Different Types Of Conversations Research Articles

Conversational Speech Behaviors Are Context Dependent.

According to the interpersonal synergy model of spoken dialogue, interlocutors modify their communicative behaviors to meet the contextual demands of a given conversation. Although a growing body of research supports this postulation for linguistic behaviors (e.g., semantics, syntax), little is understood about how this model applies to speech behaviors (e.g., speech rate, pitch). The purpose of this study is to test the hypothesis that interlocutors adjust their speech behaviors across different conversational tasks with different conversational goals. In this study, 28 participants each engaged in two different types of conversations (i.e., relational and informational) with two partners (i.e., Partner 1 and Partner 2), yielding a total of 112 conversations. We compared six acoustic measures of participant speech behavior across conversational task and partner. Linear mixed-effects models demonstrated significant differences between speech feature measures in informational and relational conversations. Furthermore, these findings were generally robust across conversations with different partners. Results suggest that contextual demands influence speech behaviors. These findings provide empirical support for the interpersonal synergy model and highlight important considerations for assessing speech behaviors in individuals with communication disorders.

34 The Influence of Bilingualism in Young Adults

Objective:The research examining the influence of bilingualism on cognition continues to grow. Past research shows that monolingual speakers outperformed bilingual speakers on language, memory, and attention and processing speed tasks. However, the opposite has been found favoring bilingual speakers, when comparing executive functioning abilities. Furthermore, researchers have reported that no differences in executive functioning abilities exist between young adult monolingual speakers compared to young adult bilingual speakers. Moreover, limited research exists examining cognition abilities between monolinguals, bilinguals that learn a language (e.g., English) first, and bilinguals that learn the same language (e.g., English) second. We examined young adult monolinguals cognition abilities (e.g., memory) compared to young adult bilinguals that learned English as a first or second language. It was expected that the monolingual group would outperform both bilingual groups on memory, language, and attention and processing tasks, but no differences would be found on executive functioning tasks.Participants and Methods:The sample consisted of 149 right-handed undergraduate students with a mean age of 19.58 (SD = 1.90). Participants were neurologically and psychologically healthy and divided into three language groups: English first language (EFL) monolingual speakers, EFL bilingual speakers, and English second language (ESL) bilingual speakers. All the participants completed a background questionnaire and comprehensive neuropsychological battery that included memory, language, executive functioning, and attention and processing speed tasks in English. A series of ANOVA’s were used to evaluate cognitive tasks (e.g., Boston Naming Test, Trail Making Test) between the language groups. Participants demonstrated adequate effort on one performance validity test.Results:Language groups were well demographically matched. We found the EFL monolingual group outperformed the ESL bilingual group on the Wide Range Achievement Test, fourth edition task and the Controlled Oral Word Association Test (COWAT) phonemic task, p’s < .05, np’s2 = .04-.05. Additionally, results revealed both monolingual groups outperformed the ESL bilingual group on the Wechsler Adult Intelligence Scale, Third edition vocabulary task and the Boston Naming Test, p’s < .05, np’s2 = .06-.15. No significant differences were found on any of the cognitive tasks between the EFL monolingual group and the EFL bilingual group.Conclusions:As expected, the ESL bilingual group performed worse on language tasks compared to both monolingual groups, specifically the EFL monolingual group. However, in the opposite direction, we found the EFL monolingual demonstrated better phonemic verbal fluency abilities on the COWAT compared to the ESL bilingual group. The current data suggest that bilingualism influences cognitive abilities (e.g., language, executive functioning) more ESL bilingual speakers compared to EFL monolingual speakers. A possible explanation may be due to the type of interaction that ESL bilingual speakers may prefer to have (i.e., mix language conversations) compared to EFL speaking groups. Future studies with a larger bilingual speaking sample should investigate if the Adaptive Control Hypothesis which suggest that different types of conversations may be placing different demands of language control influences cognitive abilities.

The Computations Underlying Religious Conversion: A Bayesian Decision Model

Abstract Inspired by recent Bayesian interpretations about the psychology underlying religion, the paper introduces a theory proposing that religious conversion is shaped by three factors: (i) novel relevant information, experienced in perceptual or in social form (e.g., following interaction with missionaries); (ii) changes in the utility (e.g., expressed in an opportunity to raise in social rank) associated with accepting a new religious creed; and (iii) prior beliefs, favouring religious faiths that, although new, still remain consistent with entrenched cultural views (resulting in the phenomenon of syncretism). From the theory, a multifactorial picture of conversion emerges. Based on which factor is primarily engaged in each case, a classification of different types of conversion can be derived, with a remarkable fit with empirical literature. The theory offers a description of the processes underlying religious conversion and, highlighting the links among apparently incompatible previous views, it reconciles these views within a unifying framework.

