Casual Conversation Research Articles

A case of confusion: context matters when using reference images on exams

Instructors utilize reference figures from textbooks, journals, and other sources on quizzes and exams to illustrate concepts that would otherwise be diffcult to convey using written text. Examples within biomedical teaching include anatomical images and graphs that students are expected to analyze or interpret. However, the use of a figure may cause confusion and lead students to select an incorrect answer. As such, instructors must evaluate the use of figures to ensure that they enhance students’ ability to correctly answer the question rather than hinder it. This report shows an example where the inclusion of a reference figure led to the majority of students incorrectly answering a question.Over 6 semesters in a master’s level graduate neuroscience course between 2019 and 2021, the same question was used with and without a reference figure in a variety of contexts to determine the factors that contributed to students overwhelmingly selecting an incorrect answer. In the question, students were asked to identify neuroarchitectural adaptations in the somatosensory cortex following amputation. To determine the correct answer, students needed to integrate knowledge of the discriminative touch sensory pathways with knowledge of cortical plasticity.In semesters where the figure was presented without specific teaching interventions, 57% of students selected an incorrect answer that utilized the proximity of cortical sites but was not supported by the signaling pathways. In these semesters, only 39% of students correctly answered. In semesters where the figure was not used, 94% of students correctly answered the question while only 6% of students selected the most common incorrect answer when the figure was present.Teaching interventions were introduced during two semesters in an attempt to “teach the question.” Students were asked to read primary literature on the topic, additional examples and cases were introduced, and in one semester, a similar practice question using was given to the students. Students were then presented with the question containing the image. 56% of students selected the most common incorrect answer while only 42% of students correctly answered the question.While no formal survey of the students was conducted, anecdotal evidence from student offce hours, directed inquiries, and casual conversations indicate that students generally felt that use of the figure, when present, was critical to answering the question and many reported that using the figure led them to prioritize their knowledge of cortical plastic adaptations over that of the signaling pathways.These results demonstrate the importance of carefully utilizing reference images on questions for quizzes and exams. The visual cues of the image can be powerful stimuli for students when analyzing the information and can sometimes lead to incorrect answers on the assessment. This work was supported by internal funding from the Georgetown University Graduate School of Biomedical Sciences and Georgetown University Medical Center’s Center for Innovation and Leadership in Education (CENTILE). This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Effect of Chatbot-Assisted Learning on Students’ Learning Motivation and Its Pedagogical Approaches

Abstract- The use of chatbots in the learning process has been increasingly investigated and applied. While many studies have discussed the chatbot's ability to motivate students' interest in learning, few have examined whether students' perception of learning affects the effectiveness of chatbots and the pedagogical approach taken by chatbots as conversational agents during the learning process. There is a need for new analysis to capture the effects of Chatbot-Assisted Learning (Chatbot-AL) and student-chatbot conversations. In an eight-week semester, 48 first-year undergraduate students participated in a chatbot-assisted learning environment integrated into an engineering course. Data were collected through questionnaires on students' learning motivation and discourse in chatbot conversations. Statistical non-parametric analysis and Epistemic Network Analysis (ENA) were used to explore the research questions. The results showed that students with high learning perception had better learning motivation using chatbot-AL than students with low learning perception. Additionally, most of the questions asked by students were aimed at receiving emotional support through casual conversation with the chatbot. Finally, the implications, limitations, and conclusions were discussed.

Does small talk with a medical provider affect ChatGPT's medical counsel? Performance of ChatGPT on USMLE with and without distractions.

