Interaction Styles Research Articles

The promise of self-determination theory to study the therapist-client relationship in speech-language treatment

This study aims at examining the therapist-client relationship in speech-language treatment and its relationships with clients’ motivation from the perspective of Self-Determination Theory (SDT). It adds to the current literature by relying on observations as well as client perceptions of the therapists’ interaction style and by studying three different age groups of adults (>18 years old), adolescents (12−18 years old) as well as children (<12 years). Two convenience samples: 1) 42 Speech Language Therapists (SLPs; 95.2 % female) and 72 individuals with communication disorders (ICDs) (72.2 % female;>12 years old), and 2) 21 SLPs (100 % female) and 44 ICDs (50 % girls; <12 years) were recruited for this cross-sectional study. After engaging in a treatment session, ICDs responded to a set of validated questionnaires measuring the SLPs’ motivating style, their need-based experiences and motivation towards the treatment. Moreover, each treatment session was observed. Both client-reported as well as observational measures show that SLPs more strongly evince an autonomy-supportive (i.e. motivating) when compared to a controlling (i.e. demotivating) style to the benefit of their clients’ motivation. The display of empathy was the most frequently observed strategy. SLPs regularly provided rationales, choices, and opportunities for clients to experiment. However, these behaviors were more frequent in younger compared to older clients. With the younger clients, SLPs frequently used effort-contingent rewards, which is considered a controlling strategy in SDT. Results showed that motivational benefits may be expected if SLPs rely on an autonomy-supportive rather than a controlling style. This study provides a valuable starting point for an SDT-driven examination of the therapist-client relationship and ICD’s motivation in the context of speech-language pathology.

ВПЛИВ СОЦІОКУЛЬТУРНОГО СЕРЕДОВИЩА НА ФОРМУВАННЯ ВИХОВНИХ КОНЦЕПЦІЙ РОДИННОЇ ЕТНОПЕДАГОГІКИ

Авторка розглядає народну педагогіку як один із основних чинників створення виховної системи в сучасній українській школі та її подальшого розвитку, формування високоосвіченої, духовно багатої і морально стійкої особистості, вихованої на народних цінностях, звичаях, традиціях, рідній культурі, що є найголовнішим для молоді під час її етноідентифікації та входження в український соціум. Автором окреслено, що саме сім’я виступаєсферою формування ідеалів, світогляду, інтересів, первинних ціннісних орієнтацій та розвиває соціальні спрямування дитини. Завдання сучасної освіти – підготовка педагогічної культури батьків, забезпечення їх знаннями, володінням ефективними засобами і методами розвитку свідомості і поведінки дитини. Найпершим засобом регулювання взаємин є встановлення емоційно-ціннісного спілкування в сім’ї. Міжособистісне спілкування в сім’ї допомагає утверджувати доброзичливі, правдиві і щирі стосунки з дітьми, розвивати і збагачувати сімейні традиції і звичаї, виховувати дітейна позитивних прикладах родини. Водночас сім’я задовольняє і найважливіші особистісні потреби, значення яких постійно зростає. Серед них – потреба в довірливому спілкуванні, співпереживанні, співучасті. Саме підвищення педагогічного рівня батьків дасть змогу перетворити сімейне виховання на цілеспрямований, успішний процес, що повноцінно розв’яже завдання розвитку і виховання дитини.

Designing types for R, empirically

The R programming language is widely used in a variety of domains. It was designed to favor an interactive style of programming with minimal syntactic and conceptual overhead. This design is well suited to data analysis, but a bad fit for tools such as compilers or program analyzers. In particular, R has no type annotations, and all operations are dynamically checked at run-time. The starting point for our work are the two questions: what expressive power is needed to accurately type R code? and which type system is the R community willing to adopt? Both questions are difficult to answer without actually experimenting with a type system. The goal of this paper is to provide data that can feed into that design process. To this end, we perform a large corpus analysis to gain insights in the degree of polymorphism exhibited by idiomatic R code and explore potential benefits that the R community could accrue from a simple type system. As a starting point, we infer type signatures for 25,215 functions from 412 packages among the most widely used open source R libraries. We then conduct an evaluation on 8,694 clients of these packages, as well as on end-user code from the Kaggle data science competition website.

