Interaction Situations Research Articles

Modelling situations of social interaction as a condition for enriching the social experience of high school students

The article proposes to consider the essence of the pedagogical situation as a meaningful specification of the spatio-temporal act of pedagogical interaction and the context of the conditions in which the actions of the teacher and other subjects of the pedagogical process are carried out. The peculiarities of object, subject and subject-object pedagogical situations are analysed. Attention is focused on the fact that the optimal solution to the pedagogical situation is provided by the experience, intuition, effectiveness of the teacher's planning or improvisation. It is noted that the situation of social interaction is a type of pedagogical situation with a social dominant. The components of the social interaction situation are: target component (motivational support, indicative information, goal setting); content component (subject area and actual task or system of tasks); operational component (methods of interaction of participants, type and directions of activity); reflexively – a critical component (valuable content of activity, social interaction skills, reflection of one's own experience).

Опыт эмпирического анализа ожиданий современных родителей обучающихся от взаимодействия с педагогом

The study aims to identify the expectations of modern parents from interaction with the teacher in order to further improve teacher training in terms of the activities in the system of teacher-parent relations. The article presents the results of an empirical analysis of the expectations of modern parents obtained during a survey in two target groups. The first group of survey participants included parents of preschool children. The second group of respondents included representatives of the modern parental community, whose children are currently enrolled in primary, secondary, or high school. The analysis of the data obtained allowed us to state that not all the expectations of modern parents are taken into account when they interact with teaching staff. The scientific novelty of the study lies in identifying priority areas of professional activity of a teacher implemented taking into account the requests and expectations of modern parents when interacting in the system of teacher-parent relations, such as: planning, organization and control of interaction with parents; involvement of parents in the educational process; psychological and pedagogical education of parents. As a result of the study, common and distinctive positions related to the needs and expectations of the surveyed target groups were identified, which make it possible to improve the quality of teacher-parent interaction in the modern socio-cultural situation.

Формирование иноязычной дискурсивной научной компетенции у магистрантов технического вуза посредством мультимедийной презентации

The purpose of the study is to substantiate the possibility of forming foreign–language discursive scientific competence among undergraduates of a technical university through a multimedia presentation. The article clarifies the content of the concept of "discursive scientific competence" as a key component in the discursive competence of a graduate student of a technical university, reveals the content of the concept of "multimedia presentation" in relation to the methodology of teaching foreign languages. The stages of preparation of a multimedia presentation by undergraduates and the criteria for its analysis are considered. The limitations of using multimedia presentation in the educational process are revealed. Specific proposals are given for the development of multimedia presentations and communication tasks for the development of presentation skills in public speaking. The scientific novelty of this work is the introduction into the research field of the problem of the development of pedagogical knowledge about the formation of discursive competence of undergraduates of a technical university, their inclusion in scientific discourse through a foreign multimedia presentation. As a result of the study, it was found that the formation of discursive scientific competence through multimedia presentation during the foreign language training of undergraduates of a technical university contributes to the development of communication skills, professional knowledge, skills and abilities of undergraduates to communicate effectively in situations of scientific interaction, activates their mental activity and increases internal motivation to achieve high results in the process of studying new educational material.

The richness of the stimulus: Constructional variation and development in child-directed speech

In a seminal study, Cameron-Faulkner et al. made two important observations about utterance-level constructions in English child-directed speech (CDS). First, they observed that canonical in/transitive sentences are surprisingly infrequent in child-direct speech (given that SVO word order is often thought to play a key role in the acquisition of English syntax). Second, they found that many CDS constructions are introduced by a lexical frame (such as Let’s. . ., There is . . ., or What do you . . .?). Using a much larger and more diverse dataset than Cameron-Faulkner et al., this study shows that CDS constructions vary with two important factors: (1) the interactive situation and (2) children’s age. While canonical in/transitive sentences are not particularly frequent in free toy play sessions, they are predominant in other social situations (e.g. during mealtimes and shared book reading sessions) and they increase in frequency as children get older. Furthermore, our data show that the different CDS constructions occur with different types of frames that vary in length and structure. Many CDS constructions include a short lexical frame consisting of one or two words, but questions are often introduced by extensive frames formed from a small set of lexical items that follow a power-law distribution. Considering these findings, we argue that the lexical and structural properties of CDS constructions are likely to facilitate the acquisition of English grammar and, in particular, the acquisition of questions.

