Multiple Social Interactions Research Articles

An In Situ Exploration of Practicing Rugby Coaches’ Cognitions, Higher Psychological Functions, and Actions Using Think Aloud Protocol

Psychology-based research has been a characteristic of empirical inquiry in sport coaching for over 50 years, and cognitive function is widely accepted as a fundamental component of sport coaching expertise. Within the academic literature, much empirical research on coaches’ cognitions has tended to adopt retrospective approaches, such as postsession interviews or stimulated recall, thus capturing participant recall after the incident, training session, or competition. Methods such as these that rely on participants’ retrospective recall are prone to memory decay, reordering of accounts, and confirmation bias. The aim of this research was to collect a different type of data to what is generated with retrospective approaches and, rather, capture coaching cognitions in situ using think aloud protocol. The data captured were broken down into meaning units and analyzed using a reflexive thematic analysis. Situated in the practice of six experienced rugby coaches, findings revealed that think aloud protocol generated rich data. However, engaging think aloud protocol was problematic as the site of inquiry was confounded by multiple social interactions and required coaches to provide frequent instruction and feedback. The interaction between cognition and action is conceptualized by the tentative offering of a conceptual model that includes cognitive triggers and thresholds. The implications of these findings can help academics and coach developers to understand the complexity of capturing coaches’ in situ thinking within dynamic social environments.

Academic co-authorship is a risky game

Conducting a project with multiple participants is a complex task that involves multiple social, economic, and psychological interactions. Conducting academic research in general and the process of writing an academic manuscript, in particular, is notorious for being challenging to successfully navigate due to the current form of collaboration dynamics common in academia. In this study, we propose a game-theory-based model for a co-authorship writing project in which authors are allowed to raise an ultimatum, blocking the publishment of the manuscript if they do not get more credit for the work. Using the proposed model, we explore the influence of the contribution and utility of publishing the manuscript on the rate one or more authors would gain from raising an ultimatum. Similarly, we show that the project’s duration and the current state have a major impact on this rate, as well as the number of authors. In addition, we examine common student-advisor and colleague-colleague co-authorships scenarios. Our model reveals disturbing results and demonstrates that the current, broadly accepted, academic practices for collaborations are designed in a way that stimulates authors to raise an ultimatum and stopped only by their integrity and not by a systematic design.

The effects of a new immersive multidomain training on cognitive, dual-task and physical functions in older adults.

The aim of this study was to assess the potential of multidomain training using Immersive and Interactive Wall Exergames (I2WE) to improve the cognitive and physical functions of older adults. This new generation of exergames offers specific advantageous characteristics (e.g., immersion, virtual cognitive solicitation, high physical stimulation, complex motor skills, multiple social interactions) that could make I2WE an enjoyable multidomain training medium for older adults. A pilot study was set up with 34 participants (M = 69.91years old). It used the pre-tests - training (3months, 2 one-hour sessions per week for the 2 groups) - post-tests method to compare: a) the cognitive and the Dual-Task (DT) effects (primary outcomes), b) the physical effects and perceived pleasure (secondary outcomes) between an experimental group following an I2WE program (n = 19) to an active control group performing a Walking and Muscle-Strengthening (WMS) program (n = 15). While visuospatial short-term memory was improved for both groups, only I2WE training enhanced visuospatial working memory, inhibition, and DT. All physical functions, except upper body strength, were enhanced for the 2 groups. The perceived pleasure was higher for the I2WE group than the WMS group. The results of this first study have important clinical implications, showing that I2WE can optimize strategies to improve older adults' physical and cognitive health. Virtual and immersive cognitive stimulation combined with varied physical activity (i.e., aerobic, muscle-strengthening, complex motor skills) appear to be major assets of these new exergames. Moreover, the high level of perceived pleasure to I2WE makes it a promising tool for engaging older adults in sustained multidomain practice.

