Aspects Of Social Communication Research Articles

Psychological and Social-Communication Aspects of HR Management Career in Wartime, Including Stress, Motivation, Will and Efficiency of Working Conditions

The initiation of a full-scale invasion of Ukraine by the Russian Federation, coupled with the imposition of martial law, has prompted a paradigm shift in the comprehension of psychological and socio-communication dimensions inherent in the management of human resources. This underscores the significance of the present work. The primary objective of this study is to conduct a thorough examination of stress, motivation, will, and the efficacy of working conditions as integral components constituting the psychological and socio-communication facets of HR management during wartime. The article employs methodological approaches such as analysis, synthesis, scientific generalization, and the formal logical method. The business landscape in Ukraine, under the constraints of martial law, is marked by diminished production volumes, logistical and supply chain challenges, and financial constraints. In this pivotal juncture, human resources (HR) management necessitates the systematic implementation of planning, organization, motivation, control, and regulation. Presently, structural adjustments in HR management encompass elements such as flexible management, decentralization, integration, privatization, heightened innovation, organizational workflow optimization, and enhancement of the quality of working life. Furthermore, there is a noticeable escalation in individuals' interest in self-management. Motivating personnel amid a military conflict poses inherent challenges, given that warfare induces stress, anxiety, and restlessness among employees. Stress, in a general sense, constitutes the body's defensive response to threats or tension, and its adverse impacts on HR management become particularly pronounced in the context of military conflicts, where these factors synergistically manifest.

The Notion of “Fascination” and “Fascinativity” in Linguistic Poetics Discourse

The study of phenomena that have the potential for verbal persuasive influence on the recipient as well as the identification and development of ways to counteract this influence are the challenges of modern linguistics. Poetry is considered to be one of the most ancient forms of verbal communication. The analysis of the nature of poetic text units provides the key not only to a deeper interpretation of the idea of a particular work but also to the explanation of general linguistic phenomena. The poetic discourse as a linguistic and creative environment regularly activates expressive and figurative potential of language units at different levels. Describing the processes of the grammatical level of poetic language, the terms “fascination” and “fascinativity” are often used. In this paper, the authors refer to the theoretical contributions of representatives of the Kharkiv School of Philology and scholars of other linguistic branches whose works are related to the issues of perception and apperception, and fascinativity of texts. Fascination is considered as an aspect of social communication complementary to information, and fascinativity as an ontological feature of a poetic text that is closely connected with the realisation of the author's supertask. Fascinativity is a basic notion, considered as a specific quality of the text – the ability to “enchant” the reader. Fascinativity is created by the author with the help of linguistic and discursive (in this case, poetic) means and affects the perception of poetry by the recipient. The research findings emphasise that the degree of fascinativity is strongly affected by all the immanent elements of a particular poetic text, the existing discursive practice, and tradition. The study of fascinativity features in a poetic text and fascination as an important aspect of social communication becomes convincing when scholars draw on recent research findings of modern linguists in the field of linguistic poetics. Combination of the communicative and linguistic poetics approaches allows to explain how the mechanism of fascination works in terms of communication and how the fascinativity of a poetic text and discourse is formed.

The Impact of Parkinson's Disease on Social Communication: An Exploratory Questionnaire Study.

Individuals with Parkinson's disease (PD) often show breakdown in the production and interpretation of aspects of social communication. However, there is no current method of assessment for evaluating social communication dysfunction in individuals with PD. The aim of this study was to develop a self-report questionnaire for individuals with PD to identify their social communication skills, and further recognize the impact of PD on social communication. Fifty-one individuals with Parkinson's disease answered 28 survey questions. These questions pertained to emotional expression and perception, social communication, sarcasm/humor, and pragmatic skills. Exploratory factor analysis and reliability analysis were conducted to identify items loading onto the factors and to check the internal consistency of the items. Individuals with PD reported changes in emotional expression and perception, social communication, sarcasm and humor, and pragmatic skill domains post-PD diagnosis. No correlations were found between age or time since diagnosis and emotional expression, social communication, sarcasm, and humor. This study provides self-reported evidence that individuals with PD experience social communication challenges. Future research should further quantify these challenges, study their impact on daily communicative functioning, and use the results to develop social communication interventions that improve the quality of life for persons with PD.