Comparison of Command-Based vs. Reality-Based Interaction in a Veterinary Medicine Training Application

This paper presents a study evaluating alternative interaction styles for a novel virtual reality simulator proposed for veterinary neurology training. We compared a reality-based interaction metaphor, which is commonly used in virtual reality applications, to a command-based metaphor that reduced interactivity towards improving overall application usability. A cohort of 55 veterinary medicine students took part in the study, which took place at the veterinary school building. The study used a crossover design that allowed each participant to try both systems. Results suggested some correctable usability issues with the reality-based system, particularly the inclusion of haptic feedback for certain parts of the examination. A strong overall preference for the reality-based system was also observed. The study highlighted the potential of using both systems in tandem, with the command-based system being used prior to the reality-based system.

How Should My Chatbot Interact? A Survey on Social Characteristics in Human–Chatbot Interaction Design

ABSTRACT Chatbots’ growing popularity has brought new challenges to HCI, having changed the patterns of human interactions with computers. The increasing need to approximate conversational interaction styles raises expectations for chatbots to present social behaviors that are habitual in human–human communication. In this survey, we argue that chatbots should be enriched with social characteristics that cohere with users’ expectations, ultimately avoiding frustration and dissatisfaction. We bring together the literature on disembodied, text-based chatbots to derive a conceptual model of social characteristics for chatbots. We analyzed 56 papers from various domains to understand how social characteristics can benefit human–chatbot interactions and identify the challenges and strategies to designing them. Additionally, we discussed how characteristics may influence one another. Our results provide relevant opportunities to both researchers and designers to advance human–chatbot interactions.

Characteristics of Early Mother-Infant and Father-Infant Interactions: A Comparison between Assisted Reproductive Technology and Spontaneous Conceiving Parents.

This study aims to describe parents’ and infant’s interactive styles after assisted reproduction treatments (ART), to compare them with parent–infant interactions after spontaneous conception (SC), and to assess the effect of specific ART variables (cause of infertility, treatment type, and previous ART attempts) on interaction quality. The sample included 25 ART conceiving couples and 31 SC couples with their 3-months-old babies. Free parent–infant interactions (3–5 min) were coded using the CARE-Index, a video-based assessment scale that gives both dimensional (e.g., sensitivity, control, passivity) and categorical scores (sensitive, inept, at-risk) for parents and infants. Results showed a global similarity between groups in CARE-Index dimensions. Nevertheless, differences emerged in categorical scores, as the interactive patterns of ART parents were more frequently classified as “inept” and “at-risk” compared to SC parents. With regards to ART dyads only, infants conceived through intracytoplasmic sperm injection scored significantly lower to the dimension compulsivity and higher to passivity, compared to infants conceived through in vitro fertilization. Yet, infants conceived at the first ART cycle had significantly lower levels of difficulty than infants conceived after one ART attempt. These results speak about the existence of important parent–infant interactive differences related to conception modality and ART technique and suggest the need to implement support programs to promote more sensitive parenting styles.

