Turn-taking Behavior Research Articles

Language in interaction: turn-taking patterns in conversations involving individuals with schizophrenia

Individuals with schizophrenia generally show difficulties in interpersonal communication. Linguistic analyses shed new light on speech atypicalities in schizophrenia. However, very little is known about conversational interaction management by these individuals. Moreover, the relationship between linguistic features, psychopathology, and patients’ subjectivity has received limited attention to date. We used a novel methodology to explore dyadic conversations involving 58 participants (29 individuals with schizophrenia and 29 control persons) and medical doctors. High-quality stereo recordings were obtained and used to quantify turn-taking patterns. We investigated psychopathological dimensions and subjective experiences using the Positive and Negative Syndrome Scale for Schizophrenia (PANSS), the Examination of Anomalous Self Experience scale (EASE), the Autism Rating Scale (ARS) and the Abnormal Bodily Phenomena questionnaire (ABPq). Different turn-taking patterns of both patients and interviewers characterised conversations involving individuals with schizophrenia. We observed higher levels of overlap and mutual silence in dialogues with the patients compared to dialogues with control persons. Mutual silence was associated with negative symptom severity; no dialogical feature was correlated with anomalous subjective experiences. Our findings suggest that individuals with schizophrenia display peculiar turn-taking behaviour, thereby enhancing our understanding of interactional coordination in schizophrenia.

An analysis of turn-taking behaviors of Japanese learners of English in videoconferencing discussions

To successfully interact in a new language, learners must effectively take turns and manage the floor. Expectations and rules for turn-taking can differ between languages, making this more than a question of grammatical proficiency and vocabulary acquisition. In addition, the increased use of videoconferencing software in education and beyond makes learning to manage the floor in virtual spaces a useful skill for everyone, including language learners. To analyze the turn-taking behaviors of first language (L1) speakers of Japanese using English in videoconferencing interactions, three classes of first-year university students with intermediate level English skills were selected to have their in-class videoconferencing discussions recorded. Three of the recorded discussions were selected and analyzed to identify turn-taking behaviors and to analyze the techniques that influenced the speakers’ ability to succeed. Participants were observed to leave long gaps between speakers at turn transitions and rarely extended discussion topics to include multiple turns per speaker. There were three behaviors that were observed that helped some participants to reduce the gap between speakers. Clearly marking the end of a turn, energetic use of verbal backchannels, and comfort with unintentional overlap all seemed to be correlated with improved transition speed. Increased use of questions did lead to some topics being discussed beyond a single turn per speaker, but the difference was relatively small.

Gazing Heads: Investigating Gaze Perception in Video-Mediated Communication

Videoconferencing has become a ubiquitous medium for collaborative work. It does suffer however from various drawbacks such as zoom fatigue. This paper addresses the quality of user experience by exploring an enhanced system concept with the capability of conveying gaze and attention. Gazing Heads is a round-table virtual meeting concept that uses only a single screen per participant. It enables direct eye contact, and signals gaze via controlled head rotation. The technology to realise this novel concept is not quite mature though, so we built a camera-based simulation for four simultaneous videoconference users. We conducted a user study comparing Gazing Heads with a conventional “Tiled View” video conferencing system, for 20 groups of 4 people, on each of two tasks. The study found that head rotation clearly conveys gaze and strongly enhances the perception of attention. Measurements of turn-taking behaviour did not differ decisively between the two systems (though there were significant differences between the two tasks). A novel insight in comparison to prior studies is that there was a significant increase in mutual eye contact with Gazing Heads, and that users clearly felt more engaged, encouraged to participate and more socially present. Overall, participants expressed a clear preference for Gazing Heads. These results suggest that fully implementing the Gazing Heads concept, using modern computer vision technology as it matures, could significantly enhance the experience of videoconferencing.

The time course of the rate of speaker transitions in conversation

Using over 500 hours of recorded conversations from the CallHome and CallFriend corpora (MacWhinney & Wagner 2010), this study analyzes conversations to measure gaps and overlaps in speaker transitions. It builds on previous work in (1) measuring speaker transitions by using custom software that measures single speaker segments based solely on acoustic evidence, without the need for a transcription or manual configuration, and (2) by breaking down the conversations and evaluating the transition rates minute by minute. Across the seven different languages studied, a pattern emerges in the rate of speaker transitions over the course of time. The number of transitions is highest in the first minute and gradually decreases before coming to a more consistent rate. This pattern exists in each of the languages studied, despite language-specific differences in turn-taking behavior. The cross-linguistic consistency of the decrease in the transition rate over the first several minutes of a conversation suggests that accommodation may be occurring as speakers negotiate the cadence of their interchanges with each other.