"It just depends": Parent, teacher, and expert conceptualization of social communication in young autistic children.

Improving social communication is often one goal during early autism services. However, researchers do not yet know whether their ideas about which social communication skills should be targeted during services for young autistic children are the same as the goals of autism community members, such as parents, teachers, and expert clinicians. This study used focus groups (meetings of small groups of community members) to ask people from these groups about what aspects of social communication are most important to support in young autistic children. A total of 43 people participated in these focus groups. These groups included parents (three groups; 21 people), teachers (two groups; 8 people), and experts in early social communication and autism (two groups; 14 people). Focus group participants talked about several aspects of social communication that were already familiar to the research team, such as problems with expressive communication, language understanding, and social interaction. However, participants also talked about several parts of social communication that were less familiar to the research team and had usually not been mentioned in previous research. These included (1) considering the value of unusual forms of communication, (2) taking context and setting into account when considering social communication, and (3) how communication and emotion regulation impact one another. The information from these focus groups will be helpful to making sure that researchers and clinicians focus their social communication supports on areas that are most important to parents and teachers.

Social Augmented Reality: Communicating via Cultural Heritage

Social communication around art and cultural heritage objects occurs mostly on location in the museums and between in-group acquaintances. Such discussions are often brief as competing array of displays and time constraints propel the social arrangement of groups of visitors forward to the next object. Discussions are more often than not fleeting and superficial, and rarely expand beyond the boundary of the group. We postulate that the interactivity afforded by augmented reality that allows the inspection of cultural heritage objects projected onto the real environment of users can be a better experience in terms of depth of viewing. We developed a mobile augmented reality application that allows multiuser interaction and propose that discussions that occur around cultural heritage objects can be replicated and that such discussions can be expanded beyond in-groups. We conducted hypotheses testing across 10 groups of 30 participants to investigate if aspects of social communication can be facilitated or impeded by the perceived realism or artificiality of objects and explore which features of Social AR are more important for communication. The research aims to understand how social communication would work for AR when co-viewing heritage objects. The results have implications for necessitating cross-border and cross-cultural exchanges in an increasingly virtually connected world.

Analysing Interaction in Science Classrooms

One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. 
 Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.

Non-linguistic comprehension, social inference and empathizing skills in autistic young adults, young adults with autistic traits and control young adults: Group differences and interrelatedness of skills.