Trees as brokers in social networks: Cascades of rights and benefits from a Cultural Keystone Species

Indigenous trees play key roles in West African landscapes, such as the néré tree (Parkia biglobosa (Jacq.) R.Br. ex G.Don). We applied social–ecological network analysis to understand the social–ecological interactions around néré. We documented the benefits néré provides and the multiple social interactions it creates amongst a large range of actors. The flows of rights over the trees and benefits from them formed two hierarchical networks, or cascades, with different actors at the top. The two forms of power revealed by the two cascades of rights and benefits suggest possible powers and counter-powers across gender, ethnicity, and age. We documented how the tree catalyses social interactions across diverse groups to sustain vital social connections, and co-constitute places, culture, and relationships. We argue that a paradigm shift is urgently needed to leverage the remarkable untapped potential of indigenous trees and Cultural Keystone Species in current global restoration and climate change agendas.

Dyads, triads, and tetrads: a multivariate simulation approach to uncovering network motifs in social graphs

Motifs represent local subgraphs that are overrepresented in networks. Several disciplines document multiple instances in which motifs appear in graphs and provide insight into the structure and processes of these networks. In the current paper, we focus on social networks and examine the prevalence of dyad, triad, and symmetric tetrad motifs among 24 networks that represent six types of social interactions: friendship, legislative co-sponsorship, Twitter messages, advice seeking, email communication, and terrorist collusion. Given that the correct control distribution for detecting motifs is a matter of continuous debate, we propose a novel approach that compares the local patterns of observed networks to random graphs simulated from exponential random graph models. Our proposed technique can produce conditional distributions that control for multiple, lower-level structural patterns simultaneously. We find evidence for five motifs using our approach, including the reciprocated dyad, three triads, and one symmetric tetrad. Results highlight the importance of mutuality, hierarchy, and clustering across multiple social interactions, and provide evidence of “structural signatures” within different genres of graph. Similarities also emerge between our findings and those in other disciplines, such as the preponderance of transitive triads.

A systematic literature review on image information needs and behaviors

PurposeWith ready access to search engines and social media platforms, the way people find image information has evolved and diversified in the past two decades. The purpose of this paper is to provide an overview of the literature on image information needs and behaviors.Design/methodology/approachFollowing an eight-step procedure for conducting systematic literature reviews, the paper presents an analysis of peer-reviewed work on image information needs and behaviors, with publications ranging from the years 1997 to 2019.FindingsApplication of the inclusion criteria led to 69 peer-reviewed works. These works were synthesized according to the following categories: research methods, users targeted, image types, identified needs, search behaviors and search obstacles. The reviewed studies show that people seek and use images for multiple reasons, including entertainment, illustration, aesthetic appreciation, knowledge construction, engagement, inspiration and social interactions. The reviewed studies also report that common strategies for image searches include keyword searches with short queries, browsing, specialization and reformulation. Observed trends suggest common deployment of query analysis, survey questionnaires and undergraduate participant pools to research image information needs and behavior.Originality/valueAt this point, after more than two decades of image information needs research, a holistic systematic review of the literature was long overdue. The way users find image information has evolved and diversified due to technological developments in image retrieval. By synthesizing this burgeoning field into specific foci, this systematic literature review provides a foundation for future empirical investigation. With this foundation set, the paper then pinpoints key research gaps to investigate, particularly the influence of user expertise, a need for more diverse population samples, a dearth of qualitative data, new search features and information and visual literacies instruction.

Remote Intimacy

Remote Intimacy

A meta-analytic review of interventions to improve children’s attitudes toward their peers with intellectual disabilities

Children’s biases toward their peers with intellectual disabilities tend to have negative developmental and social consequences for those with intellectual disabilities. As a result, researchers developed intervention programs to reduce biases toward children with intellectual disabilities. This meta-analysis is a quantitative summary of 59 studies and 144 hypothesis tests involving intervention programs to change children’s attitudes toward their peers with intellectual disabilities. Results revealed an overall significant effect (d = 0.44): following intervention programs, children’s attitudes toward their peers with intellectual disabilities increased. Moderators indicate that the most effective interventions were those that occurred over multiple sessions, involved active engagement in multiple strategies and social interactions, emphasized equal status contact that was unstructured or indirect, and had little adult guidance. Interventions had no effect on changing children’s perceptions of competence and participants in junior high had more negative attitudes following the interventions. Findings provide guidance for researchers, educators, and counselors who seek methodologies to reduce biases toward children with intellectual disabilities.