Strategi Alih Tutur pada Gelar Wicara Mata Najwa Episode “Beres-Beres Kursi Menteri Kesehatan”: Kajian Analisis Percakapan

This research investigates the dynamics of turn-taking within a talk show context, specifically focusing on the "Beres-Beres Kursi Menkes" episode of Indonesia's Mata Najwa. Utilizing a qualitative content analysis methodology involving recording and note-taking, the study examines turn-taking behaviors based on Stenström's (1994) theoretical framework. The analysis reveals three primary strategies: Taking the Floor, Holding the Floor, and Yielding the Floor. The conversation unfolds through bidirectional interactions, characterized by initial greetings, instances of overlapping speech, intermittent interruptions, and a concluding prompt. The study underscores the significance of mastering the Taking the Floor strategy, which involves seizing speaking opportunities, initiating or responding to turns, and rectifying errors. Proficiency in this aspect facilitates meaningful dialogues and ensures a coherent exchange of ideas within the context of talk shows.

Turn-timing in conversations between autistic adults: Typical short-gap transitions are preferred, but not achieved instantly.

The organisation of who speaks when in conversation is perhaps the most fundamental aspect of human communication. Research on a wide variety of groups of speakers has revealed a seemingly universal preference for between-speaker transitions consisting of very short silent gaps. Previous research on conversational turn-taking in Autism Spectrum Disorder (ASD) consists of only a handful of studies, most of which are limited in scope and based on the non-spontaneous speech of children and adolescents. No previous studies have investigated dialogues between autistic adults. We analysed the conversational turn-taking behaviour of 28 adult native German speakers in two groups of dyads, in which both interlocutors either did or did not have a diagnosis of ASD. We found no clear difference in turn-timing between the ASD and the control group overall, with both groups showing the same preference for very short silent-gap transitions that has been described for many other groups of speakers in the past. We did, however, find a clear difference between groups specifically in the earliest stages of dialogue, where ASD dyads produced considerably longer silent gaps than controls. We discuss our findings in the context of the previous literature, the implications of diverging behaviour specifically in the early stages of conversation, and the general importance of studying the neglected aspect of interactions between autistic adults.

Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm

ABSTRACT The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborative behaviors were analyzed: volume of words written, edits of others’ writing, frequency of writing sessions, and turn-taking. Storage was evaluated by measuring the completeness of the notes the groups produced. Given the complex nature of the data, with individuals nested within groups, we used a two-level correlation analysis to identify correlations among variables. Between-person analysis suggested that volume of words, edits of others, and turn-taking behaviors were all positively associated with learning performance. Between-groups analysis suggested that volume of words and frequency of writing sessions were associated with the completeness of group notes. Overall, the results demonstrate meaningful relationships between the frequency of collaborative encoding behaviors and learning outcomes, showing differences in the impact that encoding and storage behaviors have on learner performance and suggesting the effectiveness of collaboration varies depending on variables investigated as well as the level of analysis.

Virtual (Zoom) Interactions Alter Conversational Behavior and Interbrain Coherence.

A growing number of social interactions are taking place virtually on videoconferencing platforms. Here, we explore potential effects of virtual interactions on observed behavior, subjective experience, and neural "single-brain" and "interbrain" activity via functional near-infrared spectroscopy neuroimaging. We scanned a total of 36 human dyads (72 participants, 36 males, 36 females) who engaged in three naturalistic tasks (i.e., problem-solving, creative-innovation, socio-emotional task) in either an in-person or virtual (Zoom) condition. We also coded cooperative behavior from audio recordings. We observed reduced conversational turn-taking behavior during the virtual condition. Given that conversational turn-taking was associated with other metrics of positive social interaction (e.g., subjective cooperation and task performance), this measure may be an indicator of prosocial interaction. In addition, we observed altered patterns of averaged and dynamic interbrain coherence in virtual interactions. Interbrain coherence patterns that were characteristic of the virtual condition were associated with reduced conversational turn-taking. These insights can inform the design and engineering of the next generation of videoconferencing technology.SIGNIFICANCE STATEMENT Videoconferencing has become an integral part of our lives. Whether this technology impacts behavior and neurobiology is not well understood. We explored potential effects of virtual interaction on social behavior, brain activity, and interbrain coupling. We found that virtual interactions were characterized by patterns of interbrain coupling that were negatively implicated in cooperation. Our findings are consistent with the perspective that videoconferencing technology adversely affects individuals and dyads during social interaction. As virtual interactions become even more necessary, improving the design of videoconferencing technology will be crucial for supporting effective communication.

