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According to the Cooperative Breeding Hypothesis, apes with the life-history attributes of those in the line leading to the genus Homo could not have evolved unless male and female allomothers had begun to help mothers care for and provision offspring. As proposed elsewhere, the unusual way hominins reared their young generated novel phenotypes subsequently subjected to Darwinian social selection favouring those young apes best at monitoring the intentions, mental states and preferences of others and most motivated to attract and appeal to caretakers. Not only were youngsters acquiring information in social contexts different from those of other apes, but they would also have been emotionally and neurophysiologically different from them in ways that are relevant to how humans learn. Contingently delivered rewards to dependents who attracted and ingratiated themselves with allomothers shaped their behaviours and vocalizations and transformed the way developing youngsters learned from others and internalized their preferences. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

This paper combines Langacker’s notion of intersubjectivity with research into the discursive purposes of the first-person plural to analyse the 2008 debate between Richard Dawkins and John Lennox The analysis identifies several differences and similarities between the debaters. Both speakers navigate the objectivity – (inter)subjectivity continuum in similar ways. Both speakers also use to create their unique discursive identities. Dawkins primarily uses to refer to himself as a member of an atemporal or cross-generational scientific community. This use was often exclusive as part of his argument seemed to be that he was a scientist in a way that Lennox was not. In contrast, Lennox’s uses are primarily inclusive, placing himself, Dawkins, and all scientists as part of the human race and using the human predicament as his main argument. Although only one debate is examined here, this paper may serve as a model for conducting a larger-scale project. With the recent increased polarisation of society, this analysis of and intersubjectivity within a debate over an often volatile topic could provide insight for improving dialogue. Thus, this study is also relevant to fields beyond linguistics.

Intersubjectivity, the existing way of humans in discourse, is the speakers’ concern over the hearers. A framework for the dynamic construction of discourse intersubjectivity by integrating philosophical and cognitive perspectives was proposed to reveal the essential philosophical and cognitive attributes of discourse intersubjectivity. Qualitative analysis and speculative methods were employed. Intersubjectivity in discourse and its dynamic construction process were investigated from speaker orientation, hearer orientation and social interaction orientation. The results show the following: (1) the proposed framework clarifies the dynamic construction of discourse meaning from objectivity to subjectivity and intersubjectivity; (2) speaker orientation focuses on the dynamic construction of discourse meaning from objectivity to subjectivity; (3) hearer orientation emphasises the dynamic construction of discourse meaning from subjectivity to intersubjectivity; (4) social interaction orientation concerns the interaction between speakers and hearers in social discursive practices. The study broadens the research perspective of intersubjectivity, provides a feasible analysis framework to deeply explore intersubjectivity, helps dig up the role of humans as communicative subjects in discourse and communication, and explores the implicit interaction between speakers and hearers.

The paper attempts to take seriously one of the main claims of the final part of Proust’s In Search of Lost Time, where the hero-narrator announces his intention to give his work a form that usually re- mains invisible, namely the form of time. Our question will therefore be what structure this form has and how it permeates the whole novel. Starting from the hypothesis that the Proustian conception of time can be metaphorically described as a constellation, I will try to show that this constellation can be understood as a connection of two forms of temporality that are clearly present in the book: (1) the simultaneous qualitative time of ‘the hour’ on the one hand, and (2) the successive temporality, with its related destructive effects, on the other. If those aspects of time are considered together, the reader is confronted with a more complex idea of time as a changing constellation of relations. In the main part of the paper, I will try to show that this conception admits to thinking of time regained not only as rediscovery of the solipsistic time of the hero-narrator but also as time shared on a deeper level with others. And since the notion of joint attention is, at least I suppose, necessary for the constitution of genuine intersubjective time, I will try to show that at the central place of the novel, namely the Venice episode, Proust is concerned precisely with the question of the emergence of time from a singular moment of shared attention.

Psychiatric diagnoses are increasingly seen as viable categories around which self and social identities might be drawn. This introduces a new pressure on the “boundary problem” for psychiatry: when members of the public request diagnoses to affirm their self-identities how should we draw the line between mental disorder and normality? If psychiatrists have the authority to recognize and diagnose mental disorder, how can roles as diagnosers and gate-keepers be balanced in a post-stigma era of mental health care? Focusing on the disorder identified would-be patient who would not attract the diagnosis they seek were they not to seek it, this essay explores what it means to have an identity bound to a psychiatric diagnosis and considers a framework for psychiatrists to negotiate clinical encounters that involve the seeking of identity affirming diagnoses.

The theory of inter-subjectivity, which emphasizes the sharing of equal subjects through communication and interaction, contains a rich educational philosophy. The theory of inter-subjectivity guides the innovation and reform of Chinese cultural education practice, which is an important initiative to enhance students' sense of Chinese cultural identity and contains the logic of theory, action and thought. In the face of the practical difficulties of Chinese cultural education practice in universities, on the one hand, we can promote the intercultural communication of educational subjects by creating cultural environment and improving educational management. On the other hand, we can explore the intercultural common ground of educational subjects by designing practical activities and focusing on cultural knowledge to promote the high-quality development of Chinese cultural education reform in the new era.

