Social interaction patterns according to stocking density and time post-mixing in group-housed gestating sows

2017 ◽  
Vol 57 (5) ◽  
pp. 896 ◽  
Author(s):  
Jean-Loup Rault
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Physical Aggression ◽  
Stocking Density ◽  
Feedback Loops ◽  
Cortisol Concentration ◽  
Interaction Patterns ◽  
First Order ◽  
Housing Systems ◽  
Social Behaviours

Housing systems should enable animals to interact socially while minimising aggression. This study investigated whether social interaction patterns in groups of indoor-housed gestating sows are affected by stocking density (‘SD’), by varying the number of sows per pen, and day after mixing. Unacquainted sows were grouped within 5 days of insemination at 1.45 (High; ‘H-SD’), 2.0 (Moderate; ‘M-SD’) or 2.9 m2 per sow (Low; ‘L-SD’) by placing 20, 14 or 10 sows per pen. Five pens per treatment were represented, and within each pen, 10 focal sows were observed. Social behaviours between focal sows were analysed continuously for 15 min after drop-feeding the day after mixing (Day 2) and 1 week later (Day 9), and plasma cortisol and progesterone concentrations analysed on Days 2 and 26. Overall, 587 interactions were observed, with 59% being short one reciprocal actions. Sows used more physical aggression at H-SD on Day 2 such as bites (vs M-SD and L-SD: both P < 0.01), head knocks and pushes (vs L-SD: P = 0.01; vs M-SD: P = 0.06), whereas social interactions at lower SD were more frequent (L-SD vs H-SD: P = 0.004; L-SD vs M-SD: P = 0.02) and contained presumably neutral social behaviours such as nose contacts (L-SD vs H-SD: P = 0.06; M-SD vs H-SD: P = 0.07), or non-physical agonistic behaviours such as threats (L-SD vs H-SD: P = 0.07). A first-order Markov transitional analysis revealed positive feedback loops for bites and knocks or pushes at higher SD on Day 2 (all P < 0.05). Cortisol concentration decreased as SD decreased (L-SD vs H-SD: P < 0.001; L-SD vs M-SD: P = 0.02; M-SD vs H-SD: P = 0.07). Hence, interactions were more aggressive and less frequent at higher SD at Day 2 post-mixing, but differences vanished at Day 9. Valuable information can be gained from analysing the type of social behaviours and behavioural sequences, in addition to overall aggression frequency.

Some Normative Data on Preschool Children's Social Behaviours

1986 ◽  
Vol 3 (1) ◽  
pp. 41-47
Author(s):  
Keith D. Ballard ◽  
Terence J. Crooks
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Normative Data ◽  
Social Validity ◽  
Social Play ◽  
Social Involvement ◽  
Repeated Observation ◽  
The Social ◽  
Social Behaviours

Data on rate and qualitative features of social interactions and on peer social involvement in play were obtained from repeated observation measures taken across 14 to 23 weeks on two children randomly selected from each of 6 kindergartens. Session-by-session variability was found to be a feature of the social interaction and social play data, and there was evidence that social behaviours may vary systematically across different kindergarten settings. A case is made for obtaining normative data in each setting of interest in order to identify atypical behaviour and to evaluate the social validity of intervention outcomes.

Observed Social Interaction Patterns in Adolescents with and without Craniofacial Conditions

1997 ◽  
Vol 34 (5) ◽  
pp. 380-384 ◽  
Author(s):  
Kathleen A. Kapp-Simon ◽  
Dennis E. Mcguire
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Social Contact ◽  
School Lunch ◽  
Interaction Patterns ◽  
Number Of Children ◽  
Type Frequency ◽  
Social Interaction Skills

Objective: This study examined social interactions of adolescents in a natural environment (school lunch room) to determine if there were identifiable differences in social behavior between children with and without craniofacial conditions (CFC). Design: This was an observational study comparing social interaction skills of children with CFC to peers without craniofacial conditions. Setting: The observations were conducted in the respective school lunch rooms of the adolescents with CFC. Participants: Clinical subjects were 13 adolescents (4 male) with various craniofacial conditions (5 cleft lip and palate) and 12 (4 male) peers without CFC present in the same lunch room. Main Outcome Measures: An unknown observer obtained 45 minutes of structured observational data on subject initiations, responses, nondirected comments, and extended conversations over two to three lunch room periods. Data was coded on the Epson HX-20 for type, frequency, and duration of social contact. Specific measures included: subject initiations and responses, peer initiations and responses, conversations events, and nondirected comments. Results: Statistically significant differences were found between CFC and comparison subjects (CS) on each social interaction variable measured. CS initiated more contacts, received positive responses more frequently, and engaged in longer conversations than CFC subjects ([F (1,24) = 14.1, p <.01; F (1,24) = 61.2, p <.001; F (1,24) = 5.50, p <.05]. CS were approached by and responded appropriately to peers more often [F (1,24) = 28.1, p <.001; F (1,24) = 43.2, p <.001]. Subjects with CFC were more likely to produce nondirected comments (N = 7, x = 0, p < .01). Conclusions: A significant number of children with CFC behaved differently than their peers in a natural, daily occurring situation. They were often at the periphery of the group, observers rather than participants in conversation.

