Abstract In this article, I detail incremental microgenetic alterations in the development of one particular socio-interactive aptitude: making a relevant interactive contribution. Taking heed of Clark’s (2014) call for the need to reorient our attention to investigate the pragmatics of interaction by accounting for the multiple communicative modes through which this is acccomplished I detail the ways in which parental facilitation and a flexible participatory configuration, made possible by video-conferencing technology, create conditions enabling the agentive re-introduction of a psycho-socially relevant topic. Paramount are the ways in which residual interactive specificities in introduction, co-production and multimodal configurations re-manifest suggesting a more symbiotic relationship between traditional notions of ‘message’ and ‘production’. During the microgenesis of interactive aptitudes, children are not just learning what constitutes psycho-socially relevant topoi, they also acquire an understanding of exactly how to make the contribution through multimodal ensembles.

中文翻译：

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交互能力的多模式获取

摘要 在这篇文章中，我详细介绍了在一种特定的社会互动能力的发展过程中的渐进式微遗传改变：做出相关的互动贡献。注意到克拉克 (2014) 呼吁需要重新调整我们的注意力，通过解释实现这一点的多种交流模式来研究互动的语用学，我详细介绍了父母促进和灵活参与配置的方式，通过视频会议技术，创造条件，使代理重新引入心理社会相关主题。最重要的是引入、共同生产和多模式配置中剩余的交互特性重新体现的方式，这表明传统的“信息”和“生产”概念之间存在更加共生的关系。