In recent decades, youth language has become one of the preferred research areas in sociolinguistics, not only because of its non-normative nature but mostly because it is recognized as a catalyst for language change. Since adolescents aspire to create and safeguard an in-group identity, they constantly generate innovative linguistic forms. However, few studies have empirically monitored the speed at which linguistic innovations are introduced into youth language. This study explores the speed and nature of recent language change within Spanish youth language by conducting a corpus analysis in real time. Data of the contemporary CORMA corpus (Corpus Oral de Madrid, compiled between 2016 and 2019) are contrasted with the highly comparable data of the COLAm corpus (Corpus Oral de Lenguaje Adolescente de Madrid, compiled between 2003 and 2007). The study scrutinizes two typical phenomena of youth language, namely the use of intensifiers (e.g., super-, mazo) and vocatives (e.g., tío/tía, chaval/chavala). It is shown that changes occur at a more moderate speed than previously assumed and that the speed of change depends on the linguistic phenomenon under study. Additionally, the data suggest that more neutral forms remain quite stable over time, while the use of more expressive items shrinks or increases faster.

Hart (this issue) offers a biologically based explanation for the use of an 'epistemic positioning strategy' aimed by speakers/writers at the legitimization of assertions, at persuading addressees of the veracity of the propositions, as a prior condition for the discursive legitimization of actions. This article focuses on various issues addressed in Hart's article, among them the degree of commitment invoked in speakers/writers' choice of epistemic stance expressions as legitimization strategies, as well as the expression of subjectivity/intersubjectivity in discourse and the degree to which this involves responsibility and accountability for the speaker/writer. The article also provides an alternative proposal of the categories identified by Bednarek (2006) for the conceptual domain of evidentiality.

Purpose This paper aims to present findings from a qualitative case study which investigated how workers engage in workplace learning for safe work in a precarious workplace. The findings from this research suggest that learning to work safely is firmly embedded within the social cultural fabric of workplaces, and is intentionally driven to maintain coherence in ideologies, values and practices for effective praxis. Design/methodology/approach This study was conducted in a petrochemical plant in Singapore. Data were collected through face-to-face interviews with 20 site operators who held positions as engineers, plant workers and maintenance technicians. These site operators were directly involved in working with dangerous chemicals and high-risk equipment and processes; their conversations elicited an in-depth understanding of individuals’ experiences, providing an account of how participants learnt safe work practices in a precarious work setting. All interviews were digitally recorded and transcribed. Data were coded and analysed using an inductive analytical approach to identify key themes about workers’ learning in the workplace. Findings The findings suggest that learning to work safely is a socially constructed and facilitated process – leading to intentionalising what is learnt. The participants’ experiences suggest that safe work practices materialise through collective action, shared knowledge and responsibility to generally seek sameness for recursive practice. The significance of inter-subjectivity and intentionality are discussed with respect to how they intersect within the social cultural context of precarious work sites, where learning and praxis are seamlessly commingled to achieve effective praxis in workplace safety. A combination of contributions at organisation, individual and group levels supports the social cultural environment. The study concludes that a combination of mutually bound learning space, relational agency and dialogic interactions provides communicative spaces and mediates learning that nurtures inter-subjectivity and intentionality to work safely. Research limitations/implications As the study is situated in a particular case context, replication of this research with different occupational groups in other precarious workplaces is needed for further insights on social construction of learning spaces for safety practice. Practical implications This paper concludes that deliberate and cautious efforts are necessary to create contextual conditions for learning and to promote greater inter-subjectivity and intentionality for effective praxis. Group interactions and partnerships at work are advocated to generate mindful learning and a common frame of reference that the work community recognises, values and shares. These social processes provide necessary communicative spaces for clarification and validation of what is learnt and what is being interpreted by individuals. The quality and legitimacy of guidance are also emphasised to validate the expertise of those providing guidance, effective mentorship and intervention for the distribution of knowledge. Furthermore, strong and committed leadership is necessary to sustain the social cultural architectures that will support learning and praxis for safety. Originality/value This study offers insight about pedagogical contributions to learning about safe work practices in distinct circumstances of work.

The purpose of this paper is twofold; first, it aims to explore the variety of interpretations of the partially schematic Hebrew construction as in (‘as much as I wanted’) within the framework of construction grammar; second, it aims to account for this variety through a demonstration of the interrelation between the grammaticalization of the construction and the process of (inter)subjectification or speech-act orientation. The analysis will show that this interrelation has resulted in considerable internal variation in meaning and function in the present day. Corpus findings reveal that initially functioned as a compound consisting of a preposition and a universal quantifier to denote a relation of similarity and comparison. As a result of speaker orientation, the construction has come to exhibit a higher degree of grammaticality in its function as a scalar modifier. Additional schematic and procedural meanings which developed later seem to be the result of hearer-orientation and discourse-orientation tendencies all subsumed under the cover term speech-act orientation