Human and macaque pairs employ different coordination strategies in a transparent decision game.

Many real-world decisions in social contexts are made while observing a partner's actions. To study dynamic interactions during such decisions, we developed a setup where two agents seated face-to-face to engage in game-theoretical tasks on a shared transparent touchscreen display ('transparent games'). We compared human and macaque pairs in a transparent version of the coordination game 'Bach-or-Stravinsky', which entails a conflict about which of two individually-preferred opposing options to choose to achieve coordination. Most human pairs developed coordinated behavior and adopted dynamic turn-taking to equalize the payoffs. All macaque pairs converged on simpler, static coordination. Remarkably, two animals learned to coordinate dynamically after training with a human confederate. This pair selected the faster agent's preferred option, exhibiting turn-taking behavior that was captured by modeling the visibility of the partner's action before one's own movement. Such competitive turn-taking was unlike the prosocial turn-taking in humans, who equally often initiated switches to and from their preferred option. Thus, the dynamic coordination is not restricted to humans but can occur on the background of different social attitudes and cognitive capacities in rhesus monkeys. Overall, our results illustrate how action visibility promotes the emergence and maintenance of coordination when agents can observe and time their mutual actions.

The Use of Social Robots in the Diagnosis of Autism in Preschool Children

The present study contributes to the research problem of applying social robots in autism diagnosis. There is a common belief that existing diagnostic methods for autistic spectrum disorder are not effective. Advances in Human–Robot Interactions (HRI) provide potential new diagnostic methods based on interactive robots. We investigated deficits in turn-taking in preschool children by observing their interactions with the NAO robot during two games: (Dance with me vs. Touch me). We compared children’s interaction profiles with the robot (five autistic vs. five typically developing young children). Then, to investigate turn-taking deficits, we adopted a rating procedure to indicate differences between both groups of children based on an observational scale. A statistical analysis based on ratings of the children’s interactions with the NAO robot indicated that autistic children presented a deficient level of turn-taking behaviors. Our study provides evidence for the potential of designing and implementing an interactive dyadic game between a child and a social robot that can be used to detect turn-taking deficits based on objective measures. We also discuss our results in the context of existing studies and propose guidelines for a robotic-enabled autism diagnosis system.

A Music-Therapy Robotic Platform for Children With Autism: A Pilot Study.

Children with Autism Spectrum Disorder (ASD) experience deficits in verbal and nonverbal communication skills including motor control, turn-taking, and emotion recognition. Innovative technology, such as socially assistive robots, has shown to be a viable method for Autism therapy. This paper presents a novel robot-based music-therapy platform for modeling and improving the social responses and behaviors of children with ASD. Our autonomous social interactive system consists of three modules. Module one provides an autonomous initiative positioning system for the robot, NAO, to properly localize and play the instrument (Xylophone) using the robot’s arms. Module two allows NAO to play customized songs composed by individuals. Module three provides a real-life music therapy experience to the users. We adopted Short-time Fourier Transform and Levenshtein distance to fulfill the design requirements: 1) “music detection” and 2) “smart scoring and feedback”, which allows NAO to understand music and provide additional practice and oral feedback to the users as applicable. We designed and implemented six Human-Robot-Interaction (HRI) sessions including four intervention sessions. Nine children with ASD and seven Typically Developing participated in a total of fifty HRI experimental sessions. Using our platform, we collected and analyzed data on social behavioral changes and emotion recognition using Electrodermal Activity (EDA) signals. The results of our experiments demonstrate most of the participants were able to complete motor control tasks with 70% accuracy. Six out of the nine ASD participants showed stable turn-taking behavior when playing music. The results of automated emotion classification using Support Vector Machines illustrates that emotional arousal in the ASD group can be detected and well recognized via EDA bio-signals. In summary, the results of our data analyses, including emotion classification using EDA signals, indicate that the proposed robot-music based therapy platform is an attractive and promising assistive tool to facilitate the improvement of fine motor control and turn-taking skills in children with ASD.