A comparison of two dynamic assessment situations for detecting development language disorder in monolingual and bilingual children

ABSTRACT Bilingual children’s language skills are strongly influenced by exposure to each of their languages, among other linguistic, environmental, and cognitive factors. In the speech and language therapy clinic, it is difficult to disentangle developmental language disorders from insufficient exposure. Dynamic assessment, which directly tests the learning potential of children, offers a promising solution for this dilemma. This study compares the clinical potential of two dynamic assessment situations, varying amount of adult mediation (autonomous computer game vs. interactive story reading with graduated cues), as well as item types (nouns, verbs, and inflections in sentences) and linguistic modalities and tasks (comprehension – word picture matching and acceptability judgement, production – free recall and picture naming). Forty-nine French monolingual and French-Portuguese bilingual children with and without developmental language disorder, aged 5;0 to 7;11 years, were include in the final analyses. Using Lasso regressions, we were able to determine which variables best explain the presence of disorder. A combination of all item types and predominantly receptive tasks, mostly from the interactive situation, was retained for very high classification accuracy (up to 100% sensitivity and 96% specificity). Language status showed no influence, which encourages the use of dynamic assessment in the context of speech and language assessment with bilingual children. This study adds to evidence that dynamic assessment is a promising task for identifying bilingual and monolingual children with developmental language disorder, particularly when the situation involves interaction with graduated cues.

Social interactions do not affect mycoplasma infection in griffon vultures.

Uncovering the ways in which pathogens spread has important implications for population health and management. Pathogen transmission is influenced by various factors, including patterns of social interactions and shared use of space. We aim to understand how the social behaviour of griffon vultures (Gyps fulvus), a species of conservation interest, influences the presence or absence of mycoplasma, a group of bacteria known to cause respiratory diseases in birds. We investigated how direct and indirect social interactions of griffon vultures in the wild, in different social situations, impacted the mycoplasma infection status. We inferred interactions from high-resolution global positioning system (GPS) tracking data. Specifically, we assessed how social behaviour affects infection status when vultures share feeding and roosting locations, either at the same time (direct interactions) or subsequently, when space use is asynchronous (indirect interactions). We did not detect a significant effect of any social situation and type of interaction on infection status. However, we observed a high population prevalence of mycoplasma, suggesting that other factors might be more important than social interactions in determining the transmission of this bacteria in the Israeli vulture population. Uncovering the mechanisms that underlie infection status in wildlife is crucial for maintaining viable populations, designing containment management actions and gaining insights into the ecological mechanisms that drive infectious disease dynamics.

Schweigen in der videobasierten Psychotherapie Eine Pilotstudie.

In an exploratory observational study of four short-term outpatient psychodyna- mic psychotherapies, four sessions at the beginning and in the middle of each therapy were conducted as video-based psychotherapy. The number of silent events, the mean duration of silence, and the quality of the therapeutic relationship were assessed and compared between video- and face-to-face sessions. No setting effects on the number of silent events were found. However, therapy dyads differed significantly in the number of silent events that occurred. For the video-based thera- py sessions, a higher mean duration of silence was found in the middle of therapy compared to the beginning of therapy. One therapy with a depressed patient had a particularly high number of silent events. The effects of the video-based setting on silence are less pronounced than ex- pected. However, there are indications of a changed interactional situation in VBT. Silence appears to be an aspect of the interaction that is primarily dyad-specific and related to indivi- dual characteristics of the therapy process and the diagnosis.

THE RELATIONSHIP BETWEEN THE LEVEL OF EMPATHY OF VOLUNTEER STUDENTS AND VOLUNTEER ACTIVITY

The article considers empathy as a property of a person's personality that contributes to understanding the inner world of another person, familiarization with his life, as well as the implementation of helping behavior in situations of communication and interaction. The authors study empathy in the aggregate of emotional, cognitive and behavioral components, the peculiarities of its manifestation in volunteer activity and the relationship with the activity of student volunteers. Volunteer students studying at different faculties and specialties, in the process of public charity work, improve their communication skills, teamwork skills, develop the ability to listen to another, paraphrase, reflect and mirror emotions, form “soft skills” or “flexible skills” (which include empathy) necessary for successful.

Interactions among cyclists riding the wrong way on the bicycle path

Cycling in the opposite direction can lead to many critical interaction situations and sometimes to severe crashes among cyclists. Unfortunately, no official statistics are kept of such situations in Germany. Since the number of cyclists increases in many locations in Germany faster than the cycling infrastructure improves, we can expect more of such dangerous situations in the near future. To reduce their number and severity and to develop realistic simulation models, it is essentially important to understand, how cyclists interact with each other in this particular scenario of wrong-way cycling and what consequences result for safety and cycling behaviour. This paper presents methodology and descriptive results of a traffic observation study at a signalled urban intersection in Braunschweig, Germany, with separated bicycle and footpaths. At this instrumented intersection, road user trajectories were recorded and analysed with regard to identify interactions between normal and wrong-way cyclists, and to find behavioural patterns. It appeared that several different behavioural patterns, for instance switching from bicycle path to footpath, occurred, speeds of wrong-way cyclists were slower. The distances before switching appeared to be different in some of the patterns while in others they appeared to be similar.