The Social Construction of the Soundscape of the Castilian Cities (15th and 16th Centuries)

This paper seeks to develop some conceptual elements that articulated the social construction of the soundscape of the urban spaces of the kingdom of Castile (15th–16th centuries). We focus our attention on the revision of the normative spheres that structured the subjective universe of the Castilian inhabitants, in order to notice and spot the different sound representations that intervened in the spatial and social configuration of the cities, their possible conflicts, and levels of acoustic tolerance. This proposal is part of the so-called “sensorial turn” in the Social Sciences, defined by David Howes as a cultural approach to the study of the senses as well as a sensorial approach to the study of culture. The research is carried out through the analysis of the sensory marks present in a documentary corpus made up of normative documents (municipal ordinances, books of agreement, chapter acts, diocesan synods, and royal dispositions) and judicial documents (General Archive of Simancas) combining methods of discourse analysis and the history of the senses. In the article, we argue and remark that the sound dimension operated as a device that acted in the shaping of the identity of places, since it contributed to define and delimit their use. This was reflected in the importance given by the authorities to the normative regulation of the community, which included a textual dimension in which the historical soundscape was imprinted, revealing the multiple social interactions that integrated it.

Oxytocin Receptor Gene Polymorphisms and Early Parental Bonding Interact in Shaping Instagram Social Behavior.

Human beings engage in multiple social interactions daily, both in person and online. There are, however, individual differences in the frequency and quality of these interactions. This exploratory study focuses on online interactions and aims to model these differences by looking at potential environmental and genetic factors. The environmental factor is the childhood parental relationship, as reported by the participants in the dimensions of the Parental Bonding Instrument (N = 57, 41 females). At a genetic level, buccal mucosa cell samples were collected to assess participants’ genetic susceptibility, and OXTr regions rs2254298 (G/G homozygotes vs. A-carriers) and rs53576 (A/A homozygotes vs. G-carriers) were analyzed. To capture participants’ online activity, Instagram was probed. The number of people that the individual follows (“followings”), followers, and posts were used as a proxy for the quantity of interaction, and a Social Desirability Index (SDI) was computed as the ratio of followers to followings. An interaction between OXTr groups and parental bonding scores on the number of followings and posts was hypothesized. A gene-environment interaction for OXTr/rs2254298 on the number of Instagram posts was identified. In line with the hypothesis, participants with a genetic risk factor (A-carriers) and a history of low paternal care showed fewer Instagram posts than those without this risk factor (G/G genotype). Moreover, an interaction effect between maternal overprotection and OXTr/rs2254298 on the Instagram SDI was detected. These findings could represent an indirect pathway through which genes and parental behavior interact to shape social interactions on Instagram.

The organizational culture in the aging process of educational work

Population aging is one of the most significant phenomena in the 21st century and this phenomenon has important far-reaching impacts on society and organizations. Organizations and society face challenges with the increase and permanence of individuals at work and these reflexes can be perceived by the organizational culture. Organizational culture and its elements are also present in the academic environment, composed of multiple social interactions. This study aims to identify and analyze the meanings that elements of organizational culture have for higher education professors in the process of aging at public and private educational institutions. For this, semi-structured interviews were conducted with professors from a public and a private institution and the data were analyzed using the comparative case study strategy. The results show that the elements f organizational culture such as values, norms, rules, communication, rites, rituals, ceremonies and beliefs are different in public and private HEIs and the elements heroes, myths, stories, sagas and taboos demonstrate similarities in the institutions. In addition, the elements indicate particularities and the unpreparedness of the HEIs facing the phenomenon of aging in educational work.

Four Educational Principles to Rethink Ethically Entrepreneurship Education

While most entrepreneurship education stakeholders still assume the position that the main aim of entrepreneurship courses at the university and business schools levels would be to produce entrepreneurs, we advocate in this article that entrepreneurship education is much more. Entrepreneurship education can be seen as a powerful lever to help students in learning how to create new economic and social wealth in a complex and dynamic world, how to think and act entrepreneurially in a range of situations and contexts, how to see entrepreneurship mainly as a method and not as a end by itself. In order to better address these issues, we argue that entrepreneurship education should be conceptualized and designed based on four educational principles: learning to understand the interplay of multiple social interactions, learning to navigate in a complex and dynamic environment, learning how to build and permanently revise knowledge and strategies and learning how to turn ideas into action.

