Differences In Interaction Style Research Articles

A dimensional model of interaction style variation in spoken dialog

In spoken dialog people vary their interaction styles, and dialog systems should be able to do the same. Previous work has elucidated various aspects of style variation and adaptation, but a general model has been lacking. Here we present a dimensional model of the space of interaction styles, derived from a large data set and prosody-based features. The 8 dimensions of this model cover many previously-noted aspects of style and include some novel ones. This model may be useful for selecting data for dialog model pretraining and fine-tuning, for investigating demographic differences, and for dialog system style adaptation. However, regarding individual differences in interaction style, we find individual style tendencies to be surprisingly weak, with a predictive model based on individual tendencies outperforming a speaker-independent model by only 3.6%.

The Introduction of a Novel Computerized Apparatus to California Sea Lions (Zalophus californianus)

The use of technology in laboratory and zoological settings has provided opportunities for advancement of cognition research as well as cognitive enrichment in a variety of species. Such systems have been successfully created for nonhuman primates and introduced to other anatomically and physiologically diverse species such as bears and tortoises. However, such systems have yet to be used with frequency in aquatic species given the challenge of incorporating accessible technology in such a setting. Herein, we report the successful creation and implementation of a novel manipulatable computerized system with California sea lions (Zalophus californianus) housed in outdoor sea pens. The Enclosure Video Enrichment (EVE) system was created and provided to three adult male sea lions living at the U.S. Navy’s Marine Mammal Program. The interface was modified from those used with other species to accommodate the anatomical and physiological differences of the study subjects. Training procedures were adapted from those successfully used with nonhuman primates to emphasize successive learning approximations. Each of the sea lions introduced to EVE successfully learned to engage with the system at differing rates over the course of a year and a half. While each showed significant differences in interaction style (e.g., number of button presses), all were able to achieve the same criterion for acquisition. This system is the first recorded success in providing a technological means to test cognition in California sea lions through an animal-manipulated interface and has the potential to function as a form of cognitive enrichment in this species.

DOMINANT OR DIFFERENT? GENDER ISSUES IN COMPUTER SUPPORTED LEARNING

A significant increase in the use of computer-supported learning (CSL) within schools and universities across the world gives rise to concern about gender-related differences in performance and interaction style in these environments. Research has shown that initial perceptions of CSL environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the socio-cultural complexity or gender imbalance that exists within society. Much of the recent literature states that women are disadvantaged because of inferior levels of access and technology literacy and dominant male behavior. However, the assumption that difference implies disadvantage is challenged by evidence that variable factors such as professed confidence and apparently dominant interaction styles do not necessarily lead to better educational opportunity and performance. This paper contains a summary of gender-related issues identified by international research and academic practice together with supportive case study examples. The conclusion is that women often perform better than men despite the observable differences in interaction style.

Gender Issues: The Effects of Differences in Interaction Styles between Genders and Roles on Workplace Communication

Issues related to gender in the workplace are quite a common and debatable issue in Malaysia considering that male employees dominate the working world in general. Gender issues at the workplace has become a problem in the workforce which in return brings negative impacts on the organisations involved as well as the victims themselves without regarding the gender. Given this situation, this study aims to explore the differences in the interaction styles between gender and gender roles in which we would look into how they affect the workplace communication. In addition, workplace has been a war field for female against gender issues. The questionnaires were distributed to the respondents with a working experience regardless of their employment status. A total of 33 questionnaires were completed by the respondents. This quantitative study used descriptive analysis approach in analysing the frequency which was presented in percentage. According to the results obtained it was revealed that most of our respondents agreed with our statements which aligned with our previous researches. Future researches should be conducted in order for these aspects in the issues to be included and discussed holistically.