Efforts are being made to improve the time effectiveness of healthcare providers. Artificial intelligence tools can help transcript and summarize physician-patient encounters and produce medical notes and medical recommendations. However, in addition to medical information, discussion between healthcare and patients includes small talk and other information irrelevant to medical concerns. As Large Language Models (LLMs) are predictive models building their response based on the words in the prompts, there is a risk that small talk and irrelevant information may alter the response and the suggestion given. Therefore, this study aims to investigate the impact of medical data mixed with small talk on the accuracy of medical advice provided by ChatGPT. USMLE step 3 questions were used as a model for relevant medical data. We use both multiple-choice and open-ended questions. First, we gathered small talk sentences from human participants using the Mechanical Turk platform. Second, both sets of USLME questions were arranged in a pattern where each sentence from the original questions was followed by a small talk sentence. ChatGPT 3.5 and 4 were asked to answer both sets of questions with and without the small talk sentences. Finally, a board-certified physician analyzed the answers by ChatGPT and compared them to the formal correct answer. The analysis results demonstrate that the ability of ChatGPT-3.5 to answer correctly was impaired when small talk was added to medical data (66.8% vs. 56.6%; p = 0.025). Specifically, for multiple-choice questions (72.1% vs. 68.9%; p = 0.67) and for the open questions (61.5% vs. 44.3%; p = 0.01), respectively. In contrast, small talk phrases did not impair ChatGPT-4 ability in both types of questions (83.6% and 66.2%, respectively). According to these results, ChatGPT-4 seems more accurate than the earlier 3.5 version, and it appears that small talk does not impair its capability to provide medical recommendations. Our results are an important first step in understanding the potential and limitations of utilizing ChatGPT and other LLMs for physician-patient interactions, which include casual conversations.

Design and Evaluation of English-Speaking Practice Environment Based on Virtual Reality Technology

The design and evaluation of an English-speaking practice environment based on virtual reality (VR) technology involves creating immersive virtual environments where users can interact with realistic scenarios to enhance their English-speaking skills. By leveraging VR technology, users can engage in simulated conversations, presentations, or social interactions in English, providing a safe and controlled environment for language practice. This paper presents an innovative approach to enhance English-speaking practice within virtual reality (VR) environments using the Sbi-gramO system. Sbi-gramO combines sentiment analysis and optimization techniques to select emotionally resonant and linguistically relevant bi-grams tailored to various speaking scenarios. The system's performance is evaluated through error estimation metrics, stop word analysis, and classification results across different scenarios such as job interviews, casual conversations, and public speaking engagements. Results indicate the system's effectiveness in predicting sentiment scores and distinguishing between diverse speaking contexts. Performance evaluation reveals the system's accuracy, with mean absolute errors ranging from 0.04 to 0.07 across different scenarios. Additionally, stop word analysis highlights the linguistic complexity within each scenario, with an average stop word count of 4.6. Classification results demonstrate the system's adaptability, correctly classifying instances with an accuracy of 80% on average.

Understanding Local Perceptions of Impacts of Climate Change Among Small-Scale Sama-Bajau Fishers and Their Patrons in Wakatobi National Park, Indonesia

Understanding similarities and differences in perceptions of climate change impacts aids in the development of co-adaptation strategies. While there has been extensive research on perceptions of climate change impacts among small-scale fishing communities, studies focusing on the perspectives of maritime tribes, fishers, and their respective patrons in small islands are notably scarce. The current study compares the perceptions of climate change impacts by Sama-Bajau fishers and their patrons in Wangi-Wangi Island of Wakatobi National Park. Data was collected through in-depth interviews, casual conversations, field observation, and secondary data analysis between August 2021 and February 2022. Findings revealed that although fishers and their patrons similarly perceived some impacts, they perceived others differently because of distinct sources of information and experience. Fishers, middlemen and employees of fishing companies perceived the impacts through personal observation and information from other fishers while government and non- governmental officers relied on scientific reports and personal experience in addition to the information given by the fishers. Future research should explore context-specific coping, adaptation and transformation measures based on local perceptions and diverse patron-client relationships to inform policy development.

Supportive Communication Between Emerging Adults With Cancer and Nurses During Diagnosis and Cancer Treatment: An Exploratory Qualitative Study Using Interviews.

