betraktat språket som det centrala när det gäller att få fram ett budskap. Men sedan videoinspelning blev möjlig har det växt fram betydande kunskap om hur inte bara hörbara utan även synliga beteenden spelar roll vid meningsskapande, en kunskap som till stor del kommit till genom detaljerade närstudier av mänskligt handlande inom det fält som kallas multimodal interaktionsanalys. Sådana beteenden och deras funktion kan vara uppenbara, såsom ett leende "hej" eller en uppsträckt hand efter lärarens fråga. Men de kan även omfatta små beteendedetaljer, såsom en kort paus eller en lätt förskjutning av kroppens tyngdpunkt, vilka mycket väl kan utgöra avgörande pusselbitar i hur människor förstår varandra i verkligheten. I detta kapitel vill vi visa hur de olika kommunikativa resurser som kroppen erbjuder - i form av gester, blickar, kroppspositionering och rörelse - kan vara med i detta meningsskapande.

In this course you will learn how to use video data for prototyping. The course provides hands-on training in working with video clips, including transcription and identification of relevant actions. You will familiarize with core interaction analytic concepts (grounded in ethnomethodology and conversation analysis) and will learn how to do an action-by-action analysis. Working on the design case of everyday interaction with automatic doors, you will learn how video interaction analysis can be embedded in an iterative design process.

Robot sound spans a wide continuum, from subtle motor hums, through music, bleeps and bloops, to human-inspired vocalizations, and can be an important means of communication for robotic agents. This first workshop on sound in HRI aims to bring together inter- disciplinary perspectives on sound, including design, conversation analysis, (computational) linguistics, music, engineering and psychology. The goal of the workshop is to stimulate interdisciplinary exchange and to form a more coherent overview of perspectives on how sound can facilitate human-robot interaction. During the half-day workshop, we will explore (1) the diverse application opportunities of sound in human-robot interaction, (2) strategies for designing sonic human-robot interactions, and (3) methodologies for the evaluation of robot sound. Workshop outcomes will be documented on a dedicated website and are planned to be collected in a special issue.