Este trabajo identifica 6 estrategias comúnmente empleadas de análisis conversacionales o de datos textuales, que resultan insuficientes para calificar como análisis del discurso. Estas son: (1) pseudo-análisis a través de los resúmenes; (2) pseudo-análisis basado en la toma de posiciones; (3) pseudo-análisis por exceso o aislamiento de citas; (4) pseudo-análisis circular de discursos y constructos mentales; (5) pseudo-análisis por falsa generalización; (6) pseudoanálisis por localización de elementos. Con caracterizar estos atajos analíticos esperamos contribuir con futuros desarrollos más rigurosos de análisis del discurso en la psicología social. A number of ways of treating talk and textual data are identified which fall short of discourse analysis. They are: (1) under-analysis through summary; (2) underanalysis through taking sides; (3) under-analysis through over-quotation or through isolated quotation; (4) the circular identification of discourses and mental constructs; (5) false survey; and (6) analysis that consists in simply spotting features. We show, by applying each of these to an extract from a recorded interview, that none of them actually analyse the data. We hope that illustrating shortcomings in this way will encourage further development of rigorous discourse analysis in social psychology.

T he following transcript is from a family mealtime. Anna has not been eating; her sister Katherine has (note that names have been changed throughout). Discursive psychologists work with material of this kind. The psychological world here is unfolding naturally, not staged by the researcher. It is captured on digital video (allowing us, for example, to see the spitting on Line 9) and transcribed in a way that captures delay, overlap, intonation, and volume (Hepburn & Bolden, 2017). This is the stuff of real life. It records how the interaction unfolds for the participants-it is not a functional MRI recording of Mum's or Anna's brain, nor has the family been interviewed about what is going on. However, their actions, and their psychological implications, are intelligible to one another. The building of interaction for intelligibility makes interaction, and language learning, possible. For example, Mum's "you need to eat your dinner please" on Line 1 is recognizable to all parties, and most relevantly to Anna, as an action directing her to eat (Craven & Potter, 2010). The strangled, half-sobbing sound that Anna produces is recognizably resisting this direction.

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Palgrave Studies in Nineteenth-Century Writing and Culture is a monograph series that aims to represent the most innovative research on literary works that were produced in the English-speaking world from the time of the Napoleonic Wars to the fin de siécle. Attentive to the historical continuities between 'Romantic' and 'Victorian', the series will feature studies that help scholarship to reassess the meaning of these terms during a century marked by diverse cultural, literary, and political movements. The main aim of the series is to look at the increasing influence of types of historicism on our understanding of literary forms and genres. It reflects the shift from critical theory to cultural history that has affected not only the period 1800-1900 but also every field within the discipline of English literature. All titles in the series seek to offer fresh critical perspectives and challenging readings of both canonical and non-canonical writings of this era.