Erratum: Using sociometers to quantify social interaction patterns

Research on human social interactions has traditionally relied on self-reports. Despite their widespread use, self-reported accounts of behaviour are prone to biases and necessarily reduce the range of behaviours, and the number of subjects, that may be studied simultaneously. The development of ever smaller sensors makes it possible to study group-level human behaviour in naturalistic settings outside research laboratories. We used such sensors, sociometers, to examine gender, talkativeness and interaction style in two different contexts. Here, we find that in the collaborative context, women were much more likely to be physically proximate to other women and were also significantly more talkative than men, especially in small groups. In contrast, there were no gender-based differences in the non-collaborative setting. Our results highlight the importance of objective measurement in the study of human behaviour, here enabling us to discern context specific, gender-based differences in interaction style.

Using sociometers to quantify social interaction patterns

Research on human social interactions has traditionally relied on self-reports. Despite their widespread use, self-reported accounts of behaviour are prone to biases and necessarily reduce the range of behaviours and the number of subjects, that may be studied simultaneously. The development of ever smaller sensors makes it possible to study group-level human behaviour in naturalistic settings outside research laboratories. We used such sensors, sociometers, to examine gender, talkativeness and interaction style in two different contexts. Here, we find that in the collaborative context, women were much more likely to be physically proximate to other women and were also significantly more talkative than men, especially in small groups. In contrast, there were no gender-based differences in the non-collaborative setting. Our results highlight the importance of objective measurement in the study of human behaviour, here enabling us to discern context specific, gender-based differences in interaction style.

Personal Selling & Sales Management Abstracts

(1990). Personal Selling & Sales Management Abstracts. Journal of Personal Selling & Sales Management: Vol. 10, No. 1, pp. 57-61.

High-Fidelity or Low-Fidelity, Paper or Computer? Choosing Attributes when Testing Web Prototypes

Interface designs are currently tested in a mixture of fidelities and media. So far, there is insufficient research to indicate what level of fidelity and media will produce the best feedback from users. This experiment compared user testing with low- and high-fidelity prototypes in both computer and paper media. Task-based user tests of sketched (low-fidelity) and HTML (high-fidelity) website prototypes were conducted in each medium, separating the testing medium from other factors of prototype fidelity. We found that low- and high-fidelity prototypes are equally good at uncovering usability issues. Usability testing results were also found to be independent of medium, despite differences in interaction style. Designers should choose whichever medium and level of fidelity suit their practical needs and design goals, as discussed in this paper.

Mother-child interaction revisited: communication with non-speaking physically disabled children.

This paper presents an in-depth analysis of the interaction between mothers and their severely physically disabled children who have motor speech disorders. The study was designed to partially replicate previous investigations, most notably those undertaken by Light et al., to examine if the patterns of conversation previously described were observed in interaction involving children of a wide age range. Twenty children who had four-limb cerebral palsy, with no diagnosed learning difficulties or sensory impairments, and who were between 2 and 10 years of age inclusive participated in the research with their mothers. Children's speech was unintelligible to their parents out of context and most had been provided with aided communication systems. Other carers were excluded from the research due to possible differences in interaction style. Conversation between mothers and children was videotaped in a standard play situation. The toys used to stimulate interaction had been shown to elicit the full range of communication skills targeted in the present study from non-disabled children. Videotaped interaction was coded to show the structure of conversation and the functions used. The mode of communication used by the children was also recorded. In addition, communicative functions were elicited from the children in a semi-scripted conversation with a clinician developed from that used by Light et al. Structural moves and communicative functions used by mothers and children were examined using mean proportions. Sequential analysis of mother-child interaction was also undertaken at both levels to investigate the patterns that recurred in conversation. Results support those obtained in previous studies, showing restricted conversation patterns and high levels of maternal directiveness. Mothers initiated most communicative exchanges, asking many questions and issuing many requests for attention, objects or activities. Children across the age range produced more response moves than any other move type. Their responses contained yes/no answers and acknowledgements, and to a lesser extent provisions of information. When children did produce communicative functions other than simple confirmation, denials and acknowledgements, they were often not fully understood and were followed by requests for clarification by the mothers. Children produced a wider range of communicative functions in the semi-scripted elicitation conversation with the clinician than in conversation with their mothers (z = 3.52, p = 0.0002). The results obtained support those of previous research and suggest that interaction for children with severe motor and speech impairments becomes 'fossilized', changing little throughout childhood. Findings support the two-pronged approach to intervention for children using augmentative communication systems that is now developing. Intervention should focus not only on the children, teaching them how to use their augmentative systems and to produce a full range of conversation skills, but also should focus on their carers. Training for carers aims to increase their interaction skills, teaching them how to facilitate and expand children's communication skills.

Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development

This article addresses the role of parents and children in the social construction of children's cognitive competence. A discussion of four approaches (i.e. Sigel, Wertsch, Wood, Diaz et al.) leads to the hypothesis that both the level of instruction content and the degree of cooperation in joint problem solving interactions with adults are related to children's cognitive development. This was tested in a study of 40 mothers and three-year-old children solving a practical problem. Coding videotaped interactions on a content and cooperation dimension yielded moderate to strong correlations with family's socio-economic status and children's cognitive level.

There was a long pause: influencing turn-taking behaviour in human-human and human-computer spoken dialogues

We report an experiment designed to compare human-human spoken dialogues with human-computer spoken dialogues. Our primary purpose was to collect data on protocols that were used to control the interaction. Three groups of subjects (35 total) were each asked to complete tasks over the phone. The experimental procedure was a new variation on the Wizard of Oz simulation technique that allowed much clearer comparisons to be made between human-human and human-computer interactions.Previous studies have shown that there are significant differences between human-human and human-computer interactions. While some effects can be attributed to the beliefs about computers the subjects bring to the task, others appear to be connected with the ongoing interaction styles of the speakers. Our study focuses on effects created by differences in interaction style. An important feature of the study is the use of two wizards, a technique which resulted in a realistically degraded communication channel.A second important feature of this study is the emphasis on computational models of spoken dialogue processing. One of the aims of Wizard of Oz studies is to identify language restrictions that will make the understanding task easier yet still be acceptable to the users. We observed that subjects could indeed successfully carry out their task with a restricted turn-taking protocol. More importantly, however, the experiment pointed us in the direction of a less restricted protocol and provided the data for a more sophisticated computational model of turn-taking.An important aspect of our study is the light it appears to shed on conflicting results in the literature. We discuss how these conflicts can be explained in terms of differences in interlocution style. We argue that ongoing interlocution style has a significant effect on the dialogue and over-rides a priori models of interlocutor ability.

Gender Differences in Social Persistence

Gender differences in children's responses to social failure were examined. Sixty-eight same-sex dyads interacted in two cooperative tasks. In half of the dyads feedback was given to one child that the other child did not like playing with him or her. It was hypothesized that girls would be more adversely affected by the feedback than would boys on self-report and behavioral measures. Results were consistent with the hypothesized effects for ratings of affect, time spent talking, and observed friendliness. For male dyad members in the feedback condition, reciprocity was disrupted for ratings of affect and performance. Hypotheses about gender differences in interaction styles, emotional expressiveness, social goals, and experiences with feedback are used to explain the findings

Family Interactions and the Development of Moral Reasoning

The study examined parents' role in their children's moral reasoning development. Parents' level of moral reasoning and interaction styles used in discussion of moral issues with their child were used to predict the child's moral development over a subsequent 2-year interval. Participants were 63 family triads (mother, father, and child) with children drawn from grades 1, 4, 7, and 10. They individually responded to a moral reasoning interview and then, as a family, discussed both a hypothetical and real-life moral dilemma. Children were reinterviewed 2 years later. Results indicated that parents did accommodate to their child's level of moral reasoning when in actual dialogue. Distinct differences in interaction styles were found between the 2 contexts (hypothetical vs. real-life dilemma discussion) and between parents and children. Children's moral development was best predicted by a parental discussion style that involved Socratic questioning and supportive interactions, combined with the presentation of higher-level moral reasoning. Implications of these findings for the understanding of parents' role in children's moral development are discussed.

