Quality Of Dialogue Research Articles

Software architecture of the question-answering subsystem with elements of self-learning

Within the framework of this paper, the analysis of software systems of question-answering type and their basic architectures has been carried out. With the development of machine learning technologies, creation of natural language processing (NLP) engines, as well as the rising popularity of virtual personal assistant programs that use the capabilities of speech synthesis (text-to-speech), there is a growing need in developing question-answering systems which can provide personalized answers to users' questions. All modern cloud providers proposed frameworks for organization of question answering systems but still we have a problem with personalized dialogs. Personalization is very important, it can put forward additional demands to a question-answering system’s capabilities to take this information into account while processing users’ questions. Traditionally, a question-answering system (QAS) is developed in the form of an application that contains a knowledge base and a user interface, which provides a user with answers to questions, and a means of interaction with an expert. In this article we analyze modern approaches to architecture development and try to build system from the building blocks that already exist on the market. Main criteria for the NLP modules were: support of the Ukrainian language, natural language understanding, functions of automatic definition of entities (attributes), ability to construct a dialogue flow, quality and completeness of documentation, API capabilities and integration with external systems, possibilities of external knowledge bases integration After provided analyses article propose the detailed architecture of the question-answering subsystem with elements of self-learning in the Ukrainian language. In the work you can find detailed description of main semantic components of the system (architecture components)

Freire, dialogic feedback, and power issues

The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts. This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.

National Action Plans on Business and Human Rights: an Experimentalist Governance Analysis

National Action Plans (NAPs) on business and human rights are a growing phenomenon. Since 2011, 42 such plans have been adopted or are in-development worldwide. By comparison, only 39 general human rights action plans were published between 1993 and 2021. In parallel, NAPs have attracted growing scholarly interest. While some studies highlight their potential to advance national compliance with international norms, others criticise NAPs as cosmetic devices that states use to deflect attention from persisting abuses and needed regulation. In response to wider critiques of international human rights norms, and their failure to exact universal state compliance, experimentalist governance theory highlights the dynamic, dialogic and iterative character of human rights implementation as well as the role of stakeholders. In this article, we apply experimentalist governance theory to evaluate the role and character of business and human rights NAPs. Rather than attempting to evaluate NAPs’ ultimate consequences for rights-holders, which appears premature, we focus on NAPs processes. Specifically, we analyse NAPs processes in twenty-five states against five experimentalist governance criteria relating to (i) stakeholder participation; (ii) agreement on a broad problem definition; (iii) local contextualisation; (iv) monitoring and peer review and (v) periodic revision and learning. According to our findings, NAPs on business and human rights in most states demonstrate resemblance to the traits of experimentalist governance. In particular, our analysis points to the emergence of relatively sophisticated and demanding institutional governance mechanisms within NAPs — including the institutionalisation of complex deliberative processes. Nevertheless, our paper also identifies some significant shortcomings in NAPs, related to the lack of inclusion of vulnerable groups and the lack of explicit indicators and targets.

Quality of dialogue and emotion regulation in contentious discussions in higher education

This study set out to enhance our understanding of emotions and their regulation in educational dialogues. One hundred and ten undergraduate students participated in small-group computer-mediated contentious discussions and reported on emotional experiences during discussions in a reflection task. Sixteen discussions were analyzed using the Scheme for Educational Dialogue Analysis (Hennessy et al., 2016) to investigate the impact of emotional intensity on the quality of dialogue. Ninety-four reflections were analyzed qualitatively to investigate the reasons discussions were reported as emotionally significant, and the extent to which these emotions were shared by other group members. We found that strong emotions did not impair the quality of dialogue. The discussion topic and the participation at the individual and group levels were the key factors for identifying discussions as emotionally significant. Moreover, moments reported as emotionally significant were often shared, yet shared intensity was not always accompanied by shared emotional valence. We interpret this discrepancy considering participants' emotion regulation processes and the quality of the discussion. We conclude by stressing the importance of emotionally-loaded moments in contentious discussions as a context for practicing emotion regulation and the role of the moderator in cases where participation and emotional regulation are sub-optimal.