Changing the Conversation to Create Organizational Change

ABSTRACT Public sector effectiveness necessitates planned change; however, many initiatives fail. For planned change to be successful, employees’ mental models need to be amended to support new behaviours. One mechanism to achieve this is employee performance conversations, which can elicit behavioural change through introducing new ideas to an individual’s reality. However, many conversations fail to create shared understandings of the need for change. Ford and Ford's [The role of conversations in producing intentional change in organizations. Academy of Management Review, 20(3), 541–570] typology identifies different conversational forms to create the shared understandings required to enact change. This paper reflects on the learnings from a management development intervention based upon Ford and Ford’s typology where managers applied the conversational forms to initiate mental model amendment, thereby enabling planned change. Analysis of qualitative data collected during the intervention suggests that using different types of conversations in a structured manner enabled shared understandings regarding why change was required and what success looked like. Managers recognized that slowing down the conversational process led to more effective mental model amendment, facilitating behavioural change. The paper demonstrates how different conversational forms enable leaders to discuss a planned change from an individual and organizational perspective and elicit mental model amendment to realize change. MAD statement This paper explores a new approach to undertaking employee performance management to enable organizational change. The paper applies Ford and Ford’s (1995) conversational typology as a practice model for developing the conversational competencies of managers and leaders. The paper highlights the importance of taking account of employees’ and managers’ different mental models in order to enable planned change. It argues that it is not more conversations that is needed, but instead the capacity to recognize and utilize different conversational forms to realize mental model amendment to elicit behavioural change and thus achieve change. The paper outlines an intervention that applies this new approach to employee performance management training.

The Role of Different Types of Conversations for Meeting Success

While current meeting tools are able to capture key analytics from both text and voice (e.g., meeting summarization), they do not often capture important types of conversations (e.g., a heated discussion resulting in a conflict being resolved). We developed a framework that not only analyzes text and voice, but also quantifies fundamental types of conversations. Upon analyzing 72 hours of conversations from 85 real-world virtual meetings together with their 256 self-reported meeting success scores, we found that our quantification of types of conversations (e.g., social support, conflict resolution) was more predictive of meeting success than traditional voice and text analytics. These new techniques will be essential to uncover patterns in online meetings that might otherwise go unnoticed.

Cybernetic exchanges in online events: Seven types of conversation in the ASC2020 Global Conversation

As the first large online event of the American Society for Cybernetics, the ASC2020 Global Conversation offered an opportunity to develop new online types of cybernetic conversations on cybernetics, in cybernetic formats. This article discusses the design decisions that led to a particular organizational structure of the event, and observations on how the event unfolded from this organizational structure. Based on observations made throughout the event as well as its preparation stage, the article maps seven different types of conversations taking place before and during the event and discusses opportunities and constraints encountered in relation to each identified type. As online conferences have proliferated exponentially due to the impact of COVID-19, this article aims to contribute a cybernetic perspective to the broader discourse on scholarly international exchange in online media, and offers a new perspective on how such conversations might be designed in a cybernetic manner.

Conversion in English: homonymy, polysemy and paronymy

Conversion is a key type of word-formation process in English, but the precise nature of the relation between base and derivative in conversion is rarely discussed, even if conversion is considered as a dynamic process. When it is considered explicitly, the relation has been described in terms of paradigmatic relations between lexemes, specifically homonymy or polysemy. This is usually without any specification of how converted words accommodate the conditions set by the definition of each of these relations, and as a special type of one or the other, because conversion-related words violate some of those conditions. This article is intended as a systematic review of the literature that discusses the relation between conversion-related words in English. We show that a wide range of proposals have been made to describe the relation: homonymy, heterosemy, homomorphy, zero-derivation (as a relation), polysemy, lexical extension, synsemy, hyponymy and paronymy. We review the extent to which each of these terms fits the relationship in major types of conversion, and argue that, if a relationship is to be described between conversion-related pairs, then Cruse's (1986) separation of semantic relations of a paradigmatic type from paronymic relations is of special relevance here. We propose that, regardless of the direction and type of meaning, paronymy applies across the various specific semantic patterns that conversion may involve. We emphasize, however, the possibility of several relations according to the type of conversion, i.e. different types of conversion may need description in terms of a different relation.