Despite increasing knowledge of social communication skills of autistic peole, the interrelatedness of different skills such as non-linguistic comprehension, social inference and empathizing skills is not much known about. A better understanding of the complex interplay between different domains of social communication helps us to develop assessment protocols for individuals with social communication difficulties. To compare the performances of autistic young adults, young adults with autistic traits identified in childhood and control young adults in social communication tasks measuring non-linguistic comprehension, social inference and empathizing skills. In addition, to examine associations between the different social communication measures. Autistic young adults (n = 34), young adults with autistic traits (n = 19) and control young adults (n = 36) completed the extra- and paralinguistic scales of the Assessment Battery for Communication (ABaCo), the Faux Pas Recognition Test, Social-Pragmatic Questions (SoPra) and the Empathy Quotient (EQ). Group differences were found in the performance in the ABaCo, SoPra and EQ scores. Compared with the control young adults, autistic young adults scored lower. The performance of the young adults in the autistic traits group fell in between the other two groups. There were no group differences in the Faux Pas Recognition Test. The variability within the groups was large in all measurements. In the control group, there was a significant correlation between EQ and SoPra scores and between the Faux Pas and SoPra scores. In the autistic group, a significant correlation was found between Faux Pas and SoPra scores. Also, other patterns were observed but these were not statistically significant. The young adults with autistic traits fell in between the control and autistic young adults, highlighting the presence of the continuum in the terms of features of social communication. The results support other current research that suggests that theory of mind and other social communication skills may not be universally or widely impaired in all autistic individuals without cognitive deficits. Although all tasks examined social communication skills, only a small number of significant correlations were found between test scores. This highlights that clinical conclusions about a person's social communication should be based on the outcomes of different types of methods measuring different aspects of social communication. It is clear that the interrelatedness of different social communication skills needs further research. What is already known on this subject For successful communication, the ability to infer others' emotions, intentions and mental states is crucial. Autistic people have difficulty with many aspects of social communication. However, the associations between different aspects of social communication need to be better understood. What this paper adds to existing knowledge The unique contribution of this study is to compare the performance of autistic people not only with that of a control group but also with people with childhood autistic traits. This provides an understanding of the interrelatedness of different social communication skills in people with varying degrees of autistic traits. This study used four assessment methods focusing on three different social communication elements (non-linguistic comprehension, social inference and empathizing skills). These elements have complex relationships to one another, some being closely overlapping, some more distally related and some reflect more complex multifactorial elements. This study shows that although groups differ from each other in most of the assessments, the performance of different groups overlapped showing that many autistic young adults can perform well in non-linguistic and social inference tasks in structured assessment contexts. What are the potential or actual clinical implications of this work? Our findings suggest that in the assessment of social communication, self-reports and clinical assessments can be used effectively together. They can complement each other, pointing out the strengths and weaknesses of a person, leading to more personalized therapeutic interventions.

An evaluation of a multi‐component intervention for loud speech among children with autism spectrum disorder

An evaluation of a multi‐component intervention for loud speech among children with autism spectrum disorder

Social (pragmatic) communication disorder: Has it proven to be a useful diagnostic category?

At the last revision of the DSM‐5, social (pragmatic) communication disorder was included as a new psychiatric disorder under the broader category of communication disorders (APA, 2013). Symptoms are designated as deficits in social aspects of communication, examples of which are greeting and sharing information, changing communication to meet the needs of the listener, using verbal and nonverbal abilities when interacting with others, and understanding implicit language. Symptoms must cause functional impairment and have their origins in the developmental period. The specification of this disorder was meant to differentiate it from typical specific language impairments such as phonological processing deficits and/or fluency disorders.

Implementasi Model Pembelajaran GGE sebagai Upaya Peningkatan Keterampilan Softskill Mahasiswa Pendidikan Ekonomi

This study aims to improve the soft skills of students' aspects of cooperation and social communication by implementing the GGE learning model. The problem is focused on efforts to improve cooperation and social communication skills. Pre-cycle identification of obtaining results related to the aspect of cooperation still needs to be improved because it is at the level of moderate, sufficient and insufficient interpretation of each indicator. The main indicators of the social communication aspect are at the level of adequate interpretation. The research data were collected using a checklist and observation sheets by observing the changes that occurred in students during two cycles. This study concludes that the GGE model can improve soft skills in the aspects of cooperation and social communication. Aspects of cooperation, indicators of respect for opinions and light-heartedness increased from moderate and moderate levels in pre-cycle to high levels in cycle 2, responsibility at moderate level in pre-cycle increased to very high level in cycle 2, participatory increased from moderate level to very high level in cycle 2 Aspects of social communication also experienced an increase in indicators of confidence, language style, speech style, and body gestures from a moderate level in the pre-cycle to a high level in cycle 2. The indicators of concept mastery and calmness were at a moderate level in the pre-cycle, increasing to a very high level in the pre-cycle. cycle 2.

The Components of Interpersonal Synchrony in the Typical Population and in Autism: A Conceptual Analysis.