P–509 Patients’ Uses and Experiences of Medically-Assisted Reproduction in France in 2020

Abstract Study question What are the uses and real-life experiences of patients currently treated in France in medically-assisted reproduction (MAR) centers? Summary answer One in four patients is in a situation of significant pain in relation to MAR; half are not optimistic about the outcome of their treatment. What is known already Internationally, work on the quality of life and impact of treatments has been completed in the field of endometriosis (Culley et al. 2017). In the field of MAR in France, one study underlines an important level of general well-being, with nearly 4 people out of 5 who say they are rather content (Coudrière et al. 2020). A better understanding of this result is however still lacking, especially in respect to whether patients actually believe in the success of their treatments, or how dependent satisfaction is on variables, like age, secondary infertility or the number of years engaged in fertility treatments. Study design, size, duration We conducted an online self-administered questionnaire by means of a two-step process: a first survey dedicated to patients’ uses was carried out from January 15, 2020 to February 26, 2000; the following and complementary survey about real-life experience was conducted from March 3, 2020 to April 10, 2020. The initial sample included 1503 people before selecting relevant participants. Participants/materials, setting, methods The final sample of 967 patients targets patients that were enrolled in a French procreative medical center at the time of the study. Were excluded from the sample: ex-patients, patients who have not started treatment or are not followed in France, solo and homosexual care patient trajectories. The questionnaire was composed of 178 questions. In the questionnaire dealing with MAR uses, six fields were examined; in the case of real-life experience, eight themes were questioned. Main results and the role of chance The study shows that one in four patients suffers significantly in relation to MAR care; nearly half are pessimistic about treatment outcome and 65% claim that MAR prevents full enjoyment of everyday life. Further findings include: MAR is globally satisfying regarding the quality of care provided by practitioners and staff (80%), general administration of patients (77 to 87%), first encounters with staff and center (78 to 91%), quality of dialogue (81%), physical state of the premises (82 to 97%), continuum with professional activity (73%). Where centers/practitioners need to pay attention: one out of two patients wanted more means of communication; time management was an issue; 41% state that infertility prevents entrepreneurial outreach and general success; treatments strongly disrupt work for 83% and reduce performances for 79%; work rights, while known, were not respected in ¼ cases. Discoveries made: young women are not very positive, men are not well-identified in such medical trajectories, women’s body image is completely transformed for 95%, 85.5% of women are depressed by seeing a pregnant woman, and 15% do not think about wanting a child daily. Limitations, reasons for caution This research, carried out online, was distributed mainly through a grassroot organization, potentially biasing representativeness. Also, the study finished at the start of the first French confinement. Previous studies show that the general context does not impact results, but this limitation cannot be ignored (Fisher, Bayhem, 2019). Wider implications of the findings: These findings underline the need for a comprehensive conception of MAR, including more than medical support. It highlights anew the need to better take men into account in future research as well as people in their twenties as knowledge of these categories of people is still lacking. Trial registration number Not applicable

OS TRECHOS DESCONEXOS EM REDAÇÕES DO ENEM

This work discusses the possible functions of disconnected excerpts in essays of the Exame Nacional do Ensino Médio (ENEM) [National High School Exam]. To ground our reflections, we resume the concepts of genre (BAKHTIN, 2006, 2011), genre format subversion (MARCUSCHI, 2008), and incoherence (KOCH; TRAVAGLIA, 2008). In the analysis, we compare the effects that the use of disconnected excerpts caused in three ENEM essays to the effects in two other genres, a petition and a blog post. We raise three possible functions for the insertion of these excerpts: that this may be an argumentative strategy; that the author reacts to the probable readers’ attention loss; and that the author tests the dialogical character of the essay. We conclude that the use of these excerpts in ENEM does not necessarily make texts incoherent, but the condition of textual production demands a greater stability of the genre’s format.