Tracing the physiological response and behavioral performance of drivers at different levels of mental workload using driving simulators

Introduction: The use of mobile phones while driving is known to be a distraction factor and a cause of accidents. The way in which different kinds of conversations affect the behavioral performance of the driver as well as the persistence of the effects are not yet fully understood. Method: In this study, in addition to comparing brain function and behavioral function in dual task conditions in three conversations types, the persistent effects of these types of conversations have also been traced. Results: The results show that the content of the mobile phone conversation while driving is the cause of the persistent changes in behavioral and brain functions. Increased time headway and lane departure was observed during and up to 5 min after the emotional conversation was finished. EEG bands also varied in different types of conversations. Cognitive conversations caused an increase in the activity of the alpha and beta bands while emotional conversations enhanced the rate of gamma and beta bands. A meaningful correlation was found between changes in the theta and alpha bands and changes in behavioral performance both during the dual task condition and after the conversation was finished, was also observed. Conclusions: The content of the conversation is one of the most important factors that increase the risk of road accidents. This can also deteriorate the behavioral performance of the driver and can have persistent effects on behavioral performance and the brain. Practical applications: The findings of this study provide a basis to measure and tracing drivers’ cognitive distractions induced by different levels of mental workload through physiological and behavioral performances.

FAMILY STORIES IN DIFFERENT TYPES OF DISCOURSE

Introduction: the last decades are characterized by a rising tide of interest of Russian citizens for the history of their families. The main form of its existence are family stories - both about the present of the family and its subjects, and about their past. These stories become natural part of our communicative space, no matter which type of activity and what social roles we are involved in. Materials and methods: the study was conducted on the material of texts - both oral and written, - containing information about addresser’s family. The main methods included the method of communicative behavior observation, the method of studying the forms and types of representation of family stories in different types of conversation, the method of analyzing and the method of generalization. Results: the purpose of this article was to analyze various types of discourse in order to identify the presence/absence of family stories in each of them, and to determine the role of such stories in various spheres of our life. Having considered interpersonal and several types of institutional discourse (scientific, popular scientific, political, medical, pedagogical and advertising), we examined how each of them presents family stories, for what purpose subjects use this kind of stories in each of the analyzed types of discourse and which aspects of family history are most relevant in each case. As a result of the study, it was determined that family stories play a significant role in our communication in each of the analyzed types of discourse, but in each of them they are used with a specific purpose. Discussion and conclusion: if we consider everything we know about our family as a family history (that consists of many separate, private family stories), then we can conclude that it flows into all spheres of our life. Our family history is penetrated by different types of discourse in which we participate, and, being included in our communication, is preserved in it.

ACSELECOLOGICAL CONCEPT FOR DEVELOPING THE CREATIVITY IN PEDAGOGICAL AMETOLOGY

Acselecological concept for developing the creativity of the f developing the creativity of students is part of an intensive training system based on ametological technologies to gradually increase the level of education. The concept creates conditions for enhancing the learning process based on an educational process of psycho-physiological conditions for the complex activation of the student's personality reserve capabilities that are hidden in daily life and are unavailable for use due to existing psychological barriers. The aim of the educational process through the acselecological concept and application of specific methodological principles of ametology (personal subject activity, optimality of thought processes), to consider the student I-IV class as a subject of learning activity.The disciple must be able to direct the processes of self-development by fulfilling the public procurement as the subject of his / her own life and the continuity of the maintenance of all stages of improvement of personality qualities, transformation of the space of pedagogical relations, creation of feedback and reflexivity.The application of educational games creates different forms of reproduction of passive knowledge, contains elements of entertainment, includes elements of psycho-training and thought processes of creativity.For the activity in the „Technology and Entrepreneurship” educational discipline, interest is the level of „application” implemented through the role-playing system and the level of „creativity” – through the system of gaming competitions of the educational groups to „generate ideas”. All intensive training techniques are easy to perform using technical means using audiovisual and computer equipment.Depending on the specific tasks, the content of the study material, the level of creative cognitive activity of the students, different types of conversations are conducted in the didactic process. In order to develop creativity, we use the heuristic conversation.A set of additional methods are used to perform the tasks and test the hypothesis: an accelerological analysis that allows to substantiate the essential characteristics of the primary school pupil's development and amorogram; a retrospective analysis of the problem of ammetrical support for pupil's school development; Modified version of a questionnaire - Self-Assessment of Practice, „Factors accompanying the self-development of the individual“; with standard psychodiagnostic methods, which provide quantitative and qualitative information about the phenomenon studied: „Personal Self-Development“, „Level of Subjective Control“, „Self-Governing Capacity“.The developed concept allows to define the ametological essence, the essential characteristics, to distinguish goals at all stages of the training development.

