Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Mediating Effect of WhatsApp Addiction Between Social Loneliness and Preference for Online Social Interaction: A Cross-cultural Study

2021 ◽  
pp. 097215092110556
Author(s):  
Komal Nagar ◽  
Gurmeet Singh ◽  
Rabinder Singh
Keyword(s):  
Social Interaction ◽  
Underlying Mechanism ◽  
Mediating Effect ◽  
Mediating Role ◽  
Cross Cultural Study ◽  
Online Social Interaction ◽  
The Relationship ◽  
Moderating Role ◽  
Social Loneliness

The present study aims to explore the relationship between social loneliness and online interaction through WhatsApp addiction among a sample of Indian and Fijian respondents. Based on the responses of 202 Indian and 73 Fijian respondents, the present research study validated the mediating role of WhatsApp addiction, revealing that social loneliness increased the possibility of preferring to interact online through increased WhatsApp addiction. The empirical results showed that the underlying mechanism of social loneliness might indirectly influence consumers’ preference for online social interaction (POSI). The study further assessed the moderating role of culture in the association between social loneliness and POSI. Findings of the moderated mediation analysis demonstrated that, the association between loneliness and preference to socialize online differed, based on the identified cultural differences between Indian and Fijian groups.

Development of the Preference for Online Social Interaction Scale for Chinese adolescents

2016 ◽  
Vol 44 (6) ◽  
pp. 1005-1014
Author(s):  
Zhiqi You ◽  
Yuan Tian ◽  
Fanchang Kong ◽  
Zongkui Zhou ◽  
Youjie Zheng
Keyword(s):  
Social Interaction ◽  
Construct Validity ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Internal Consistency ◽  
Three Dimensions ◽  
Interaction Frequency ◽  
Face To Face ◽  
Valid Instrument ◽  
Online Social Interaction

Our purpose in this study was to develop a scale to measure preference for online social interaction (POSI). The psychometric properties of the POSI Scale were tested with 2 separate samples of Chinese teenagers (age 13–18 years). The responses of the first group (n = 352) were used to explore the factor structure of the scale. The responses of the second group (n = 593) were used to test construct validity and consistency reliability of the POSI Scale. The results indicated that (a) the POSI Scale consists of three dimensions: online social interaction frequency, online social interaction propensity, and perception of superiority of online social interaction compared to face-to-face social interaction; and (b) the POSI Scale has good structural validity and internal consistency and reliability, and is a reliable and valid instrument for measurement of adolescents' preference for online social interaction, especially in the context of Chinese teenagers.

A mass assembly of associative mechanisms: A dynamical systems account of natural social interaction

2014 ◽  
Vol 37 (2) ◽  
pp. 198-198
Author(s):  
Nicholas D. Duran ◽  
Rick Dale ◽  
Daniel C. Richardson
Keyword(s):  
Social Interaction ◽  
Dynamical Systems ◽  
Associative Learning ◽  
Learning Mechanisms ◽  
Target Article ◽  
Mass Assembly

AbstractThe target article offers a negative, eliminativist thesis, dissolving the specialness of mirroring processes into a solution of associative mechanisms. We support the authors' project enthusiastically. What they are currently missing, we argue, is a positive, generative thesis about associative learning mechanisms and how they might give way to the complex, multimodal coordination that naturally arises in social interaction.

Preference for Online Social Interaction Scale

2016 ◽  
Author(s):  
Zhiqi You ◽  
Yuan Tian ◽  
Fanchang Kong ◽  
Zongkui Zhou ◽  
Youjie Zheng
Keyword(s):  
Social Interaction ◽  
Online Social Interaction

Designing for Social Interaction and Social Competence in a 3D-VLE

2012 ◽  
pp. 223-237
Author(s):  
James Laffey ◽  
Matthew Schmidt ◽  
Janine Stichter ◽  
Carla Schmidt ◽  
Danielle Oprean ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Field Test ◽  
Target Population ◽  
Autism Spectrum ◽  
Virtual Learning Environment ◽  
Partial System ◽  
Teaching Approaches ◽  
Online Social Interaction ◽  
Social Skills Curriculum

The purpose of the iSocial project is to support the development and practice of social competence for individuals with Autism Spectrum Disorders (ASD) through a social-skills curriculum and online social interaction delivered via a 3D virtual learning environment (3D-VLE). This chapter describes the background and rationale for developing iSocial, gives an overview of the system, and reports some of the results from a field test of a partial system implementation. The field test provides lessons about the initial system design and recognition of challenges to be faced. The key challenges include (1) finding best approaches for adapting effective teaching approaches to a 3D-VLE, (2) supporting online social interaction for a target population challenged to be social, and (3) amplifying the engagement of youth in support of achieving desired learning outcomes.