Investigating joint attention in a guided interaction between a child with ASD and therapists: A pilot eye-tracking study

Introduction Deficits in joint attention are commonly seen in children with autism spectrum disorder. Research examining joint attention in autism spectrum disorder commonly uses two broad strategies to cue and measure joint attention: behavioral observation and eye tracking. These strategies trade off prioritizing ecological validity vs. gaze measurement accuracy, with a focus on one sacrificing the other. The purpose of this case study was to develop a method to accurately measure gaze position while maintaining an ecologically valid dyadic interaction. Methods A child with autism spectrum disorder completed two developmentally appropriate tabletop activities. Each activity was guided by a different occupational therapist who purposefully used a different interaction style with the child. Mobile eye trackers worn by both the child and the therapist recorded the dyadic interactions. Data collection included audio and video recording of interactive behaviors, eye movements and visual fixations in regions of shared interest. Results Differences were detected in gaze use and interactive joint attention behaviors between the therapists working with the child and within the child’s respective dyadic interactions. Conclusions The proof of concept method maintained both ecological validity and measurement accuracy of therapist–child joint attention. This method has promise to be scaled for larger studies.

Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

There are a number of beliefs and preconceptions concerning online learning in university digital environment. Are they valid? The study aimed to compare perceived learning experiences of students who completed the e-course with flipped design, to identify the set of opinions common to the majority of students and assess differences of perceived experiences between graduate and undergraduate students. The target groups were students at the Bachelor's (N = 183) and Master's (N = 161) levels participating in e-courses in mathematical methods in psychological and educational researches (N = 344 in total). The quasi-experimental study was conducted at the Moscow State University of Psychology and Education (MSUPE). Using cluster analysis method for each of the 5 thematic groups of the survey points, 2 clusters were identified, typical opinions spectrum of the respondents majority was characterized, and differences between learners at the Bachelor's and Master's levels in these clusters were estimated. (1) For only one topic regarding students' learning independence, interaction and engagement, the share of master's programs students in a large cluster significantly prevails, for the remaining 4 topics there were no differences: ca 70–75% of both levels students belonged to a large cluster. (2) Most students confirm the benefits of e-courses, no substantial difficulties were identified. This contradicts the preconception that older Master's level students more troublesome adapt to digital environment learning, experience more difficulties and are more critical. (3) Most respondents at both levels show a positive motivation for learning in a digital environment. This contradicts the preconception that graduate students are more skeptical of e-learning. (4) Most students confirm the interactive style of blended sessions' activities, i.e., mutual assistance and interaction with classmates and the instructor, but they more often perceive deficiency of personal contacts with the instructor and do not agree to replace face-to-face sessions with webinars and communication on forums. This set of opinions is more characteristic of graduate students. Perhaps this is partly a reflection of main beliefs of instructors supported the full-time education. (5) Almost all students find the e-course informative and practically useful. (6) Most of the respondents are characterized by careful answers to points concerning the use of dishonest strategies in online learning and the belief that dishonest strategies using is inevitable. Perhaps this is a reflection of their life experiences or an excuse for their own dishonest strategies. This problem requires further investigation.

Prediction of Eating Problems in Children with Autism based on Resilience and Interactive Style of Mothers

Prediction of Eating Problems in Children with Autism based on Resilience and Interactive Style of Mothers

Introducing Showpony: an inclusive space for cross-arts performance and connection

This collaborative paper argues that on-campus open mic events enrich university culture, which in turn enriches holistic learning and wellbeing. To demonstrate, we present four accounts of Showpony, our university’s monthly creative performance and pop up bar night. Originally held in a pub near campus, Showpony shifted into a student lounge space in early 2018. The move followed queerphobic and ableist discrimination against Showpony participants making continued use of the public venue untenable. Initially, we went to campus out of necessity: there is no other nearby venue with a suitably-sized, fully-accessible performance space. However, since moving, we recognise that operating on campus provides other benefits. Showpony nights intervene in and to degrees, cuts through the institutional space. Or, in Deleuze and Guattari’s terms, Showpony introduces something smooth into an otherwise striated territory. This prompts different ways of being in and working through the space, fostering styles of learning and interaction that don’t necessarily occur in lectures or tutorials. Our paper’s four accounts of Showpony encompass staff and student perspectives, including participant as well as organiser viewpoints. We aim to elucidate how Showpony has enriched our university culture, and to provide insights for those interested in running similar events.