Social Interaction between Siblings in Families Who Have Children with Autism Spectrum Disorder

Individuals with Autism Spectrum Disorder (ASD) are characterized by deficits in social interaction such as in initiating, developing, and maintaining it. This ultimately affects the dynamics of social interaction between siblings. This study aims to analyze the dynamics of interaction and contributing factors. Participants consisted of 4 people, namely 2 pairs of siblings from 2 families (1 sibling with ASD and 1 sibling without ASD from each family). The method used was qualitative with a phenomenological approach. Data collection was carried out through interviews and observations of all participants and parents. The results of the study showed that there were actions that influenced each other's behavior in daily interactions due to various contributing factors including gender, birth order, age, sibling behavior, and parental roles. Interactions between siblings, one of whom had ASD, ultimately still occurred even though more dynamics and obstacles were found, but harmonious interactions or conflicts that occurred could be strengthened or reduced. This depends on the approach and support from those closest to them in helping children with ASD and their siblings respond to and manage situations in daily interactions. These findings indicate the importance of exploring the role of siblings, which is often overlooked, even though they are the closest figures. Sibling interactions can improve social skills, strengthen emotional bonds, and enhance well-being for children with ASD and their siblings. This review suggests further exploration of similar topics, from multiple perspectives, to enrich further literature.

CRITICAL ANALYSIS OF METHODS FOR CALCULATING THE STRESS-STRAIN STATE OF THE PYLON-TYPE METRO STATION STRUCTURE

Purpose. Carrying out a critical analysis of the methods for calculating the stress-strain state of the structure of the pylon-type metro station and the justified choice of one of them, which will allow taking into account the complex interrelationship of the elements of this structure and their interaction with the surrounding massif. Methodology. To carry out a critical analysis of methods for calculating the stress-strain state, the structure of the pylon-type metro station was analyzed. Also, the main features of the architectural and constructive solution of the deep laying pylon station are determined. The analysis of the elements and the general structure allowed identifying important parameters, without taking into account of which it is impossible to obtain a close to the real picture of the stress-strain state. Having analyzed the structure of the pylon-type station of deep laying, it was determined that the essential parameter of the formation of its stress-strain state is the spatial factor. Findings. The results of a critical analysis of methods for calculating the stress-strain state of the structure of the pylon-type metro station during its interaction with the surrounding massif represented by solid rocks (the conditions of laying the metro in the city of Dnipro) are presented. It was determined that the use of flat schemes for the calculation of pylon-type stations of deep laying entails a loss of adequacy to the real structure, but some aspects of the flat schemes can be used for the spatial case as well. It has been proven that the approach using numerical methods, for example, the finite element method, as well as the creation of finite-element spatial schemes based on volumetric elements, are the most adequate calculation methods for the calculation situation. Originality. For a pylon-type station of deep laying, the use of finite-element models, which fully reflect the spatial factor that is essential for such a design, has been finally proven. Practical value. The finite-element models of the pylon-type station of deep laying in solid rocks proposed in the scientific work are the most adequate to the real situation of interaction of the structure with the surrounding massif and can be accepted as calculation models for the conditions of the Dnipro metro.

Embodied constructions

Abstract In Ancient Greek two-place verbs can take three different argument structure constructions, with nominative first arguments and either accusative or genitive or dative second arguments. While the accusative is the default case across all verb classes, the genitive indicates low agentivity of the first participant and low affectedness of the second, and the dative is especially frequent with social interaction verbs. The paper focuses on constructional patterns and construction variation with experiential verbs. Referring to data from experimental psychology, I argue that the distribution of constructions with either accusative or genitive second arguments reflects physical embodiment based on narrow vs. broad attention focus, as also indicated by constructional patterns of perception verbs. Emotion verbs that take the dative indicate potentially interactive situations, including those that involve social judgment, thus conforming to the pattern of interaction verbs and reflecting social embodiment.