Quality of Mother–child Dialogue About Emotional Events, Coping and Posttraumatic Stress Symptoms Among Children Exposed to Interpersonal Trauma

Children exposed to traumatic events are at increased risk for developing symptoms of a Post-Traumatic Stress Disorder. Children often discuss emotional, and therefore also traumatic, events in their lives with their parents, and the quality of these discussions can facilitate coping and further development. The study aim was 1) to explore whether the association between the quality of dialogue between mothers and children about emotional events and children’s posttraumatic stress symptoms (PTSS) might be indirectly linked through children’s adaptive coping skills, and 2) whether this association differed when discussing different negative emotions. 169 mother–child dyads with interpersonal trauma-exposure (86% domestic violence, 14% mother and/or child sexually abused) participated in the Autobiographical Emotional Events Dialogue (AEED). Quality of mother–child emotion dialogue, captured in maternal sensitive guidance and child cooperation, and approach-oriented coping were coded from transcripts. PTSS was measured with the Child Behavior Checklist. Lower quality of mother–child emotion dialogue was associated with less approach-oriented coping and more symptoms of posttraumatic stress. There was an indirect effect of approach-oriented coping with angry feelings linking quality of mother–child emotion dialogue and child PTSS. Children’s symptoms of posttraumatic stress were reflected in the quality of mother–child dialogues about traumatic and other emotional events. Findings support that dialogues about emotional events may be a promising target for intervention with children exposed to trauma.

The Problem of the Development of Dialogical Qualities of Cognitive Activity of Senior Pupils in the Educational Process

The purpose of article is: to describe the effectiveness of the proposed system of formative influences on the development of dialogical qualities of Cognitive Activity of senior pupils, which was determined on the basis of comparison of initial and final sections made by the method of semantic analysis of pupils’ solutions of literary creative problems. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used empirical methods, such as the experiment of the effectiveness of group forms of the pupils’ activity at the lessons. The results of the research. We showed that the analysis of the problem situation is carried out only at the superficial level of the development of dialogical qualities of Cognitive Activity of senior pupils. Pupils analyze only the content of the proposed task, do not try to focus their own attention and the attention of other schoolchildren on the problems of this creative task. Therefore, the statements of pupils are purely superficial, and based on them it is impossible to draw conclusions about the problem and on this basis to identify the ways to solve the problem creatively. According to this, it is impossible to speak about the tolerant attitude to the opinions of partners of communication in the process of such a discussion, because the superficial nature of suggestions does not provide great opportunities for productive communication of senior pupils in order to solve different problems creatively. According to the middle level of the development of dialogical qualities of Cognitive Activity of senior pupils in the educational process pupils explain and try to justify their own views according to proposed to them creative tasks, while actively cooperating with partners of communication, tried to be tolerant to other opinions and according to the proposed means of solving different problems. Senior pupils, analyzing their own statements and comparing them with the judgments of partners of communication, do not bring the process of solving a creative problem to a logical conclusion. When we tell about a high level of the development of dialogical qualities of Cognitive Activity of senior pupils in the educational process pupils clearly justify their positions, analyzing their own points of view and statements, comparing them with the opinions of partners of communication. At the same time, schoolchildren show tolerance towards other pupils, even completely opposite statements and means of solving creative tasks by the last ones. Pupils actively defended their positions, logically explaining and justifying them. Schoolchildren do not object to cooperation with partners of communication in the process of solving problematic creative tasks within small micro-groups and the whole class. Conclusions. It was proved that as the means of purposeful influence on the thinking abilities of pupils we considered solving cognitive tasks collected by schoolchildren into a special system. We define thinking as the highest degree of Cognitive Activity of the person. We believe that the mental development of the child can not be analyzed separately from the mental development as a whole, from the interests of the child, his/her feelings, from personal traits and qualities. Mental development is a complex phenomenon, which is characterized by a set of features and due to a number of reasons: the content of knowledge acquired by the child, methods of influencing the personality. Until now, there is no unambiguous definition of «mental development». We believe that «mental development» is a complex dynamic system of quantitative and qualitative changes that occur in human mental activity in the connection with age and enrichment of life experience of pupils (in accordance with the socio-historical conditions in which schoolchildren live and according to individual characteristics of pupils’ thinking).