Neurotype-Matching, but Not Being Autistic, Influences Self and Observer Ratings of Interpersonal Rapport.

The Double Empathy Problem suggests that communicative difficulties between autistic and non-autistic people are due to bi-directional differences in communicative style and a reciprocal lack of understanding. If true, there should be increased similarity in interaction style, resulting in higher rapport during interactions between pairs of the same neurotype. Here, we provide two empirical tests of rapport, with data revealing whether self- and observer- rated rapport varies depending on the match or mismatch in autism status within a pair. An additional opportunity afforded by these data is to examine the effect of the autism status of the rater on the perceived rapport between matched and mismatched pairs. In Study 1 72 participants were allocated to one of three dyad conditions: autistic pairs (n = 24), non-autistic pairs (n = 24) and mixed pairs (n = 12 autistic; n = 12 non-autistic). Each participant completed three semi-structured interactions with their partner, rating rapport after each interaction. Non-autistic pairs experienced higher self-rated rapport than mixed and autistic pairs, and autistic pairs experienced higher rapport than mixed pairs. In Study 2 (n = 80) autistic and non-autistic observers rated interactional rapport while watching videoed interactions between autistic pairs, non-autistic pairs, and mixed pairs (n = 18, a subset of participants in Study 1). Mixed pairs were rated significantly lower on rapport than autistic and non-autistic pairs, and autistic pairs were rated more highly for rapport than non-autistic pairs. Both autistic and non-autistic observers show similar patterns in how they rate the rapport of autistic, non-autistic, and mixed pairs. In summary, autistic people experience high interactional rapport when interacting with other autistic people, and this is also detected by external observers. Rather than autistic people experiencing low rapport in all contexts, their rapport ratings are influenced by a mismatch of diagnosis. These findings suggest that autistic people possess a distinct mode of social interaction style, rather than demonstrating social skills deficits. These data are considered in terms of their implications for psychological theories of autism, as well as practical impact on educational and clinical practice.

Acceptability, reach and implementation of a training to enhance teachers\u2019 skills in physical activity promotion

BackgroundTo achieve real-world impacts, behavior change interventions need to be scaled up and broadly implemented. Implementation is challenging however, and the factors influencing successful implementation are not fully understood. This study describes the nationwide implementation of a complex theory-based program targeting physical activity and sedentary behavior in vocational schools (Lets’s Move It; LMI). The implementation primarily involved a systematic and theory-based training and user manual for school staff. We explore how the perceived acceptability of this training (in line with the Theoretical Framework of Acceptability) relates to (un) successful implementation. The study evaluates (1) the experienced acceptability of the training and anticipated acceptability of later delivering the program; (2) reach and implementation, including adaptations and barriers; (3) whether acceptability ratings predict teachers’ intentions for implementation.MethodsUpper secondary school staff from vocational and high schools (n = 194) enrolled in a two-part training, covering implementation of the LMI program and training in motivational interaction styles. One hundred fifty-one participants attended both parts of the training. Participants reported their perceived acceptability of the training and their implementation efforts in online questionnaires at baseline, after training sessions and at long-term follow-up. Qualitative data (open-ended questions) were analysed with content analysis to collate responses. Quantitative data analyses involved correlations and logistic regression.ResultsParticipants rated the training as highly acceptable on all dimensions (average ratings exceeded 4.0 on a 5-point scale). The implementation reached at least 6100 students and 341 school classes. Most teachers intended to continue program implementation. Acceptability ratings explained 51.7% of teachers’ intentions to implement the student program (훘2 = 30.08; df = 8; p < .001), with affective attitude, perceived effectiveness and self-efficacy the most influential. Teachers commonly reported condensing program content, and reported deficits of time and collegial support as common barriers to implementation.ConclusionHigh acceptability and reach of the training indicate strong potential for implementation success. Multiple facets of acceptability seem important to successful implementation. Future research should explore ways to improve acceptability, thereby promoting successful implementation in real-world settings.