Having a cancer diagnosis during early adulthood can be a significant challenge for an individual. Nurses' supportive communication plays a vital role during the diagnosis and treatment period to lessen psychological distress and promote coping. This exploratory study aimed to examine (1) the experiences of emerging adults with cancer (EAs) aged between 18 and 25 years in communicating with nurses during diagnosis and treatment and (2) nurses' experiences of providing supportive communication with this patient group. Semistructured interviews were conducted with EAs and nurses with experience caring for this patient group. Thematic analysis was conducted, guided by interpretive hermeneutic perspectives. Eight EA participants and 7 nurse participants participated in interviews. Five themes emerged: (1) having casual conversations with nurses helped EAs cope during cancer treatment and (2) helped EAs fulfill the need for social connectedness, (3) nurses as a different form of peer-like support, (4) nurses used themselves as a therapeutic tool to foster trust and emotional safety of EAs, and (5) nurses needed to maintain professional boundaries while being compassionate. This study highlighted a rather underdocumented aspect of supportive communication: meeting psychosocial needs through casual, day-to-day conversations. Having casual conversations with nurses appeared to help EAs' psychological coping during cancer treatment. These casual conversations, which on the surface seemed clinically insignificant, fulfilled their psychosocial needs. Considering the valuable interpersonal engagement that led to emotional benefits for EAs, communication training for cancer nurses needs to build their capacity to maintain both relational and emotional boundaries.

Factors influencing interprofessional collaboration in long-term care from a multidisciplinary perspective: a case study approach

ABSTRACT Systematic assessments of interprofessional collaboration barriers and enablers in long-term care settings are critical for delivering person-centered healthcare. However, research on factors influencing interprofessional collaboration in long-term care settings is limited. For this study, 65 healthcare professionals across multiple facilities experienced in long-term care in Japan participated in online focus group discussions and individual interviews to discuss cases. The qualitative data were analyzed using qualitative content analysis. Seven themes emerged: coordination, the need for care manager training, hierarchy among healthcare professionals, specialization but not the mind-set of overspecialization, casual conversations, electronic group communication tools, and excessive fear of personal information protection. These findings highlight the need to develop coordinator roles and for interprofessional education on the proper approach to personal information protection laws. Furthermore, daily casual conversations, the use of online platforms, and the prevention of patients being left behind due to overspecialization are required.

The use of praise upgrades in compliment sequences in natural conversations between young adults in dating relationships

Research on the speech acts of compliments (Cs) and compliment responses (CRs) has attracted a wide variety of research attention over the last several decades. Cs and CRs index an array of relational dimensions that govern sociocultural expressions of rapport and solidarity. Their importance has been well documented in intra- and intercultural communication pragmatics research across different languages. This study used a discourse analytic approach to examine one type of rare and often underutilized CR strategy, the praise upgrade, and its surprisingly frequent use as a CR response across a corpus of casual conversations between US English speaking young adults in a serious dating relationship. The analyses demonstrate that praise upgrades were often exaggerated and playful responses that re-position the compliment as somewhat absurd and thus not entirely serious. Ironic or playful CR upgrades to Cs worked to dilute the C itself while also attending to the subject-side risks of both the one formulating the C and the one receiving it. Three types of praise upgrades were identified: 1) praise upgrades that playfully rendered the compliment as absurd; 2) praise upgrades with tongue-in-cheek self-praise or boasts; 3) praise upgrades that redefined the compliment on the recipient's terms.

Inhibitory Control, Cognitive Flexibility, and the Production of Disfluencies in Children Who Do and Do Not Stutter.