Glengarry Glen Ross: Using BDI for Sales Game Dialogues

Serious games offer an opportunity for players to learn communication skills by practicing conversations with nonplaying characters (NPCs). To realize this potential, the player needs freedom of play to discover the relationships between its actions and their effects on the partner and the conversation. Scripting is currently the common approach to design in-game dialogue. Although scripting is a robust technique, the approach tends to produce deterministic conversations, allowing little control to the player. It is claimed that a Belief-Desire-Intention (BDI) approach to model the behavior of NPCs allows greater freedom to the player, and delivers better scalability and re-use of dialogues. This claim is evaluated by using BDI in the development of a sales-talk training game in the real-estate domain. It is concluded that BDI enables representative NPCs that respond appropriately and the game allows the player its freedom of choice to explore. The results also showed that BDI brings about new challenges to address, in order to further increase the quality of in-game dialogue.

Christian Faith in Dialogue with Contemporary Culture in the Personalist Thought of John Paul II and Cardinal Stefan Wyszyński

This article presents the intellectual legacy of both John Paul II and Cardinal Stefan Wyszyński as advocates of a personalist view of culture. Their teaching emphasizes the person and human dignity in striving for human self-fulfillment in a community seeking God’s transcendence. In this regard, their personalist vision of culture was defined in the context of the Second Vatican Council’s teaching. Therefore, the theological anthropology of both John Paul II and Cardinal Wyszyński is based on personalism, communion, dialogue, and freedom. Nevertheless, when God is marginalized by human activity, especially by the ideology of secularism and religious indifferentism, a severe cultural crisis arises. As a result, the dialogical character of the teaching of John Paul II and Cardinal Wyszyński in the dimension of Christian culture emphasizes inculturation and evangelization of human activity. On the other hand, the Christocentric and personalist context of their concepts reflects the theocentric and anthropocentric vision of culture, which, rooted in praxeological pastoral thought, displays their views on culture not only in the dimension of philosophical and theological doctrine but above all as a pastoral vision presenting Christian culture integrated with contemporary existential experience and focused on the perspective of “a new heaven and a new earth” (cf. 2 Cor 12:4; Rev 4:2–8; 21:2–10).

The Illocution Functions in Twilight Movie Dialogues: From Politeness Study Point of View

This research aims to analyze politeness based on the types of illocution functions that belong to Leech’s theory. This study is descriptive qualitative research and the data were collected through the literature review study. Data source taken from Twilight movie dialogues, to analyze the illocutions function used in daily life. The results of the analysis displayed in percentage form based on Bungin formula. This research used 208 data from the utterances of movie dialogues that represented the types. The analysis focused on two illocution functions, such as competitive and convivial for the 208 utterances which represent all the data. The result showed that Competitive (50,96%) and Convivial (49,04%) are the most dominant utterances which appear between the characters in Twilight movie dialogues.

The Category of Media Text Converse as a Reflection of the Author’s Idiostyle

Dynamically altering reality stimulates the use of new means and ways of communication in the process of textual activity. Peculiarities of present-day media communication (polycode, polydiscursiveness, intertextuality, interactivity, openness, etc.) and anthropocentrism of the modern linguistic paradigm determine the dialogue between the author and the addressee based on the text, which requires special study. The identification of the means and ways of expressing the category of media text dialogicity in the aspect of idiostyle is carried out on the basis of the analysis of the texts regulativity in the context of the communicative-activity approach to it. A broad range of linguistic and extralinguistic means of dialogization, which are typical of the author's journalistic texts, was revealed in the mainstream of the theory of regulation as one of the directions of communicative stylistics, based on the articles of 2020 in the "Rossiyskaya Gazeta" by the famous journalist and political scientist L. Radzikhovsky. The sphere of communication, the author's idiostyle, the peculiarities of the representation of regulation as a systemic quality of the media text are considered as factors that influence the dialogue with the addressee. The approach to the analysis of the media text based on the allocation of various regulatory means, structures, methods of regulation, and regulatory strategy that controls the cognitive activity of the addressee allows us to judge upon the specificity of the dialogic character of the modern publicistic text in accordance with the genre of the article in the aspect of the author's idiostyle. The proposed approach also is of interest for media linguistics and mediastylistics, the communicative theory of text, theory of speech impact.