A Critical Inquiry into Web-Mediated Collaborative Learning

2000 ◽  
pp. 307-326 ◽  
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Carolyn Webb
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Field Study ◽  
Empirical Data ◽  
Communicative Action ◽  
Interaction Process ◽  
Learning Processes ◽  
Critical Approach ◽  
Critical Perspective ◽  
Communicative Practices

This chapter presents a critical approach to collaborative learning viewed as a social interaction process. Based on Habermas’ theory of communicative action, the chapter proposes a communicative model of collaborative learning with the aim to enhance understanding of communicative practices in Web-mediated collaborative learning situations and to provide a methodological instrument for the analysis of concrete learning processes. Drawing on the empirical data from a field study the chapter illustrates how the communicative model of collaborative learning can be applied to analyse not only what linguistic interactions among students mean but also what they produce in a particular learning situation. The chapter concludes by summarising possible implications of this critical perspective and the communicative model of collaborative learning on both practical pedagogy and empirical research in Web-mediated environments.

Social Media and Big Data

2017 ◽  
pp. 315-332 ◽  
Author(s):  
Meena Jha ◽  
Sanjay Jha ◽  
Liam O'Brien
Keyword(s):  
Social Media ◽  
Big Data ◽  
Knowledge Management ◽  
Social Interaction ◽  
Missed Opportunities ◽  
Media Technologies ◽  
Big Data Technologies ◽  
Management Paradigms ◽  
Online Social Interaction

The introduction of new and the evolution of existing social media technologies have enabled efficient and broader communication through online social interaction. Today consumers' thinking has shifted towards their trusted network for guidance rather than simply accepting what organisations tell them. With the advent of social interaction, knowledge management paradigms are being stretched beyond their ability to deliver useful results, which is forcing change within organisations globally. Using only transactional and internal data will result in mistaken conclusions or missed opportunities. Social media helps organisations acquire and manage massive amounts of data to better understand their customers, products, competition, and markets and make better decisions using Big Data solutions. These solutions enable organisations to decide on the basis of evidence rather than intuition. This chapter introduces Big Data, Big Data technologies used for capturing knowledge from social media and discusses Big Data Solutions for organizations.

scholarly journals Evolving intentions for social interaction: from entrainment to joint action

2008 ◽  
Vol 363 (1499) ◽  
pp. 2021-2031 ◽  
Author(s):  
Günther Knoblich ◽  
Natalie Sebanz
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Joint Attention ◽  
Joint Action ◽  
Perception And Action ◽  
Intentional Action ◽  
Cultural Learning ◽  
Interpersonal Processes ◽  
Self And Other ◽  
Blind Individuals

This article discusses four different scenarios to specify increasingly complex mechanisms that enable increasingly flexible social interactions. The key dimension on which these mechanisms differ is the extent to which organisms are able to process other organisms' intentions and to keep them apart from their own. Drawing on findings from ecological psychology, scenario 1 focuses on entrainment and simultaneous affordance in ‘intentionally blind’ individuals. Scenario 2 discusses how an interface between perception and action allows observers to simulate intentional action in others. Scenario 3 is concerned with shared perceptions, arising through joint attention and the ability to distinguish between self and other. Scenario 4 illustrates how people could form intentions to act together while simultaneously distinguishing between their own and the other's part of a joint action. The final part focuses on how combining the functionality of the four mechanisms can explain different forms of social interactions. It is proposed that basic interpersonal processes are put to service by more advanced functions that support the type of intentionality required to engage in joint action, cultural learning, and communication.

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