Motivating an English-German contrast in word-formation

AbstractGerman has a set of nouns which are derived from a combination of a preposition and the reciprocal pronouneinander‘one another’. Compounds of this type are strikingly absent from English, although all the components that enter the German formations are available in English, as well. This paper takes a closer look at the relevant word-formation patterns, focusing on compounding and different types of conversion, also taking into account the diachrony of reciprocal pronouns (einanderin German andeach other/one anotherin English) and the role of morphological schemas. It will be argued that for explaining the lack of English nouns corresponding to the German nouns under discussion contrasts in the history and the grammar of reciprocals are less relevant than (i) the availability of well-entrenched word-formation patterns, and (ii) the more significant role of ‘syntactic conversion’ in German.

Conversation and common ground

Stalnaker’s conception of context as common ground (what he calls CG-context) possesses unquestionable explanatory power, shedding light on presupposition, presupposition accommodation, the behavior of certain types of conditionals, epistemic modals, and related phenomena. The CG-context approach is also highly abstract, so merely pointing out that it fails to account for an aspect of communication is an inconclusive criticism. Instead our question should be whether it can be extended or modified to account for such a phenomenon while preserving its spirit. To that end, this essay assesses the prospects of the CG-context approach for making sense of the variety of ways in which interlocutors accept propositions as well as non-propositional contents, some different types of conversation and the norms distinctive of these different types, some pre-illocutionary pragmatic phenomena, conversational injustice, and fictional discourse.

Changing How Speech-Language Pathologists Think and Talk about Dialect Variation.

In this article, we argue for a change in how professionals in speech-language pathology think and talk about dialect diversity in the US and elsewhere. Our recommendation is evidence-based and reflects a change we have made to better serve children and advocate for the field of communication disorders. The change involves replacing the phrase dialect vs. disorder with disorder within dialect. While this change in wording may seem superficial, it generates dramatically different types of conversations a professional can have with others about childhood language impairment across different dialects of English.

Collaboration: Suggested Understandings

In this article, we suggest that collaboration can be specified as a set of processes built around turntaking as the key process, with the processes of negotiation for common goals and putting differences to work as the two‐dimensional focus in collaborative practice. Turntaking connects therapeutic work to establishing relationships instead of focusing on motivational states. Common goals connect collaborative practice to the therapeutic alliance. Putting difference at the centre places collaborative practice within a dialogical perspective. We specify dialogue as the overarching perspective in this article, differentiating two different types of conversation within the concept: dialogical and dialectical as the processes of change. The dialectical leads to an agreement of goals and perspectives, while the dialogical is oriented to accepting differences in goals and perspectives. These are connected to two different paths to change within the present moment. The first describes a process of moving along in present moments that turn into now‐moments and are resolved in a moment of meeting. This could be seen as a description of dialectical conversations at a micro level. The second path to change occurs during quieter moments of therapeutic processes when participants are engaged in an intersubjective quest to negotiate the best fit between one's own intentions and those of the other. The therapist's skills to realise this include the use of service user feedback and following the lead of the family.

МОРФОЛОГО-СИНТАКСИЧНА ДЕРИВАЦІЯ В ХУДОЖНЬОМУ ТЕКСТІ (НА МАТЕРІАЛІ РОМАНУ Г.ВДОВИЧЕНКО «ПІВ’ЯБЛУКА»)

The article examines the fragments of the features of morphological and syntactic derivation method on the material of the modern literary work. Adjectivation of participles, substantivation of adjectives, participles, numerals, exclamations, pronominalization of numerals have been proved. The conversion of nouns into adverbs has been established. The importance of strengthening the mutual transition of expressive, figurative speech of characters of the work, objective picture of events and life circumstances have been proved. The usage of different types of conversion is explained by the gender factor. The conclusion of the study is to confirm the influence of conversion on stylistic quality of a literary text, in particular, on the gender level the mutual transition of the language is used for expression, expressiveness and figurativeness. Literary style used in different types of conversion gains more intensification to the narrative style of the work.