Implementing Big Data Analytics in Small Firms: A Situated Human Practice Approach

AbstractThis study identifies and addresses an important gap in the nascent literature on big data analytics, using a longitudinal case study to investigate the implementation and application of big data analytics into a small firm specialized in transport logistics. Our research is rooted in Practice Theory, considering the implementation of new technologies in organizations as a result of multiple social negotiations, interpretations, and interactions. Our findings indicate the importance and centrality of human factors in decision‐making and operational implementation, technology representing only a means to a clearly specified and collectively assumed objective. Big data analytics adoption and use in the case‐study firm represents a gradual process, with each stage justified by the need to solve the problems caused by heavy and unpredictable road traffic. This approach validates the entrepreneurial effectuation model, which defines a firm's strategy as a fragmented but continuous effort to find and implement effective solutions to the market challenges encountered.

Access for Multilingual Learners

Apprendre une langue, c'est vivre de nouveau. (French proverb) As this proverb states, learning a language is to live again. For many of us, one language, English, was the official language of instruction during our years as students; language policies and laws limited our opportunities to live again. However, strong research has supported the many benefits of language learning. As Jan sat at her computer, struggling to find the words to begin this column, she was interrupted by a text from her 14-year-old daughter: “I got a 99 on my Mandarin vocal recognition quiz!!:).” Even though Jan's daughter is far from multilingual, she has had the opportunity to learn Latin for two years and Mandarin for the past five years. She not only enjoys language learning but is also eager to learn anything about Asian countries and cultures, from learning new words to trying new types of Asian food. She especially loves K-pop, a genre of music originating in South Korea. Jan's daughter attends a school that values global experiences through school partnerships across the globe, as well as required language-learning classes. In many European countries and in Canada, acquiring two languages is supported by public and private schools (García & Wei, 2014) and creates what some researchers have referred to as additive multilingualism. Multilingualism is viewed as an asset and enhances the social and economic life of the speaker (Snow & Kang, 2006). Multilingual students in the United States often come from immigrant families and may face the same challenges as students from low-income families in general. For these students, English-only practices have harsh consequences (Souto-Manning, 2016) and give them subtractive school experiences, with limited access to inquiry opportunities, as well as opportunities to cultivate their bilingualism (Snow & Kang, 2006; Souto-Manning, 2016). There is much we can learn from our multilingual learners. We can appreciate that language is a social activity, and for our very youngest students, literacy learning is grounded in their social interactions with both texts and language. In this issue's The Inside Track, Haeny S. Yoon explains the importance of providing emergent language learners with multiple social interactions to develop literacy. Social interaction is at the heart of language learning, and for young students, play and social interactions with texts and language are essential. This issue includes a variety of articles that support research to practice in the classroom. Carmen Newstreet, Amie Sarker, and Ragina Shearer describe how children's literature is an important tool for teaching empathy and addressing Islamophobia. Stephanie Kozak and Holly Recchia discuss research on the cognitive benefits of reading and its implications for the socioemotional domain and provide suggestions for the literacy classroom. Diane Barone and Rebecca Barone note their exploratory story and investigation into students’ perceptions of justice and describe how gifted students make meaning around issues related to justice. Monica C. Kleekamp and Angie Zapata explain depictions of disabilities in children's literature, and Elizabeth L. Kaye and Mary K. Lose focus on teaching and learning about letters in the early years. Allison Briceño and Adria F. Klein show how using running records facilitates multilingual students’ language and literacy development. Last, Laura Northrop and Elena Andrei present a tool that teachers can use to evaluate the rigor of vocabulary apps for English learners. In this month's teaching tips, Jamie Colwell focuses on how to select texts for disciplinary literacy instruction, and Jennifer M. Smith provides suggestions for educators who may be interested in conducting summer online book clubs. Tasha Tropp Laman and Janelle W. Henderson show how to use photography within a culturally responsive curriculum. Melissa Stewart and Terrell A. Young discuss the key traits of expository nonfiction and provide activities for teaching these traits with children's literature. Finally, Shelby Bacchioni and Rosanne L. Kurstedt note how personalized anchor charts can be used in small-group work. Two Voices From the Classroom essays are included in this issue. Jason D. DeHart reflects on teaching young students and middle schoolers. Kathy E. Hart highlights some of her experiences from teaching in Cambodia. This issue also includes two departments, Global Literacy and Teaching Bi/Multilingual Learners. Jacqueline D'warte discusses mapping languages and literacies with multilingual students in Australian classrooms. Claudia Peralta illustrates the importance of teachers and parents serving as equal participants in children's education, especially for bi/multilingual learners. To return to the French proverb, let's live again by learning a new language and appreciating and experiencing a new culture. There is much we can learn from one another. In this issue, you will learn about the many benefits of multilingualism and read recommendations for supporting bilingual and multilingual learners. We hope you enjoy this issue as much as we did!