Interpersonal synchrony – the tendency for social partners to temporally co-ordinate their behaviour when interacting – is a ubiquitous feature of social interactions. Synchronous interactions play a key role in development, and promote social bonding and a range of pro-social behavioural outcomes across the lifespan. The process of achieving and maintaining interpersonal synchrony is highly complex, with inputs required from across perceptual, temporal, motor, and socio-cognitive domains. In this conceptual analysis, we synthesise evidence from across these domains to establish the key components underpinning successful non-verbal interpersonal synchrony, how such processes interact, and factors that may moderate their operation. We also consider emerging evidence that interpersonal synchrony is reduced in autistic populations. We use our account of the components contributing to interpersonal synchrony in the typical population to identify potential points of divergence in interpersonal synchrony in autism. The relationship between interpersonal synchrony and broader aspects of social communication in autism are also considered, together with implications for future research.

The Phenomenon of Digital Mediatization: Axiological Aspect of Social Communication

The appeal to the problem of mediality is actualized by the need to comprehend the uniqueness of the process of mediatization unfolding in the modern world, which in the digital era is becoming the dominant factor in the development of society. The novelty of the work is determined by the problematization of new facets in the structure of social experience, which are constituted as a result of the process of mediatization changing its forms. The aim is to problematize the features of the socio-cultural experience of the subject in the conditions of developing digital mediatization. The methodology is determined by the socio-philosophical approach to the analysis of the impact of the mediatization of the digital era on the human life world. Reflection acts as a way to clarify the interdependence of a person’s life circumstances, his behavioral characteristics and technical and technological tools for ensuring communication. The phenomenon of mediatization is presented as a developing process, indicating the formation of a new context of human existence. The dual nature of mediatization is revealed: the communicative potential allowing to develop constructive models of social interaction, and the creation of positions of social instability. The expansion of mediatized forms of communication into the space of the human life world is established, the axiological aspects of the process of mediatization are emphasized. The influence of communicative factors on the process of transformation of individual values in the conditions of the mediatized world is proved.

Role of Interpersonal Communication in Workplace

Communication is critical to the success of any firm. Communication, Is an indivisible, essential, and ongoing action, much like the circulatory system in the human body. As a consequence, communication effectiveness becomes an important factor in assessing a group's overall effectiveness. The survival of an organisation is dependent on a number of elements, include command unity, authority and responsibilities allocation, collaboration, and management, all of which need effective interpersonal communications. As a consequence, interpersonal communication has become a company's lifeblood. The importance of interpersonal communication for organizations is explained in this paper.The aspects of social communication include communicators, content, sound, response, background, and channel. Interpersonal communications skills are beneficial in a variety of situations, including romantic relationships, counseling, marketing, management, and conflict resolution. The capacity to communicate with others via efficient listening and conversation is known as interpersonal competence. Interpersonal skills are crucial for students since they allow them to adapt with others and boost their own growth. In general, kids develop interpersonal skills through their professors and peers at school. However, some students still lack interpersonal skills for a variety of reasons, the most common of which is their introverted personality. Sentiment, filtering, a text crammed with information, dismissiveness, cultural variations, and argot are all barriers to effective interpersonal communications that might be overcome by reducing language, regulating feelings, listening closely, and using feedback. This study will aid in the development of strategies to enhance the interpersonal skills in various organizations.

Signaler’s Vasotocin Alters the Relationship between the Responder’s Forebrain Catecholamines and Communication Behavior in Lizards (Anolis carolinensis)