Description of the types and content of phase 1 clinical trial consent conversations in practice.

All agree that informed consent is a process, but past research has focused content analyses on post-consent or on one conversation in the consent series. Our aim was to identify and describe the content of different types of consent conversations. We conducted a secondary analysis of 38 adult oncology phase 1 consent conversations, which were audio-recorded, transcribed, coded, and qualitatively analyzed for type and content. Four types of consent conversations were identified: (1) priming, (2) patient-centered options, (3) trial centered, and (4) decision made. The analysis provided a robust description of the content discussed in each type of conversation. Two themes, supportive care and prognosis, were rarely mentioned. Four themes clustered in the patient-centered (type 2) conversations: affirmation of honesty, comfort, progression, and offer of supportive care. We identified and described four types of consent conversations. Our novel findings include (1) four different types of conversations with one (priming) not mentioned before and (2) a change of focus from describing the content of one phase 1 consent conversation to describing the content of different types. These in-depth descriptions provide the foundation for future research to determine whether the four types of conversations occur in sequence, thus describing the structure of the consent process and providing the basis for coaching interventions to alert physicians to the appropriate content for each type of conversation. A switch from a focus on one conversation to the types of conversations in the process may better align the consent conversations with the iterative process of shared decision making.

Communicating in Organizations, Part I

Communication skills are important for all members in an organization, and especially the leaders. Leaders must be proficient in many different types of conversations, such as one-on-one dialogue, group meetings, speeches, electronic exchanges of messages, newsletters, question and answer sessions with various stakeholders and the media, and so forth. This series of articles will review some important aspects of communication within an organization.

Sequential organization of text messages and mobile phone calls in interconnected communication sequences

This article investigates how text messages and mobile phone calls interrelate as parts of continuous communication sequences. Based on the recorded mobile communication of 14-year-olds in Denmark and a conversation-analytic approach, the article will show that after a text message in a continuous communication sequence, four different types of conversation may follow: the answer (after a text message demanding a reply), the reminder (in case of a missing text message), the resumption of conversation (after a closed text message exchange) and the confirmation (after a text message with a request for/promise of a call). In itself, the change from text message to conversation requires no interactional efforts from the participants. However, changes of mode are related to the different communicative possibilities the text message and the phone call offer: text messages and calls have distinct formal qualities that govern their uses, and participants in a given sequence move between the two modes, exploiting the potential of each as they ascribe meaning to the written and spoken media.

“Do You Understand What You're Accusing Me of?”: Confrontational Conversation in MTV's The Hills as a Means of Identity Construction and Social Positioning in Young Female Adults

MTV's The Hills is a “reality” television program that follows the lives of four young female protagonists as they deal with concerns around work, friends, and relationships. The Hills presents a world of female friendships which is potentially continuous with the peer socialization of teen viewers and, as such, I argue offers a template to examine the importance of peer conversations in the construction of young female identities. In this article I draw on Harré's (1995) theory of social positioning to examine conversations around a particular confrontational incident in The Hills. Analysis of these interactions helps to make visible the roles of different types of conversation and interlocutors in the shaping of identity. I conclude that the ways in which this television program imparts modes of communication to young viewers reveals much about the importance of confrontation in conversational exchanges during the formative years.

Conservation and conversation types: Forms of recognition and cognitive development

While the productive role of social interaction between peers in promoting cognitive development has been clearly established, the communicative processes through which this is achieved is less clearly understood. Earlier work has established that different types of conversation become established between children as they work together on a problem, and that these types have different implications for the progress of a non‐conserver. The paper focuses on the forms of recognition that emerge within these different conversation types. It reports further analyses of a study in which 226 6.5‐ to 7.5‐year‐old children were presented with a Piagetian task of conservation of liquid. Conservers and non‐conservers were asked to discuss in pairs their conflicting answers and agree upon a joint response. Cognitive progress was assessed by pre‐ to post‐test gains. Analyses of the conversational moves made by each of the participants to the conversation indicates that both non‐conservers and conservers not only make characteristic contributions, but that these contributions vary across the conversation types, and hence also relate differentially to the non‐conserver's progress. More detailed qualitative analyses of the different conversation types provide insights into the ways in which different forms of recognition emerge through these interactions. These results are discussed in relation to a socio‐cognitive account of development.