Dialogic Learning, Interactive Teaching and Cognitive Mobilizing Patterns

The current conceptions of teaching and learning and the educational actions based thereon place the key to learning in the interactions that take place in educational spaces, highlighting the need to increase the quantity, diversity, and quality of these interactions as a condition to improve learning. With this purpose, this paper proposes a series of criteria that optimizes the quality of the interactions and characterizes the dialogical interaction style of the teaching staff. These are Cognitive Mobilizing Patterns (CMP), which constitute a systematic set of guidelines for dialogic interaction that may be used for both the analysis of interactions and for teacher training in the criteria that define interactive and dialogical teaching.

\u201cDon\u2019t Get Distracted!\u201d: The Role of Social Robots\u2019 Interaction Style on Users\u2019 Cognitive Performance, Acceptance, and Non-Compliant Behavior

Social robots are developed to provide companionship and assistance in the daily life of the children, older, and disable people but also have great potential as educational technology by facilitating learning. In these application areas, a social robot can take the role of a coach by training and assisting individuals also in cognitive tasks. Since a robot’s interaction style affects users’ trust and acceptance, customizing its behavior to the proposed tasks could, potentially, have an impact on the users’ performance. To investigate these phenomena, we enrolled sixty volunteers and endowed a social robot with a friendly and an authoritarian interaction style. The aim was to explore whether and how the robot’s interaction style could enhance users’ cognitive performance during a psychometric evaluation. The results showed that the authoritarian interaction style seems to be more appropriate to improve the performance when the tasks require high cognitive demands. These differences in cognitive performance between the groups did not depend on users’ intrinsic characteristics, such as gender and personality traits. Nevertheless, in the authoritarian condition, participants’ cognitive performance was related to their trust and the acceptance of the technology. Finally, we found that users’ non-compliant behavior was not related to their personality traits. This finding indirectly supports the role of the robot’s interaction style in influencing the compliance behavior of the users.

The Impact of Classroom Management on Students’ Communication Skills in English Language Classrooms

The way the teacher manages and controls the classroom plays an important role in enhancing students’ learning abilities. Teachers apply different styles of classroom management based on their attitude to student development and learning, each of which can have different effects on students. The main purpose of this study was to investigate the impact of classroom management on students’ communication skills in English language teaching. Interventionist style, Interactive style and Non-Interventionist style are considered based on Wolfgang and Gleickman theory as three types of classroom management styles. The study population was all female secondary high school students in Iran, Bojnourd city in the academic year 2019-2020. The classroom management style of English language teachers was measured by using the Wolfgang and Gleikman Classroom Management Questionnaire in a sample of 20 teachers. Based on the results of the data analysis, the students of the interaction oriented teachers have higher and stronger communication skills compared to the students of the interventionist teachers.

Triadic interaction and gestural communication: Hierarchical and child-centered interactions of rural and urban Gujarati (Indian) caregivers and 9-month-old infants.

In this study 9-month-old infants in rural and urban Gujarat, India were compared in how frequently and in which way they engage in triadic interactions. It was assumed that urban caregivers would engage in a child-centered interaction style, frequently creating triadic interactions and following infants' signals. It was also expected that they would engage in more gestural communication in line with results on young infants often being involved in distal interactions. Rural caregivers were assumed to engage in a hierarchical interaction style in which the caregiver directs the interactions. It was expected that they would engage more in bodily ways of communicating as young infants in these communities often experience large amounts of proximal interactions. Infants were observed in everyday situations to assess their everyday engagement in triadic interactions and experience with gestures. Additionally, infants' mothers were asked to show their children something distant to assess how triadic attention is created. These interactions were video recorded and analyzed in terms of gestures and bodily behaviors. The results indicate that urban infants experience more triadic interactions and have caregivers who are more likely to follow their initiatives than rural infants. In the observations, urban caregivers also used gestures more frequently than rural caregivers. For rural infants the results are less clear with some indications that caregivers directed their attention more, particularly using their bodies. These differences were only apparent in the video-recorded situations. Implications for infants' further development are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Online university, pandemics and the long history of globalization