Dynamic fluctuations in the distribution of catecholamines across the brain modulate the responsiveness of vertebrates to social stimuli. Previous work demonstrates that green anoles (Anolis carolinensis) increase chemosensory behavior in response to males treated with exogenous arginine vasotocin (AVT), but the neurochemical mechanisms underlying this behavioral shift remains unclear. Since central catecholamine systems, including dopamine, rapidly activate in response to social stimuli, we tested whether exogenous AVT in signalers (stimulus animals) impacts catecholamine concentrations in the forebrain (where olfactory and visual information are integrated and processed) of untreated lizard responders. We also tested whether AVT influences the relationship between forebrain catecholamine concentrations and communication behavior in untreated receivers. We measured global catecholamine (dopamine = DA, epinephrine = Epi, and norepinephrine = NE) concentrations in the forebrain of untreated responders using high-performance liquid chromatography-mass spectrometry following either a 30-min social interaction with a stimulus male or a period of social isolation. Stimulus males were injected with exogenous AVT or vehicle saline (SAL). We found that global DA, but not Epi or NE, concentrations were elevated in lizards responding to SAL-males relative to isolated lizards. Lizards interacting with AVT-males had DA, Epi and NE concentrations that were not significantly different from SAL or isolated groups. For behavior, we found a significant effect of social treatment (AVT vs. SAL) on the relationships between (1) DA concentrations and the motivation to perform a chemical display (latency to tongue flick) and (2) Epi concentrations and time spent displaying mostly green body coloration. We also found a significant negative correlation between DA concentrations and the latency to perform a visual display but found no effect of social treatment on this relationship. These data suggest that catecholamine concentrations in the forebrain of untreated responders are associated with chemical and visual communication in lizards and that signaler AVT alters this relationship for some, but not all, aspects of social communication.

Типографический ландшафт в городском пространстве: социолингвистический подход

This paper suggests a sociolinguistic approach to typographic landscape analysis. Typography is discussed as a semiotic resource with meaning-making potential. The paper argues that typographic variation provides dynamic indexical links to social practice. It obtains its ‘social voice’ and becomes an integral part of the social context in which it is perceived as typical and able to generate particular socially loaded meanings. This research is in line with contemporary social semiotics, interactional linguistics, and discourse studies and is based on typographic meaning as a key notion providing the basis for social actors’ ideological ascriptions. Typography and typographic meaning formation are discussed within modern Russian urban space. It is argued that urban area enables addressing agency and interaction aspects of social communication. The city space provides access points for observing, shaping and interpreting meanings in the social context. As cases in point, the paper discusses the typefaces such as Antiqua font used in pre-revolutionary Russia, lettering imitating the font of Soviet newspapers, Handwriting font, and Stencil font and their em­bed­dedness in current socio-cultural practice. The analysis uses advertising, social and com­mercial texts. The findings indicate that typography should be considered as a social meaning which results from indexical connections of a sign and the context it is used in. Semio­tification of space allows observing stronger reflexivity and, therefore, metapragmatic activity of communicants.

University Development Strategy: Sociological Aspect

Students are active participants in the educational process. The events of recent years have affected seriously the activities of the University. The authors conducted a sociological study in 2 areas: the pandemic situation and its impact on the educational process; strategic direction of the university development. The article presents the results of a sociological study of students of Baikal State University (BSU) with a detailed description of issues related to satisfaction with the educational process, including the use of an online study mode. A set of issues related to the proposals of students on the strategy for the development of the university is considered. Students are satisfied with the education in general and in the relevant areas, as well as the high quality of training specialists at BSU. Objective and subjective difficulties encountered by students when switching to online learning are analyzed. The advantages and disadvantages of distance learning according to respondents are described. The examples of the responses are given, the grouping of which allows to adjust the direction of the university development. Social aspects of communication of students with teachers and employees are distinguished. It was concluded that students of BSU have preferences for obtaining applied education as well as oriented to the development of modern professional skills. The results of sociological research influence the formation of new approaches to learning and the development direction of the university, in general.