Gender differences in interaction style and influence.

Observed 128 Ss in mixed- and same-sex dyads to examine effect of interaction on sex differences in influence. Ss discussed 2 topics on which they disagreed. During the 2nd discussion, t S in each pair was told to influence the other. Ss showed more agreement and positive social behavior when paired with a woman and more disagreement and task behavior when paired with a man. Although women were more easily influenced, this effect was mediated by the partners' behavior. Ss were influenced more by a partner who agreed with them and less by one who disagreed. Path analyses and ANCOVAS revealed that Ss' sex predicted the partners' behavior toward them, which in turn predicted the sex difference in influence. When instructed to be influential, Ss increased disagreements, but only with male partners. Results indicate that the masculine interaction style used when interacting with men is less effective than the feminine style used when interacting with women. Researchers investigating gender differences in social influence have often reported that women are more easily influenced and less influential than men (Eagly, 1978). Although there is little evidence to support the notion that men are more influential (Eagly, 1978), a meta-analytic review has shown that women are more easily influenced (Eagly & Carli, 1981). What remains to be investigated is the process by which this difference may occur. Specifically, what types of behavior do people use when trying to influence men or women and what types of behavior lead to influence? The purpose of this article is to examine how the sex composition of dyads may affect gender differences in interaction style and, in turn, how these differences in interaction may lead to gender differences in influence. A second objective is to determine what happens to gender differences in interaction style and influence when subjects are specifically attempting to induce persuasion.

"Gender differences in interaction style and influence": Correction.

"Gender differences in interaction style and influence": Correction.

Playing vs. Caring: Differential Socialization for Childrearing in Older Adolescents

Male (N = 69) and female (N = 132) college students rated the extent of their experience at 20 childrearing activities, half of which had been determined to involve play, and half physical care. Subjects also completed a behavioral checklist assessing experience with young children. Males reported significantly lower levels of experience than females (p < .001), but as expected, sex interacted with behavioral domain (p < .001), with the discrepancy greater on care activities than on play activities. Self‐ratings were positively correlated with checklist scores (r = .71, p < .001). A factor analysis of rating scores revealed three factors, with play items loading heavily on one factor, and care items loading on the other two factors. Implications for sex differences in interaction style among parents were discussed.

Sex differences in interaction style as a product of perceived sex differences in competence.

Sex differences in interaction style as a product of perceived sex differences in competence.

Sex-role identity, sex of other, and affective relationship as determinants of interpersonal conflict-management styles

Previous research in sex-role identity has explored behavioral differences in a variety of contexts. Only recently, however, have differences in interaction style been investigated. The study reported here was designed to assess behavioral differences in one important type of interaction: interpersonal conflict. Of 143 college students responding to the Bem Sex-Role Inventory (BSRI), a final sample of 57 subjects provided questionnaire data on five conflict-management modes in hypothetical conflicts with others who varied on factors of sex and affective relationship with respondent. Results of the MANOVA analysis suggested that feminine persons disapprove of competition more than persons of masculine and androgynous sex-role identification. The results further suggested that masculine persons may differentiate less between liked and disliked others in their competitive behavior than do feminine and androgynous persons. Finally, results suggested that conflicts with liked, as opposed to disliked, others are managed with less competition and more accommodation, collaboration, and compromise for all sex-role identity groups.

Conformity and Resistance to Group Pressure

This study examined and compared the behavior of and in an Asch-type situation. Using a recall measure, it was found that resisters and conformers recall less material than a control group, and that resisters recall less than conformers. A second phase of the study was concerned with the problem solving behavior of groups consisting entirely of conformers or of resisters. Comparing the performance of these two types of groups with respect to time required for problem solution, no significant difference was found. However, the qualitative data derived from observation of the two types of groups strongly suggest that differences in interaction styles do exist and that these differences might be experimentally explored.