Differences in inhibitory control and cognitive flexibility between children who stutter (CWS) and children who do not stutter (CWNS) have been previously demonstrated. The aim of the current study was to investigate whether the previously reported inhibitory control- and cognitive flexibility-related performance costs for CWS are associated with the number of speech disfluencies that they produce. Participants were 19 CWS (Mage = 7.58 years, range: 6.08-9.17) and 19 CWNS matched on age and gender (Mage = 7.58 years, range: 6.08-9.33). Gamma regression models were used to investigate possible associations between performance costs in speed and accuracy measured during a computer task evaluating inhibitory control and cognitive flexibility and the number of speech disfluencies during video-recorded speech samples (story retelling and casual conversation). Two significant interactions were observed. For both inhibitory control and cognitive flexibility, we identified a significant group and inhibitory control/cognitive flexibility performance-cost interaction in stuttering-like disfluencies (SLDs), indicating that the performance-cost effects on SLD production were significantly higher in the CWS group, compared to the CWNS group. CWS with reduced inhibitory control or cognitive flexibility produce more SLDs, but not other disfluencies. These results are partly in line with some previous findings in nonstuttering and stuttering populations linking inhibitory control and cognitive flexibility weaknesses to the production of speech disfluencies.

Homeschool internship program for students’ interpersonal communication development: A descriptive study

This study examined how the senior high school internship program at ABhome helped students develop their interpersonal communication skills. It employed a descriptive-qualitative method. An internship is a course requirement that gives students the opportunity to obtain practical experience at institutions or businesses to supplement their academic studies and to develop their knowledge, abilities, and attitudes. However, despite the critical necessity for the early development of interpersonal communication skills, this practice is only common at the university level in the Indonesian educational system. Interestingly, the internship program is applicable at the high school level in the homeschooling system. It employed a descriptive-qualitative method. Data were collected through in-depth interviews with eighteen students who had participated in an internship program. The interpersonal communication between students and mentors extends beyond internship-related discussions, encompassing casual conversations about various topics. The communication between students and mentors is effective for five reasons. Mentors are open to receiving input and delivering information, empathising with students, exhibiting a positive attitude, promoting respect, and demonstrating equal communication. The finding highlighted that the interpersonal communication between ABhome students and their mentors during the internship program effectively fosters qualities such as openness, empathy, supportiveness, and positivity.

The journey within: mental navigation as a novel framework for understanding psychotherapeutic transformation

BackgroundDespite the demonstrated efficacy of psychotherapy, the precise mechanisms that drive therapeutic transformations have posed a challenge and still remain unresolved. Here, we suggest a potential solution to this problem by introducing a framework based on the concept of mental navigation. It refers to our ability to navigate our cognitive space of thoughts, ideas, concepts, and memories, similar to how we navigate physical space. We start by analyzing the neural, cognitive, and experiential constituents intrinsic to mental navigation. Subsequently, we posit that the metaphoric spatial language we employ to articulate introspective experiences (e.g., “unexplored territory” or “going in circles”) serves as a robust marker of mental navigation.MethodsUsing large text corpora, we compared the utilization of spatial language between transcripts of psychotherapy sessions (≈ 12 M. words), casual everyday conversations (≈ 12 M. words), and fictional dialogues in movies (≈ 14 M. words). We also examined 110 psychotherapy transcripts qualitatively to discern patterns and dynamics associated with mental navigation.ResultsWe found a notable increase in the utilization of spatial metaphors during psychotherapy compared to casual everyday dialogues (U = 192.0, p = .001, d = 0.549) and fictional conversations (U = 211, p < .001, d = 0.792). In turn, analyzing the usage of non-spatial metaphors, we did not find significant differences between the three datasets (H = 0.682, p = 0.710). The qualitative analysis highlighted specific examples of mental navigation at play.ConclusionMental navigation might underlie the psychotherapy process and serve as a robust framework for understanding the transformative changes it brings about.