Response timing of budgerigars in a turn-taking task under operant conditioning

Turn-taking is universally seen in humans during the completion of various tasks. Turn-taking is also reported in non-human animals in the wild; however, in these cases turn-taking is displayed during innate and stereotypic behaviors, so it may differ from turn-taking seen in humans. In the present study, budgerigars were trained to take turns between two individuals under operant control. Two cages were placed adjacent to one another and each cage contained one bird of a pair. Each bird pecked a response key in turn to produce a peck sequence for a reward. All pairs learned this task and one bird of the pairs often pecked the LED slightly before the signal onset, indicating that the peck was not a mere reaction to the LED signal. Furthermore, the preference examination suggested that a male bird pecked more rapidly while paired with a bird he preferred. Thus, they created a “pseudo” turn-taking sequence similar to humans. In addition, results from the male bird suggests a possibility that peck timing may be influenced by their preference. This study did not show whether birds collectively worked for a goal; however, the partner dependent behavior may be elements to form “true” turn-taking behavior.

A Case Study on the Promotion of Turn-Taking Behavior in a Play without Handoverof Things for a Child with Autism Spectrum Disorder

A Case Study on the Promotion of Turn-Taking Behavior in a Play without Handoverof Things for a Child with Autism Spectrum Disorder

Alzheimer’s Dementia Recognition From Spontaneous Speech Using Disfluency and Interactional Features

Alzheimer’s disease (AD) is a progressive, neurodegenerative disorder mainly characterized by memory loss with deficits in other cognitive domains, including language, visuospatial abilities, and changes in behavior. Detecting diagnostic biomarkers that are noninvasive and cost-effective is of great value not only for clinical assessments and diagnostics but also for research purposes. Several previous studies have investigated AD diagnosis via the acoustic, lexical, syntactic, and semantic aspects of speech and language. Other studies include approaches from conversation analysis that look at more interactional aspects, showing that disfluencies such as fillers and repairs, and purely nonverbal features such as inter-speaker silence, can be key features of AD conversations. These kinds of features, if useful for diagnosis, may have many advantages: They are simple to extract and relatively language-, topic-, and task-independent. This study aims to quantify the role and contribution of these features of interaction structure in predicting whether a dialogue participant has AD. We used a subset of the Carolinas Conversation Collection dataset of patients with AD at moderate stage within the age range 60–89 and similar-aged non-AD patients with other health conditions. Our feature analysis comprised two sets: disfluency features, including indicators such as self-repairs and fillers, and interactional features, including overlaps, turn-taking behavior, and distributions of different types of silence both within patient speech and between patient and interviewer speech. Statistical analysis showed significant differences between AD and non-AD groups for several disfluency features (edit terms, verbatim repeats, and substitutions) and interactional features (lapses, gaps, attributable silences, turn switches per minute, standardized phonation time, and turn length). For the classification of AD patient conversations vs. non-AD patient conversations, we achieved 83% accuracy with disfluency features, 83% accuracy with interactional features, and an overall accuracy of 90% when combining both feature sets using support vector machine classifiers. The discriminative power of these features, perhaps combined with more conventional linguistic features, therefore shows potential for integration into noninvasive clinical assessments for AD at advanced stages.

Turn-Taking and Disagreement: A Comparison of American English and Mandarin Chinese

Abstract This study compares turn-taking and disagreement behaviors in spontaneous conversations in American English and Mandarin Chinese. The English and Chinese speakers observed some turn-taking rules and employed weak disagreement, but differed in the deployment of extended concurrent speech and strong disagreement. Analysis of the Chinese speakers’ reactions reveals nothing negative. This was confirmed by the Chinese speakers’ viewpoints that were explicitly stated in follow-up interviews, which signal that they perceived the practice of extended concurrent speech and strong disagreement in the collected conversations as politic. Furthermore, the similarities and differences between the speakers’ turn-taking and disagreement behaviors appear to be constrained by contextual factors. This discloses the interplay of context, practice, and perception. These findings can raise our awareness of potential issues that might occur in intercultural encounters and the importance of understanding cross-cultural pragmatic differences to avoid miscommunication.