INTERACTIVE PRACTICES BETWEEN PEERS AND THE CONSTRUCTION OF ORTHOGRAPHIC KNOWLEDGE

This article reports on one of the axes of a research project developed by the author at the doctoral level, entitled “Learning spelling from the perspective of interactive practices”. Considering that learning written language, in addition to discursive reflection, depends on the elaboration of notational aspects, and that classroom interaction affects this process, this article has as its object of study the learning of spelling, contemplating the progression of this acquisition by students, from the perspective of interaction between peers. Using the theoretical framework of psychogenetic and historical-cultural studies (the conception of children as active subjects and protagonists of learning; language as a social practice; and learning as the construction of the individual in relation to lived experiences), the article assumes the objective of analyzing how interactive practices between peers can generate different possibilities for reflection, especially with regard to learning spelling. To this end, the longitudinal case study, conducted with students from a private school in Santos/SP, covered five stages between the 2nd and 4th grades of Elementary School, a period in which learning conventional writing becomes one of the main focuses of reflection for children. Data collection was carried out based on the writing of word dictations and rewriting of texts, considering both the process and the product of these activities. The data demonstrated that, in the interactions between students, there were different degrees of reflection based on situations of conflict, situations in which one student centralized the referrals, and situations of agreements based on linguistic criteria or social agreements. Based on the understanding of spelling learning and the potential of interactive situations in this process, it was possible to glimpse pedagogical implications that suggest the revision of teaching practices.

Research and Practice of Six-Step Teaching Mode Based on Online-Offline Mixing—Taking the Modern Communication Technology Specialty as an Example

The six-step teaching mode has successfully improved students' independent learning ability, practical operation ability, teamwork spirit, and innovative thinking. The application of this mode in modern communication technology majors has a remarkable effect. This paper discusses the applicability of the six-step teaching mode in the contemporary communication technology specialty. It also discusses the implementation strategies of the six-step approach based on the online-offline hybrid mode, including creating an interactive problem situation to stimulate learning interest, utilizing multiple resources to support independent inquiry, building an online-offline collaboration platform to promote cooperation and communication, and designing innovative project tasks to guide innovative thinking. These strategies aim to effectively enhance the comprehensive ability of modern communication technology students and promote their overall development, which is of great significance for educational reform and practice.

The role of social interaction in farmers’ water-saving irrigation technology adoption: testing farmers’ interaction mechanisms

In rural areas, neighborly relationships are complex, and farmers’ behaviors are largely influenced by neighborly interactions. The promotion of agricultural technologies should not overlook the social interactions between farmers. Based on survey data from farmers in Minqin, China, this paper explores the role of overall social interaction and its various dimensions in farmers’ adoption of water-saving irrigation technology, focusing on the testing of three interactive mechanisms during the technology adoption process. The goal is to provide scientific policy suggestions for government when promoting agricultural technologies. The results show the following: social interaction promotes the adoption of water-saving irrigation technology among farmers; among the four dimensions of social interaction, the depth and frequency of social interaction facilitate the adoption of these technologies; social interaction promotes technology adoption through endogenous interaction mechanism, situational interaction mechanism, and social norm mechanism, with situational interaction mechanism and social norm mechanism playing a more significant role; social interaction has a stronger impact on farmers with longer farming experience and higher irrigation costs. Therefore, the government should emphasize the important role of social interaction in the adoption of agricultural technologies and accelerate the diffusion of these technologies through fostering technical exchanges among farmers, cultivating demonstration households, and implementing differentiated promotion strategies.

Akustische Basissignale für mobile Logistik-Roboter

Abstract Increasing economic requirements and changes in the labor market are driving the use of mobile robots in intralogistics. Human-robot interaction should therefore be made more intuitive. This article presents a human subject study on the usability of innovative acoustic signals for robots in nine interaction situations, augmented by interviews with domain experts. The central finding is the necessity of dividing signal types into vehicle-like motion signals and humanizing interaction signals.

Non players’ embodied practices of engagement in videogaming

Using technology in interaction means actively manipulating a technological device while interacting with others, but it can also refer to a situation where one person is employing a technological device in the presence of others and therefore in a potentially interactive situation. This is, for instance, the case when one acts on a screen in the presence of other physically co-present participants. Our paper deals with a particular situation of co-presence and technology use: a couple is sitting side by side on the sofa in the living room, one is playing a single-player adventure game on a large TV screen, the other is playing another game on a tablet. For about 40 years, the concept of “active spectators” developed in media sciences has highlighted the fact that spectators “do” something. But, few studies have dealt with the interactional practices used to display this “activeness”. This paper explores the construction of spectatorship with a special focus on spectating videogaming as a particular way of using technology in the sense of spectating at what is being done with a technological device. We propose a micro-analysis of the above-mentioned gaming-situation in order to show how the non-player’s engagement in the player’s gaming is co-constructed by both participants. A particular focus was placed on gaze and gaze shifts as a resource to display togetherness and potential availability.