FOMO, Ephemerality, and Online Social Interactions among Young People

Among young people’s online activities, a significant portion involves social networking and communication. The additional social space afforded by the Internet has extended the way young people relate to their surrounding world. This study examined how young people adapt to the networked digital space. Semistructured interviews with adolescents (twelve to eighteen years old) in South Korea and Australia revealed that new norms of social interaction are constantly created and negotiated. First, online participants carefully curate what can be seen and what should be hidden from others. Knowing the global and permanent nature of digital traces, users are mindful of what they post and how they interact online. Second, the continuous presence online results in rapid cycles of interactions, pressuring network members to respond immediately. Online interactions are quickly replaced by new ones, creating a sense of ephemerality. Third, there is a close tethering of the online to the offline world. Young people constantly engage in multiple and simultaneous online social interactions while dipping in and out of their physical realities. The tension between permanency and ephemerality leads online participants to question the authenticity of the partial reality that is depicted online and adds complexity to the norms of social interaction. Fear of missing out (FOMO) existed in both groups of adolescents and was reflected in how frequently they engaged in online interactions.

Application of Systems Approach Framework (SAF) to the Vistula Lagoon case in Poland

The Vistula Lagoon is the 2nd largest Lagoon in the Baltic Sea, which is roughly 91 km long, 6.8–13 km wide and has an average depth of 2.7 m. It is shared by Poland and Russia and the only access to the Baltic Sea is located in the Russian part. The resulting isolation of the Polish part from the sea is one of the reasons of its economic decline after the transition to market economy in the last decade of the 20th century and afterwards. The economic rehabilitation of Vistula Lagoon requires integrated management incorporating multiple ecological, social and economic interactions and couplings. The Systems Approach Framework (SAF) was found to be a suitable toolkit for this purpose. Importantly, it is the first practical application of this complex methodology to coastal zone management in real life situation in Poland. This SAF application consisted of five consecutive steps: (1) issue identification, done in a process of consultations with local authorities, coastal and environmental managers, fishermen and tourist operators using the DPSIR and CATWOE frameworks; as a result it was concluded that the local economy could be boosted by tourism thanks to the expansion of ports, marinas and navigation channels, (2) system design, where key linkages between ecological, social and economic components were determined, (3) system formulation, where data were compiled and a numerical model for different dredging scenarios was set up, (4) system appraisal, where the numerical model was validated with the collected data, scenarios were simulated and the results were analyzed in order to estimate the costs of channel dredging and their maintenance for the adopted scenarios, and (5) system output, where the results of the scenario simulations were discussed and evaluated with stakeholders in order to choose the ultimate solution. Overview of the whole process is presented here and economic consequences of implementation of different navigational channels refurbishment scenarios are discussed.