Noise and turn-taking impact postanesthesia care unit handoff efficiency

Background Optimal handoffs are pivotal for patient safety, yet some of the underlying communication mechanisms which support effective handoffs remain to be understood. As handoffs are conversations between providers, understanding communication mechanisms is necessary to improve handoff protocol development. The objective of this study was to characterize communication variables influencing the efficiency of handoffs in the postanesthesia care unit. Methods We conducted a single-center, observational study of handoffs over a three-week period in June/July of 2017. We recorded 96 handoffs between the cardiac operating room and postanesthesia care unit. We defined and measured efficiency by dividing the count of unique, nonrepetitive pieces of information by duration of the handoff conversation. Furthermore, we calculated and measured two communication variables: turn-taking and noise. We utilized West and Zimmerman’s Syntactic Scale to analyze turn taking by segregating noise into three subcategories: environmental noise caused by equipment, environmental noise caused by staff, and third-party interruptions. Finally, we recorded and measured the frequency and duration of noise and turn-taking during the handoff events. Results Due to technical issues, we transcribed and analyzed a total of 85 observations. Providers passed an average of 31.68 unique pieces of information during each handoff with the average length being 1 min and 46 s. Overlaps was the most common type of turn-taking behavior. Activity noise was the most common type of noise. Activity noise took place an average of 3.64 times per handoff and lasted an average of 9.83 s. Turn-taking accounted for 15.6% of variance in handoff efficiency. Together, noise and turn-taking accounted for 25.2% of the variance in handoff efficiency. Conclusion Because turn-taking and noise account for over a quarter the variance in handoff efficiency, recommendations include providing quiet locations for handoffs to take place. Additionally, we recommend that receivers provide input in any handoff interventional studies as their involvement would decrease the need to interrupt or clarify information from the sender.

Path of intertemporal cooperation and limits to turn-taking behavior

Cooperation can take several forms when a group of people interact repeatedly over time. Turn-taking is one such form of intertemporal cooperation that is observed in various daily activities, but at the same time, remains under-studied in the economics literature. We report results from experiments designed to investigate the path of intertemporal cooperation in three-person finitely repeated public good games without communication. Each round, only a subset of individuals is needed to contribute in order to generate a public benefit to all group members. Incidence of perfect turn-taking is limited to settings where the costs are homogeneous. When the perfect turn-taking path is at odds with efficiency, players seldom engage in taking turns. Private information about costs changes the timing of individual decisions within each round. A timed contribution protocol limits the frequency of miscoordinated outcomes every round.

The Use of Peer Mediation and Educator Facilitation to Promote Turn Taking in Young Children With Autism Spectrum Disorder in Inclusive Childcare

A multiple-probe design across participants was used to investigate the effect of a peer-mediated intervention on the turn-taking behavior of 3 children with autism spectrum disorder (ASD) attending inclusive childcare centers. An educator trained peers to support the child with a disability to take turns playing a game on an iPad. The educator was also available to provide coaching for the peer when needed. An intervention effect was demonstrated for each of the children, and 2 were able to demonstrate maintenance of the skill when the training and coaching procedures were not implemented by the educator. Although some elements of the treatment procedures were not consistently applied by the educators or typical peers, the intervention was sufficiently robust to enable the children with ASD to improve their turn-taking skills.

Limited capabilities for condition-dependent modulation of vocal turn-taking behavior in marmoset monkeys.

Taking turns plays an important role in primate communication and involves individuals producing species-specific calls in response to conspecific vocalizations. Recent studies have revealed that marmoset monkeys are an ideal primate model system to investigate vocal turn-taking behavior and the corresponding sensory-motor interactions. However, it is largely unknown how external factors such as conspecific call latency influence this vocal behavior. Using interactive playback, we systematically answered vocalizations of monkeys with either short- or long-call response latencies. By placing marmosets in these different behavioral conditions, we demonstrate that vocal turn taking is a robust behavior with only minor condition-dependent changes that is exhibited not only in the range of species-specific call latencies of vocal partners but also in conditions well outside natural behavioral boundaries. We find that specific features of vocal performance such as call response rates and call sequences remain surprisingly stable, whereas others such as turn-taking rates and response latencies exhibit condition-dependent differences during this behavior. These condition-dependent modulations suggest that a combination of flexible and more rigid mechanisms control marmoset vocal turn-taking behavior. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Gender performance through turn-taking organisation in a foreign language classroom

ABSTRACT According to research in pragmatics, gender represents an important factor in individuals’ turn-taking behaviour, with results indicating overall male-dominated conversational patterns. Despite the significance of gender in the students’ conversational styles in an academic setting, gender and turn-taking has yet to be investigated in the foreign language classroom. Therefore, the present case-study investigates gender as performed in turn-taking organisation in the Spanish language classroom with the focus on floor management, linguistic means of expressing conversational styles, and content of the interaction in its relation to gender. Qualitative conversation analysis of 9 pair interactions of students conducting a problem-solving task in a foreign language (Spanish) overall support the hypothesis of gender-related differences in conversational styles – a pattern previously established in a native-language environment. Specifically, the main differentiation of interlocutor-oriented collaborative female vs. self-oriented competitive male style was found in the content-level patterns. Moreover, the findings of the study provide additional evidence for the argument of gender being shaped and constructed in society, as well as reflection of gender stereotypes in the content of the message conveyed by the individuals.