Travelling with Judges: Brief Reflections on the Roadmap on Comparative Law Developed by the Network of Presidents of the Supreme Judicial Courts of the European Union

This article accompanies a Roadmap on the judicial use of comparative law, which was developed by judges from different European supreme courts. This document is published in this issue of Utrecht Law Review. Brief reflections on relevant scholarly aspects help the reader to appreciate the meaning and value of this Roadmap for contemporary judicial functioning in Member States of the European Union. Addressed aspects concern the legitimacy of judicial comparativism and the methodological quality of the Roadmap. This analysis leads to a conclusion about the Roadmap’s potential to enhance the quality of judicial decision-making and support dialogues of courts with their foreign counterparts as well as with other legal and societal audiences.

Co-Sounding: Fostering intersubjectivity in electronic music improvisation

Shared music improvisation constitutes a formidable vector for intersubjective connection. Improvisation is a space of non-semantic communication that allows for putting oneself at risk and requires mutual trust and listening, as well as dialogical qualities. This article investigates the intersubjective dimension of improvisation in electronic music praxis, focusing on how the electronic medium can be used to foster mediation between musicians. The article builds on a practice-based enquiry in duo format, conducted in three successive technological settings, with a methodological entanglement of aesthetic and design aims. Systematic video documentation and participant observation provide an analytical counterpoint to an immersion in the improvisatory praxis. A set of design strategies for fostering intersubjective connection in shared musicianship emerges from the research. The findings provide the basis for a dialectical consideration between musical and intersubjective aesthetics. The discussion points to the diversity of social functions of music and their respective aesthetics. Electronic instruments’ inherent plasticity allows for reconfiguring the social space of music-making, and thus opens perspectives for devising synergetic music systems that emphasise an ethos of shared agency over the production of musical objects or performances.

ХУДОЖЕСТВЕННАЯ ПОЛЕМИКА С А.П.ЧЕХОВЫМ В РАССКАЗЕ Т.Л. ЩЕПКИНОЙ-КУПЕРНИК «ОДИНОЧЕСТВО»

From the earliest works, Chekhov acts as a polemicist with both contemporary literature and with the literature of the immediate past. This polemic is expressed not so much in the direct statements of the writer in letters or in conversations recorded by the memory of the memoirists, but in an artistic form, with the help of an imaginative system. However, there were people who polemicized with Chekhov. On the one hand, these were magazine critics, and on the other, fellow writers. One of these authors was T.L. Shchepkina-Kupernik, who wrote the story "Loneliness" at the age of twenty, which was published in the authoritative journal “Russian Thought” in 1894. The works of Chekhov, which caused the greatest resonance among the reading public: “The Jumping Girl”, “Boring Story”, “Ward No. 6”, became the material for the polemic of the young writer. Shchepkina-Kupernik actually agrees with the opinion of the readers who recognized the element of libel in the story "The Jumping girl", and the element of distortions of reality in others. The author of “Loneliness” creates an artistic picture of the world, which seems to her more realistic than Chekhov’s. However, the story of the young writer does not go beyond the bounds of stencil mass literature. All her claims against the author of “Ward No. 6” turn out to be untenable and demonstrate her lack of understanding of the innovative nature of Chekhov’s work. The complex nature of the dialogic character of his works, based on the art of parody stylization, was not perceived by the opponent, who opposed it with a one-dimensional and simplified image of reality.

Show, Price and Negotiate: A Negotiator With Online Value Look-Ahead

Negotiation, as an essential and complicated aspect of online shopping, is still challenging for an intelligent agent. To that end, we propose the <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Price Negotiator</i> , a modular deep neural network that addresses the unsolved problems in recent studies by (1) considering images of the items as a crucial, though neglected, source of information in a negotiation, (2) heuristically finding the most similar items from an external online source to predict the potential value and an acceptable agreement price, (3) predicting a general price-based “action” at each turn which is fed into the language generator to output the supporting natural language, and (4) adjusting the prices based on the predicted actions. Empirically, we show that our model, that is trained in both supervised and reinforcement learning setting, significantly improves negotiation on the CraigslistBargain dataset, in terms of the agreement price, price consistency, and dialogue quality.

