scholarly journals A review of theories and methods in the science of face-to-face social interaction

2022 ◽  
Vol 1 (1) ◽  
pp. 42-54
Author(s):  
Lauren V. Hadley ◽  
Graham Naylor ◽  
Antonia F. de C. Hamilton
2003 ◽  
Author(s):  
Jeremy I. Skipper ◽  
Howard C. Nusbaum ◽  
Steven L. Small

2021 ◽  
Vol 20 ◽  
pp. 160940692110161
Author(s):  
Syahirah Abdul Rahman ◽  
Lauren Tuckerman ◽  
Tim Vorley ◽  
Cristian Gherhes

The onset of the COVID-19 pandemic has seen the implementation of unprecedented social distancing measures, restricting social interaction and with it the possibility for conducting face-to-face qualitative research. This paper provides lessons from a series of qualitative research projects that were adapted during the COVID-19 pandemic to ensure their continuation and completion. By reflecting on our experiences and discussing the opportunities and challenges presented by crises to the use of a number of qualitative research methods, we provide a series of insights and lessons for proactively building resilience into the qualitative research process. We show that reflexivity, responsiveness, adaptability, and flexibility ensured continuity in the research projects and highlighted distinct advantages to using digital methods, providing lessons beyond the COVID-19 context. The paper concludes with reflections on research resilience and adaptation during crises.


2016 ◽  
Vol 44 (6) ◽  
pp. 1005-1014
Author(s):  
Zhiqi You ◽  
Yuan Tian ◽  
Fanchang Kong ◽  
Zongkui Zhou ◽  
Youjie Zheng

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.


2017 ◽  
Author(s):  
Joanna Nkyekyer ◽  
Denny Meyer ◽  
Peter J Blamey ◽  
Andrew Pipingas ◽  
Sunil Bhar

BACKGROUND Sensorineural hearing loss is the most common sensory deficit among older adults. Some of the psychosocial consequences of this condition include difficulty in understanding speech, depression, and social isolation. Studies have shown that older adults with hearing loss show some age-related cognitive decline. Hearing aids have been proven as successful interventions to alleviate sensorineural hearing loss. In addition to hearing aid use, the positive effects of auditory training—formal listening activities designed to optimize speech perception—are now being documented among adults with hearing loss who use hearing aids, especially new hearing aid users. Auditory training has also been shown to produce prolonged cognitive performance improvements. However, there is still little evidence to support the benefits of simultaneous hearing aid use and individualized face-to-face auditory training on cognitive performance in adults with hearing loss. OBJECTIVE This study will investigate whether using hearing aids for the first time will improve the impact of individualized face-to-face auditory training on cognition, depression, and social interaction for adults with sensorineural hearing loss. The rationale for this study is based on the hypothesis that, in adults with sensorineural hearing loss, using hearing aids for the first time in combination with individualized face-to-face auditory training will be more effective for improving cognition, depressive symptoms, and social interaction rather than auditory training on its own. METHODS This is a crossover trial targeting 40 men and women between 50 and 90 years of age with either mild or moderate symmetric sensorineural hearing loss. Consented, willing participants will be recruited from either an independent living accommodation or via a community database to undergo a 6-month intensive face-to-face auditory training program (active control). Participants will be assigned in random order to receive hearing aid (intervention) for either the first 3 or last 3 months of the 6-month auditory training program. Each participant will be tested at baseline, 3, and 6 months using a neuropsychological battery of computer-based cognitive assessments, together with a depression symptom instrument and a social interaction measure. The primary outcome will be cognitive performance with regard to spatial working memory. Secondary outcome measures include other cognition performance measures, depressive symptoms, social interaction, and hearing satisfaction. RESULTS Data analysis is currently under way and the first results are expected to be submitted for publication in June 2018. CONCLUSIONS Results from the study will inform strategies for aural rehabilitation, hearing aid delivery, and future hearing loss intervention trials. CLINICALTRIAL ClinicalTrials.gov NCT03112850; https://clinicaltrials.gov/ct2/show/NCT03112850 (Archived by WebCite at http://www.webcitation.org/6xz12fD0B).