The Use of Corpora in the Teaching of ESP (the Sphere of Pedagogy and Psychology)

Specialized language from the spheres of pedagogy and psychology constitutes a fundamental aspect within the teacher – student communication. The submitted paper handles lexical and morphological features of compound nouns containing the nouns amnesia, memory and recall. The primary research interest focuses on collocations and concordances in which they appear on a regular basis; we also deal with the grammatical relations and elements of meaning that have an impact on the discourse characteristics. The studied lexical units are elaborated within English Web 2015 utilizing Sketch Engine. In the research, both quantitative (statistical methods) and qualitative (observation, comparison, generalization, data-driven research data modelling) methods were employed. To begin with, we provide the frequency list of the studied words within the text corpus, and we categorize them from the morphological perspective as the two aspects influence their lexical behaviour and employment for teaching purposes. The research outcomes indicate that the analysed lexical units exist in a broad discourse scope; moreover, they appreciably grant profitable acts of communication in the pedagogical settings. Eventually, we outline feasible pedagogical inferences of the inquiry outcomes in the teaching of English and we suggest a set of corpus-driven exercises on the professionally-oriented language from the fields of pedagogy and psychology. To sum up, the outcomes confirm that the lexical and semantic characteristics of specialized language underline social aspects of communication between experts (and public too). Further, we intend to elaborate words belonging to other spheres of professional communication (medicine, sociology, etc.) in the framework of the corpus examination.

The influence of vitality forms on action perception and motor response

During the interaction with others, action, speech, and touches can communicate positive, neutral, or negative attitudes. Offering an apple can be gentle or rude, a caress can be kind or rushed. These subtle aspects of social communication have been named vitality forms by Daniel Stern. Although they characterize all human interactions, to date it is not clear whether vitality forms expressed by an agent may affect the action perception and the motor response of the receiver. To this purpose, we carried out a psychophysics study aiming to investigate how perceiving different vitality forms can influence cognitive and motor tasks performed by participants. In particular, participants were stimulated with requests made through a physical contact or vocally and conveying rude or gentle vitality forms, and then they were asked to estimate the end of a passing action observed in a monitor (action estimation task) or to perform an action in front of it (action execution task) with the intention to pass an object to the other person presented in the video. Results of the action estimation task indicated that the perception of a gentle request increased the duration of a rude action subsequently observed, while the perception of a rude request decreased the duration of the same action performed gently. Additionally, during the action execution task, accordingly with the perceived vitality form, participants modulated their motor response.

Tracking oneself for others: communal and self-motivational value of sharing exercise data online

ABSTRACT Self-tracking is increasingly popular in recreational sport. Leisure sports practitioners use wearable devices that are connected to online platforms to record, analyse, and share their exercise data. While doing that they interact with a digital system, with themselves, and with peers. This paper examines social-communicative aspects of self-tracking, and the support that these aspects and their associated practices may provide for physical activity behaviour. Data for the study was collected using an online survey and in-depth interviews with Finnish trail runners. The results indicate that sharing exercise data with others on a regular basis can support physical activity behaviour because it is mediated by social peer support. The analysis identified information sharing, comparison, and recognition as the main social-communicative aspects that motivate sharing physical activity data online, and ordinariness and privacy as reasons that limit data sharing. This paper contributes to the discussion on digital leisure by showing that for many users, communal and self-motivational values of self-tracking practices surpass the concern of surveillance and commodification of leisure time.

Predicting pragmatic discourse features in the language of adults with autism spectrum disorder.

Individuals with autism spectrum disorder (ASD) experience difficulties in social aspects of communication, but the linguistic characteristics associated with deficits in discourse and pragmatic expression are often difficult to precisely identify and quantify. We are currently collecting a corpus of transcribed natural conversations produced in an experimental setting in which participants with and without ASD complete a number of collaborative tasks with their neurotypical peers. Using this dyadic conversational data, we investigate three pragmatic features - politeness, uncertainty, and informativeness - and present a dataset of utterances annotated for each of these features on a three-point scale. We then introduce ongoing work in developing and training neural models to automatically predict these features, with the goal of identifying the same between-groups differences that are observed using manual annotations. We find the best performing model for all three features is a feedforward neural network trained with BERT embeddings. Our models yield higher accuracy than ones used in previous approaches for deriving these features, with F1 exceeding 0.82 for all three pragmatic features.