Sobre a possibilidade de uma dialética dialógica da filosofia social de Hegel

The present paper intends to deal with the basis of the Hegelian theory of action as a discursive-normative ethics of social relations through some icons of recent critical research of Hegel’s work and whose readings are organized around the idea of historically institutionalized shared social practices. I will rely mainly on the interpretation made by Robert Pippin, investigating the possibility of advancing the thesis he points out to, concerning a dialogical reading of Hegelian dialectic in its connection with Platonic dialectic as interpreted by Gadamer. This will be done in view of the Hegelian structure given by Robert Brandom for the formation of a theoretical apparatus capable of sustaining the thesis that the reflective and practical possibilities of different forms of life come from the social horizons of reciprocal determination of the norms that support them. Based on this, I will demonstrate that the Hegelian social theory has its main support in interactions of a typically dialogical character in an interactive diversity of demands established by means of synchronic and diachronic recognitive clashes, thus opening the way for the emergence of new demands that aim for social recognition and political institutionalization. This community of normative discourses allows the possibility to argue that in Hegel’s thinking one is able to find the structures for a non-relativist perspectivism, whose dialectical opening is founded on this ethics of social practices. This, in turn, leads us back to some critical investigations concerning Platonic dialectic as anti-dogmatic and anti-metaphysical, investigations which establish the pillars of a social dialectic that relies on what can the called a community of logoi.

Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education

BackgroundThe study examined how teachers and children with emotional and behavioral disturbances engage in dialogues about children’s emotional experiences. Dialogues about emotions are an important strategy for teachers to co-regulate children’s emotions but have remained understudied. AimsThis study aimed to explore whether the Autobiographical Emotional Events Dialogue (AEED) can help to assess the quality of teacher-child emotion dialogues about past emotional events and examined associations with child behavior and teacher-child relationship quality. MethodThe sample included 85 children and 70 teachers from special education schools serving children with emotional and behavioral disturbances. Teacher-child dialogues were videotaped and coded using the 16 rating scales of the AEED coding system (Koren-Karie, Oppenheim, Carasso, & Haimovich, 2003). ResultsThe scales (except child boundary dissolution) could be reliably assessed. A Principal Component Analysis yielded 4 factors: Adequate task completion (coherent dialogues and positive child task behavior), Negativity (hostility and teacher boundary dissolution), Teacher Guidance (involvement, structuring, and acceptance), and Resolution (positive closure of negative stories). Child age, verbal intelligence, prosocial behavior, and higher teacher-child relationship scores (higher closeness, lower conflict) were positively associated with the quality of the dialogues but behavior problems were not. Conclusions and implicationsThe study provides first insight in teachers’ scaffolding of dialogues with children about negative emotional events in special education serving children with emotional and behavioral disturbances.

Educational dialogue among teachers experiencing different levels of self-efficacy

This study examines the occurrence and quality of educational dialogue in the Grade 1 classrooms of teachers with low, moderate and high self-efficacy beliefs. Video recordings of 24 teachers were analysed based on episodes of educational dialogue and were categorised with respect to patterns of dialogic teaching. Teachers with low levels of self-efficacy conducted educational dialogue the least; they also used less teacher-initiated, high-quality dialogue compared with moderate and high self-efficacy teachers. Teachers with high self-efficacy utilised more child-initiated high-quality dialogue compared with the moderate self-efficacy teachers. The findings are important because they provide a new approach for the field of educational dialogue by considering self-efficacy as a teacher-related factor on the background of dialogue.

Motivating and Demotivating Effects of Performance-Related Pay in Swedish Public Sector Organizations

This study contributes to the evidence on motivational effects from performance-related pay (PRP) in the public sector. The theoretical point of departure is that the practical organization and administration locally affect the motivational effects of PRP. The analysis is based on surveys administered to employees (including managers) in Swedish public sector organizations at municipal, regional, and state levels. One of the main conclusions is that PRP is not motivating or demotivating per se, but can be both motivating and demotivating within in the same organization. The (de/)motivational effect depends on the local level organization and practices of PRP, particularly the quality of the performance appraisal dialogue. While confirming the importance of justice perceptions, it also shows the effects of managers’ and employees’ preparations, knowledge of criteria, the quality of the performance appraisal dialogue, and the manager’s evaluation style, while controlling for justice perceptions and background variables.