Study on mixed traffic characteristics around highway on-ramp bottleneck using a microscopic simulation model

In the early mixed traffic environment, connected and automated vehicles (CAVs) tend to follow simple control rules for the sake of traffic safety and stability. Comprehensive analysis of overall mixed traffic performance and vehicle to vehicle interactions around highway on-ramp bottleneck is a basis for further traffic management and control. And yet CAVs in existing researches are mainly in the form of cooperative vehicular platoon, and mixed traffic scenarios within simulation software are not applicable for in-depth investigation. The purpose of this paper is to develop a microscopic simulation model to study in detail lane-based mixed traffic performance around the highway on-ramp. This model firstly considers vehicle characteristics of individual human vehicles (HVs) and CAVs by combining different microscopic traffic models. After the hypothetical on-ramp bottleneck structure is constructed, various simulation scenarios are developed under varying traffic volumes and changing market penetration rates (MPRs) of CAVs. Simulation results show that mixed traffic flow is improved in terms of congestion patterns and traffic capacity. For oscillating and nearly homogeneous congested traffic, congestion degrees are greatly reduced when CAV MPR above 30 % and 50 % respectively. Mixed traffic capacity is increased by 19.3 % when a smaller desired time gap set for CAVs, while it shows no significant change in a larger value. In the HV-HV interactions, traffic conflicts are slightly influenced by CAVs. Comparatively, conflict situations in HV-CAV interactions get worse, the proportion of time to collision (TTC) greater than 2 s monotonically declining with the rise in CAV MPR. It is concluded that traffic characteristics overall show a good momentum when MPR of CAV and the desired time gap of CAVs in mixed traffic are appropriate.

Social intelligence of cadets of the security and defence sector higher education institutions who receive higher education in the specialities of “Law” and “Psychology”

The article emphasises that for the actors of the security and defence sector, solving various communication situations is a constant and important task which can become difficult to perform if the social intelligence abilities are not sufficiently developed. A comparative analysis of the peculiarities of social intelligence abilities of higher education students of higher education institutions of the security and defence sector, who study in the specialities of “Law” and “Psychology”, was carried out. It is emphasized that the specificity of the social situation of the study participants' intellectual abilities development is due to certain features: lockdowns and quarantines of 2020–2021 with the vast majority of distance education, which were caused by the spread of the COVID-19 virus infection; martial law, which has been in force since February 2022. The senior students of Kharkiv National University of Internal Affairs and the Military Law Institute of Yaroslav Mudryi National Law University took part in the study. The empirical data were obtained using J. Guilford’s psychodiagnostic methodology for studying social intelligence. It has been found that the general level of social intelligence of most of the surveyed cadets corresponded to the average level. It has been shown that the general level of social intelligence of the cadets studying “Psychology” was higher than that of the cadets studying “Law”. It has been revealed that the differences in the level of social intelligence of the surveyed groups of cadets were due to a statistically significantly higher level of development of the ability to predict the consequences of the behaviour of others in typical conditions among cadets studying “Psychology” and a more developed ability to understand the logic of interaction situations and the significance of people's behaviour in these situations. It has been established that the most developed ability of social intelligence of the study participants studying in the speciality “Law” was the ability to understand the change in the meaning of similar verbal reactions of a person depending on the context of the situation that caused them. It has been argued that the specific social conditions of personality formation of higher education students in recent years have not significantly affected the level of development of their social intelligence abilities. The main directions of development of social intelligence abilities of cadets studying in different specialities are presented.

Crafting for Emotion Appropriateness in Affective Robotics: Examining the Practicality of the OCC Model

Research in affective robotics has been using emotions to improve human-robot interaction. One important aspect has been to design recognizable and believable emotions in robotics. Recent work argued that externally displayed emotions on robots may or may not be appropriate for a given situation. However, the selection of emotions as appropriate/inappropriate is not trivial. We here examine the practicality of an established model to craft for emotion appropriateness based on situations of interaction. To do so, we explored the use of the Ortony, Clore, and Collins (OCC) model, which provides a psychological framework of appraisal in which the characteristics of situations are defined and connected to emotions, to identify emotion categories and create contrasting perceptions of emotion appropriateness. We then mapped these categories to four recognizable emotions on aerial robots and designed two video clips (3min35s each) of respectively appropriate and inappropriate emotions. The clips were evaluated in an online study ( N =100) where significant differences were found in attitudes toward the robot's emotions. This paper contributes initial findings to designing for emotion appropriateness.