Out‐of‐School Activities in Architectural Education: MUISCARCH International Architecture Students Congress

AbstractThis research aims to question the effect of adopting non‐formal and informal learning environments into architectural education on the overall learning experiences of architecture students. In this context, a series of out‐of‐school activities organised within the scope of Maltepe University, Faculty of Architecture and Design, which are based on a variety of different non‐formal and informal learning methods, are discussed. Although there are various out‐of‐school activities, the significance of these comprehensive extracurricular activities relies on being an entire student initiative from planning to execution and consisting of symposiums, workshops and organisation processes that bring non‐formal and informal learning experiences together. Unlike most of the research discussing non‐formal/in‐formal activities through final products, our research focuses on the learning experience of the students and the learning process itself. Based on the participant observation method, we gathered data through observing behaviours and interactions, casual conversations, unstructured and informal interviews, and reviews of the participants' studies. The findings revealed the learning acquisitions and benefits that students gained intentionally or unintentionally throughout the process from integrated learning environments, which are required to compete with the complex challenges of architectural education and the profession, as emerging technologies, materials, design trends and societal conditions. This reality forces architectural education programs to embrace and integrate informal and non‐formal learning experiences into their curricula. Flexible learning models need to be designed and adapted to formal education to provide a well‐rounded educational experience for architecture students, emphasising self‐directed learning and practical experience in real‐world contexts.

Work-integrated learning for health information management students: Lessons learned from literature, and experiences of supervisors and students on virtual or remote placements.

Traditionally, health placements have required practical in-person learning, including placements completed by health information management (HIM) students. COVID-19 made in-person healthcare placements largely unviable. Alternative virtual/remote placements were required. (1) Explore the experiences of virtual/remote placements for HIM students and their supervisors; (2) Compare these experiences to the literature on barriers and facilitators for virtual/remote placement and (3) Develop best practice guidelines for the delivery of virtual/remote placements for HIM students. A cross-sectional survey asked final-year HIM placement students and their supervisors about their virtual/remote placement experiences in 2021. Survey findings were compared to 10 barriers and facilitators for remote/virtual placements identified in the literature. Students were challenged by autonomous virtual/remote placements but enjoyed their flexibility. A work schedule provides placement structure to students. The use of technology was embraced although unfamiliarity with video-conferencing software prior to placement was an issue for some students. The most common method of student-supervisor communication was email. However, students missed casual corridor conversations. The importance of maintaining a community of practice was reported in the literature and confirmed by students. Most students preferred undertaking a virtual/remote placement rather than delaying graduation. The majority of supervisors reported complete satisfaction with the placement students' performance. Virtual/remote placements were a viable option for HIM students when in-person placements were impossible. Students required a work-based schedule, appropriate information technology, a dedicated workspace, familiarity with communication technologies, good communication channels with their supervisors and a supportive 'community of practice'. HIM supervisors were satisfied with virtual/remote methods of placement delivery.

On the division of labor in the maintenance of intersubjectivity: insights from the study of other-initiated repair in Vietnamese.

Few ideas have figured more centrally in the history of social theory than that of the division of labor. Here we ask whether conversational interaction, like other forms of social activity, exhibits a division of labor and, if so, what functions this serves and how it might be understood in relation to the theories of Marx and Durkheim. We begin by noting that, though conversational participants actively work to achieve and sustain understanding, much of the time this work is invisible and only its products are displayed in the form of sequentially fitted next turns at talk. However, in sequences of other-initiated repair, the work involved in the maintenance of intersubjectivity rises to the surface. On these occasions, we can see and thus describe what participants do to achieve and sustain what they take to be adequate understanding. In our data, which consist of video recordings of casual conversations among Vietnamese same-generation peers, participants continuously display an orientation to relations of relative seniority through the selection of terms used to accomplish interlocutor reference. This pervasive orientation is also reflected in practices of repair initiation. Specifically, seniors regularly initiate repair with so-called "open class" forms such as "huh?" and "ha?" which display a minimal grasp of the talk targeted, require little effort to produce and, at the same time, push responsibility for resolving the problem onto the trouble source speaker (i.e., the junior member of the dyad). In contrast, juniors often initiate repair of a senior participant's talk by displaying a detailed understanding of what has been said, either in the form of a repeat or a reformulation, and inviting the senior to confirm. We suggest then that this asymmetry in the distribution of initiation practices reflects a "division of intersubjective labor". We conclude with some thoughts on the theoretical implications of our findings and relate them not only to the theories of Marx and Durkheim but also to the writings of feminist sociolinguists who sought to describe the way in which women seem to be burdened more than men with what Fishman called "interactional shitwork."