ABSTRACT Online classes have so rapidly expanded in Japanese universities as a result of the Covid-19 shock in 2020. Although this shift opens many possibilities in the university education including the participation of students who have small kids, disabilities, and reasons they cannot come to the university campus, we still need to think about the difference between the small scale interactive style class and the large scale on-demand delivery style class. The most important part of the online class is the sharing of time. However, in the online class of delivery type, the learning time itself is not shared, and the students can access the lectures at any time. In online lectures where space and time are not shared, there should be artificial mechanisms to share the context that establishes the questions in a different way than physically given. In this paper, I discuss MOOC (massive online open courseware) and Minerva University as the two prominent challenges of online education today. And I also discuss the historical positionality of university as a crossroad of different intellectuals and students of different cultural backgrounds in the long waves of globalization and pandemics.

“It’s on its way”: Chatbots applied for online food delivery services, social or task-oriented interaction style?

ABSTRACT Research has yet to explore the spread of chatbots into the foodservice delivery sector and its impact on the customer’s experience, especially in a moment when the Internet seems to be the tool to meet needs associated with being physically apart. In order to fill this gap, the present study addresses the implications that chatbots’ interaction styles have for younger consumers using this channel for conversational online food delivery (OFD) services. Specifically, this study provides theoretical and practical insights into whether the conversational design of chatbots can influence social, affective, and behavioral intent outcomes. The study adopts an experimental design to investigate the effects of a social- versus task-oriented interaction style chatbot on the level of social presence and trust (social outcomes), perceived enjoyment (affective outcome), and intention to use the conversational OFD service in the future (behavioral intent outcome). Findings from a sample of 171 participants show that the interaction with the chatbot set up with a social-oriented interaction style increased users’ perception of social presence and perceived enjoyment, while it did not have any direct and significant effect on trust and intention to use. The study further supports the role of social presence, trust, and perceived enjoyment as mediators between the chatbot’s interaction style and the intention to use the conversational OFD service.

Early language experience in a Papuan community.

The rate at which young children are directly spoken to varies due to many factors, including (a) caregiver ideas about children as conversational partners and (b) the organization of everyday life. Prior work suggests cross-cultural variation in rates of child-directed speech is due to the former factor, but has been fraught with confounds in comparing postindustrial and subsistence farming communities. We investigate the daylong language environments of children (0;0-3;0) on Rossel Island, Papua New Guinea, a small-scale traditional community where prior ethnographic study demonstrated contingency-seeking child interaction styles. In fact, children were infrequently directly addressed and linguistic input rate was primarily affected by situational factors, though children's vocalization maturity showed no developmental delay. We compare the input characteristics between this community and a Tseltal Mayan one in which near-parallel methods produced comparable results, then briefly discuss the models and mechanisms for learning best supported by our findings.

Up north there: Discourse-pragmatic deixis in Northern Ontario

In this paper we analyze the discourse-pragmatic use of the adverbs there/here, e.g., “So, our grandsonthereis a real mixture”, in four small northern Ontario towns. 1200 examples contrasted by type of reference, ambiguous locative or non-locative, were coded for social and linguistic factors and analysed using statistical modelling. The results reveal that the strongest predictor of discourse-pragmatic use is date of birth: middle-aged speakers use it most in each town, but no other social factors (e.g. perceived gender, education, job type) are significant. Importantly, the higher the proportion of Francophone populations in the community, the greater the use of there but not here. We argue that alignment between Francophones and Anglophones is a likely explanation. More generally this study highlights the value of discourse-pragmatic features for understanding styles of interaction and underscores the research potential for comparing these phenomena across communities.