Author(s):  
John Manzo

Contemporary social life is often depicted, in and out of the social sciences, as an ever-worsening subterfuge of alienation, ennui, and the systematic destruction of traditional, human-scaled, publicly-accessible, “organic” sociality that people once enjoyed. In this paper I do not contend that these trends in our social and commercial landscape are not happening. I will instead contend that conventional face-to-face sociability thrives even in the face of the loss of many traditional public meeting places. My focus in this piece is on social interaction in independent cafes that are known, and that self-identify, as what coffee connoisseurs term “third-wave” coffeehouses. Deploying the analytic perspective of ethnomethodology, which prioritizes and problematizes the observed and reported lived experiences of research subjects, I argue not only that “authentic” sociality flourishes in these spaces but I also consider the role of shop employees—baristas—in them and uncover their perceptions concerning social interaction between themselves and customers. As such I not only question prevailing understandings about the “death” of traditional sociability but also add to past research on the coffeehouse as social form by problematizing, for the first time, the work world of the baristas and their interactions with customers.


2009 ◽  
pp. 31-53
Author(s):  
Mariangela De Gregorio ◽  
Gerardo Patriotta

- This paper proposes a view of decision making as a social interaction process. Drawing on Goffman's face theory, it documents and interprets the micro interaction dynamics within the ruling political coalition of an Italian town council. Two main arguments are put forward. First, decision making unfolds through face games and impression management tactics where individuals are primarily concerned with attributing plausible sense to situations while maintaining a coherent image of self. Second, face-to-face behavior has structuring properties. It generates an interaction order amongst the participants that becomes progressively consolidated as the actors in- volved strive to affirm their respective situated identities through repeated face-to-face exchanges. A number of organizational implications are drawn from the study.Keywords: Decisional process, face game, interaction's ritual.


2010 ◽  
pp. 540-552
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes

This chapter surveys the benefits and challenges of hybridcourses, which blend face-to-face instruction with onlinelearning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses thepedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that ashybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning,the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.


Author(s):  
Stefano Tardini

The notion of community is pivotal in the sociological tradition. According to Nisbet (1966), “the most fundamental and far-reaching of sociology’s unit ideas is community” (p. 47). Yet, it is not easy to define what a community is. Though in everyday life the concept of “community” is widespread, nonetheless this concept is very problematic in scientific reflections, partly because of its strongly interdisciplinary nature. As long ago as 1955, Hillery could list and compare 94 different definitions of “community,” finding only some common elements among them, such as social interaction, area, and common ties. Generally speaking, a community can be defined as “a group of persons who share something more or less decisive for their life, and who are tied by more or less strong relationships” (Cantoni & Tardini, 2006, p. 157). It is worth noticing here that the term “community” seems to have only favorable connotations. As observed in 1887 by Ferdinand Tönnies, the German sociologist who first brought the term “community” into the scientific vocabulary of the social sciences, “a young man is warned about mixing with bad society: but ‘bad community’ makes no sense in our language” (Tönnies, 2001, p. 18; Williams, 1983). Two main ways of considering communities can be singled out: 1. Communities can be intended as a set of people who have something in common, and 2. Communities can be intended as groups of people who interact. The distinction between the two ways of conceiving a community is very well illustrated by an example provided by Aristotle. In his Politics (3.1.12), the Greek philosopher tells that, when Babylon was captured by an invading army of Persians, in certain parts of the city the capture itself had not been noticed for three days. This is the reason why Aristotle considers Babylon not a polis, but an ethnos. In fact, according to Aristotle, what distinguishes the polis, that is, the perfect form of community (see Politics 1.1.1), from the ethnos is the presence of interactions and communications among the citizens. In a polis citizens speak to each other, they interact and communicate, while in an ethnos they just have the same walls in common. In the sense of the ethnos, we speak, for instance, of the community of the linguists, of the community of Italian speaking people, of the open source community, and so on. The members of such communities usually do not know each other, they do not communicate each with all the others, but they have the perception of belonging to the community, they are aware of being part of it. According to Cohen (1985), such communities are symbolic constructions. Rather than being structures, they are entities of meaning, founded on a shared conglomeration of normative codes and values that provide community members with a sense of identity. In a similar way, Anderson (1991) defines the modern nations (the Aristotelian ethne) as “imagined communities”: [They are] imagined because the members of even the smallest nation will never know most of their fellowmembers, meet them, or even hear of them, yet in the minds of each lives the image of their communion. […] In fact, all communities larger than primordial villages or face-to-face contact (and perhaps even these) are imagined. (pp. 5-6)


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