The exploration of syntactic links: subject-verb agreement defilement in Sesotho

The article explores the violation of grammatical agreement in Sesotho. Grammatical agreement is a significant characteristic in sentence construction. There should be covariance relations between the noun phrase (NP) subject and the device that links it with the verb phrase. However, I have observed that language users violate this agreement relation in their daily conversation. Using the Minimalist Program, sentences collected from native speakers casual conversations were analysed to identify the type of NPs that are commonly associated with the non-corresponding agreement device. The collected sentences were further examined to investigate factors that contribute to the phenomenon. The analysed data reveal that NPs that comprise titles and metaphoric nouns are the ones mostly used in sentences that violate the agreement relation, while lack of knowledge of syntactic rules, semanticity of noun classification and negligence are the contributing factors.

Frequency of laughter and work engagement among Japanese employees: a cross-sectional study during COVID-19.

Laughter is associated with better health and occurs most frequently during casual conversations. However, the COVID-19 pandemic has impaired social interactions, which may have reduced the frequency of laughter and led to poor well-being among workers. This study investigated the relationship between laughter frequency and work engagement among Japanese employees during the pandemic. We conducted a web-based survey among Japanese employees (20-59 yr) via an internet survey company in December 2021; 1,058 valid data were analysed. Of the respondents, 65.1% laughed at least once a week, but the frequency was much lower than that reported in previous studies conducted before the pandemic. Additionally, those who laughed at least once a week had significantly higher work engagement scores than those who laughed less than once a month. Although employees reduced their frequency of laughter during the pandemic, a certain frequency of laughter may be important for maintaining their work engagement.

Integration of Social Identities in Interreligious-Group Relations

In the context of interreligious group relations, grassroots society tends to demonstrate adaptation strategies to promote harmonious social living. Based on the social identity perspective, such conditions encompass the dynamic process in which diverse religious group identities are endorsed within a coherent superordinate identity. This study explores the dynamics of integration as a strategy to maintain religious harmony. A qualitative case study was conducted in a rural community with diverse religious groups in Central Java. Data were gathered through participative observations, semi-structured interviews, casual conversations, and document analysis. We employed an abductive strategy to analyze the rich empirical materials gathered. The findings reveal the integrative construction of a common ingroup identity, that embraces the essence of unity in diversity. As a strong common ingroup identity indicates, it requires the development of a transcendent identity at the subgroup level. This process encourages a positive orientation towards others to preserve equality among groups. Of utmost importance, this integration most likely plays a pivotal role in addressing both social harmony and social tension. This study highlights that the strategy of integration is explained through the formation of an inclusive common ingroup identity, that illustrates the node of bonding and bridging for existing religious groups to live together.

Friendly visiting by a volunteer for reducing loneliness or social isolation in older adults: A systematic review.