Consistent individual variation across interaction networks indicates social personalities in lemurs

Group members interact with each other during multiple social behaviours that range from aggressive to affiliative interactions. It is not known, however, whether an individual's suite of social behaviours consistently covaries through time and across different types of social interactions. Consistent social behaviour would be advantageous in groups, especially when individuals need to remember their group members' social roles and preferences in order to keep track of social relationships and predict conspecifics' future behaviour. Here, we address whether social behaviour of ringtailed lemurs, Lemur catta, is consistent through time and across four interaction networks (aggression, grooming, contact calling, scent marking). We quantified variation in social behaviour through four network centrality measures including outdegree, outstrength, betweenness and eigenvector centrality. Comparing lemurs' measures across 2 years revealed that network centrality remained consistent between years. Lemurs' centrality also stayed consistent across interaction networks: individuals with high centrality in one interaction network also had high centrality in the other networks, even when we controlled for sex-based variation in social behaviour. Thus, regardless of their sex, some individuals were highly social and frequently groomed others, initiated aggressive interactions and responded to others' contact calls and scent marks. Lemurs also had preferred social partners they frequently interacted with across years and across multiple behaviours. In particular, lemurs frequently responded to the contact calls and the scent marks of the conspecifics they had frequently groomed. Together, these results demonstrate that individual variation in lemur social behaviour is not context specific, but instead persists through time and across multiple social interactions. Such consistent behaviour provides evidence of social personalities, which may influence individuals' interaction styles, including how socially active they are and with whom they interact.

Convergent, incremental, and criterion-related validity of multi-informant assessments of adolescents' fears of negative and positive evaluation.

Adolescents who experience social anxiety tend to hold fears about negative evaluations (e.g., taunting) and may also hold fears about positive evaluations (e.g., praise from a teacher). The Brief Fear of Negative Evaluation (BFNE) scale and Fear of Positive Evaluation Scale (FPES) are 2 widely used measures of adults' evaluative concerns. Yet we know little about their psychometric properties when assessing adolescents. In a mixed clinical/community sample of 96 adolescents (66.7% female; M=14.50years, SD=0.50; 63.3% African American), we examined both self-report and parent report versions of the BFNE and FPES. Adolescents and parents also provided reports about adolescents on survey measures of social anxiety and depressive symptoms. Adolescents participated in multiple social interactions in which they self-reported their state arousal before and during the tasks. Adolescent and parent BFNE and FPES reports distinguished adolescents who displayed elevated social anxiety from those who did not. Both informants' reports related to survey measures of adolescent social anxiety, when accounting for domains that commonly co-occur with social anxiety (i.e., depressive symptoms). Further, both the BFNE and FPES displayed incremental validity in relation to survey measures of adolescent social anxiety, relative to each other. However, only adolescents' BFNE and FPES reports predicted adolescents' self-reported arousal within social interactions, and only adolescents' FPES displayed incremental validity in predicting self-reported arousal, relative to their BFNE. Adolescent and parent BFNE and FPES reports display convergent validity and in some cases incremental and criterion-related validity. These findings have important implications for evidence-based assessments of adolescents' evaluative concerns.

The production of a newspaper interview: Following the story at the business desk of a Dutch daily

Based on 4 years of work experience in a newsroom, this article analyses in detail how news interviews are produced at the business desk of a Dutch daily newspaper. It focuses on the power dynamics, multiple social interactions and reciprocal exchanges which govern its production. The main case is an interview conducted with the president of the European Central Bank. Decomposing the production process in three stages (arranging an interview, conducting and publishing it), the article ‘follows the story’ from the beginning to end. In particular, it shows how the power balance between journalist and source shifts during the production process, how the outcome of the interview is governed by a range of relations other than the one between interviewer and interviewee and how conflicts over interview authorization are solved and social ties reproduced through opportunistic reciprocity between the journalist and his source.

Built on Stone or Sand: The Stable Powerful Are Unethical, the Unstable Powerful Are Not

Prior studies have shown that powerful individuals are more unethical than powerless individuals. In real life, power is unstable, and multiple social interactions may cause loss of power. However, extant research has assumed the power structure to be stable and thus overlooked the potential interaction of power and stability in affecting unethicality. Using the approach-inhibition theory of power, we predicted that stability of power moderates power’s effect on unethical behavior. Results from four studies revealed that powerful individuals showed more unethical behavior than powerless individuals only when power was stable, but not when it was unstable. The higher level of unethical behavior under the condition of stable power was explained by attitude toward risk. Our results highlight that the link between power and unethicality is broken when power is unstable. Powerful individuals are no more unethical than powerless individuals when they face a greater possibility of losing their power.