Loneliness and social isolation are currently among the most challenging social issues. Given their detrimental impact on physical and mental health, identifying feasible and sustainable interventions to alleviate them is highly important. Friendly visiting, a befriending intervention whereby older persons are matched with someone who visits them on a regular basis, seems promising. However, it is unclear if face-to-face (F2F) friendly visiting by a volunteer (FVV) is effective at reducing loneliness or social isolation, or both. To assess the effect of F2F FVV on feelings of loneliness, social isolation (primary outcomes) and wellbeing (i.e., life satisfaction, depressive symptom experiencing and mental health; secondary outcomes) in older adults. We searched six electronic databases up until 11 August 2021. We also consulted 15 other resources, including grey literature sources and websites of organizations devoted to loneliness and ageing, between 25 October and 29 November 2021. We included experimental and observational studies that quantitatively measured the effect of F2F FVV, compared to no friendly visiting, on at least one of following outcomes in older adults (≥60 years of age): loneliness, social isolation or wellbeing. Two reviewers independently performed study selection, data extraction and synthesis, risk of bias and GRADE assessment. If outcomes were measured multiple times, we extracted data for one short-term (≤1 month after the intervention had ended), one intermediate-term (>1 and ≤6 months), and one long-term time point (>6 months). Data from randomized controlled trials (RCTs) and non-RCTs were presented and synthesized separately. Synthesis was done using vote counting based on the direction of effect. Nine RCTs and four non-RCTs, conducted primarily in the United States and involving a total of 470 older adults (mean or median ages: 72-83 years), were included. All studies were limited in size (20-88 participants each). Programmes lasted 6-12 weeks and mostly involved weekly visits by undergraduate students to community-dwelling older adults. Visits consisted mainly of casual conversation, but sometimes involved gameplaying and TV-watching. All studies had major shortcomings in design and execution. The current evidence about the effect of F2F FVV on loneliness in older adults is very uncertain, both in the short (one RCT in 88, and one non-RCT in 35 participants) and intermediate term (one RCT in 86 participants) (both very low-certainty evidence). The same goes for the effects on social isolation, again both in the short (one RCT in 88, and two non-RCTs in 46 participants) and intermediate term (two non-RCTs in 99 participants) (both very low-certainty evidence). Similarly, there is a lot of uncertainty about the effect of F2F FVV on outcomes related to wellbeing (all very low-certainty evidence). Due to the very low-certainty evidence, we are unsure about the effectiveness of F2F FVV with regard to improving loneliness, social isolation, or wellbeing in older adults. Decision-makers considering implementing FVV should take into account this uncertainty. More and larger high-quality studies that are better designed and executed, and preferably conducted in various settings, are needed.

IS SILENCE GOLDEN? CONVERSATIONS OF NATIVE SPEAKERS OF RIMI IN SINGIDA- TANZANIA

This paper provides an empirical examination of the perception of silence as a communicative act in a Rimi cultural context. Four casual conversations with Rimi native speakers were examined. Silence in conversation was determined using a turn-taking framework in Conversation Analysis previously described by Sacks et al. (1974) as a turn-taking organization. Native speakers of Rimi like people in other cultures have beliefs and myths regarding silence. However, these cultural artifacts are often hardly reflected in their real conversation practice. Rimi's belief regarding the value of silence dictates avoidance of silence because they consider it a danger and veiled bad intentions. Despite this cultural orientation regarding silence, in some contexts, Rimi native speakers give it a positive value. The findings show that silence can be used for terminating a topic, showing agreement, and indicating emotions such as sadness. Silence therefore can lead to either harmonious or troubled conversation at the same time. Many prolific studies have shown that Eastern cultures appreciate silence while the Western cultures silence is attributed to incompetence and lack of willingness to participate in communication. This cultural dichotomy regarding the perception of silence between Western and Eastern cultures gives an impression that cultures can either perceive silence positively or negatively. Data from this study show that this understanding is faulty. The data indicate that silence cannot be described categorically as solely positively or negatively perceived in a particular culture; instead, it should be viewed as a variable entity within a single cultural group.

Motive perception at first impressions: On the relevance of targets’ explicit and implicit motive dispositions

When people judge the motive dispositions of unacquainted others, are their judgments accurate representations of the targets’ explicit motives, their implicit motives, or both? To address this question, we assessed target persons’ explicit motives via self-report and their implicit motives via a Picture Story Exercise as well as two recently developed affective contingency-based measures. Targets were then filmed during a short, casual conversation. The recordings were shown to thirty unacquainted observers who judged targets’ affiliation, power and achievement motives. For all three motives, observer ratings were linked to explicit motives. For the affiliation and achievement domains, ratings were also linked to implicit motives. We further investigated whether the extent of congruence between observer ratings and motive ratings would depend on information modality, this was not the case. The findings thus indicate that both explicit and implicit motives are relevant for observer judgments, but that these effects are not modality-specific.