Job Satisfaction and Social Interactions of Mildly Retarded Males in Uni -and Multi-disability Workshops

1979 ◽  
Vol 10 (4) ◽  
pp. 204-207 ◽  
Author(s):  
Howard Rosenberg
Keyword(s):  
Job Satisfaction ◽  
Social Interaction ◽  
Social Interactions ◽  
Work Values ◽  
Interaction Patterns ◽  
And Behaviors ◽  
Physically Handicapped

Thirty mildly retarded males from uni-disability workshops and thirty mildly retarded males from multi-disability workshops were administrated a job satisfaction questionaire and a social interaction scale. Results indicated differential patterns of job satisfaction and dissatisfaction as well as different social interaction patterns between groups. The more “normalizing” effect of the multi-disability workshop where retarded trainees have the opportunity to model socially acceptable work values. and behaviors from physically handicapped trainees and staff was revealed.

Economic and Social Interactions in the Piedmont Village Tradition-Mississippian Boundarylands of Southeastern North America, AD 1200–1600

2019 ◽  
Vol 85 (1) ◽  
pp. 72-92
Author(s):  
Eric E. Jones ◽  
Maya B. Krause ◽  
Caroline R. Watson ◽  
Grayson N. O'Saile
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Current Knowledge ◽  
Spatial Relationship ◽  
Complex Societies ◽  
Interaction Patterns ◽  
The North ◽  
American Southeast ◽  
Tool Types ◽  
High Degree

This research seeks to understand the economic and social interaction patterns among dispersed Piedmont Village Tradition communities in the North American Southeast, AD 1200–1600. Piedmont Village Tradition communities lived adjacent to Mississippian societies and have been categorized as a peripheral society because of this spatial relationship. We examine economic behaviors by constructing fall-off curves of local versus nonlocal lithic material proportions at settlement sites and examining the reduction behaviors and tool types at sites. The results support a possible gateway model for the acquisition and distribution of nonlocal materials that linked spatially proximate communities. To examine social interaction patterns, we conducted a Brainerd-Robinson analysis of ceramic attributes from six sites and combined our results with work by Rogers (1993). The results show sites with stylistic similarities are not the same sites that share lithic resources. We conclude that these spatially non-overlapping artifact patterns result from a heterarchical social organization with a high degree of independence between economic and social interactions. Finally, we contextualize our results within the current knowledge of Mississippian and Piedmont Village Tradition societies in the region to broaden the discussion of gateways in reciprocity-based economies, societies traditionally thought of as peripheral to complex societies, and coalescence.

Social Interaction Patterns of High and Low Status Behaviorally Disordered Students within Self-Contained Classroom Settings: A Pilot Investigation

1984 ◽  
Vol 10 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Larry Maheady ◽  
Diane M. Sainato
Keyword(s):  
Special Education ◽  
Social Interaction ◽  
Social Behavior ◽  
Social Interactions ◽  
Free Play ◽  
High Status ◽  
Interaction Patterns ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
Special Education Programs

The purpose of the present investigation was to provide information regarding the social interaction patterns of behaviorally disordered students in self-contained special education programs. The highest and lowest sociometrically rated students in each of three elementary, self-contained special education programs were observed during free play time for 5 minutes each day over a 4-week period. The quantity (frequency), quality (positive or negative), and reciprocal nature of their social interactions with classroom peers were recorded. Results of this investigation indicate that, for the most part, social interactions among behaviorally disordered youngsters were both positive and reciprocal in nature. In addition, no discernible differences were noted between the target-initiated social behavior of high and low status students. However, specific differences were found in peer social behavior that was directed toward the target subjects. High status students were the recipients of (a) higher rates of peer initiations, (b) greater percentages of positive social initiations, and (c) fewer negative social contacts. Low status children, on the other hand, encountered fewer peer-initiated contacts, and of these, a greater percentage were negative in nature. Implications for future research are discussed.

scholarly journals Development Of Adaptive, Spritual, Academic And Social (ASAS) Programs In Revitalizing Social Interactions Of Students

2020 ◽  
Author(s):  
Elvri Simbolon ◽  
Roida Lumbantobing ◽  
Jupalman Simbolon ◽  
Harisan Boni Firmando
Keyword(s):  
Social Interaction ◽  
Social Science ◽  
Social Interactions ◽  
Research Method ◽  
Quantitative Description ◽  
Academic Program ◽  
Social Programs ◽  
Interaction Patterns ◽  
The Social ◽  
Strongly Agree

If the diversity of a community is not managed properly, it will cause various problems that can lead to disharmony in the interaction patterns in that community. The diversity of students of the Faculty of Social Science and Christian Humaniora (FISHK) of IAKN Tarutung leads to a tendency to cause grouping and even create competition, which greatly affects the patterns of interactions among students. The purpose of this research is to develop the ASAS programs in revitalizing the social interaction patterns of students of the Faculty of Social Science and Christian Humaniora (FISHK) of IAKN Tarutung. This research method uses a quantitative description, which aims to explain events that are described in the form of Figures containing useful numbers. The four indicators for the Adaptive Program (A) show that 31.13% of respondents strongly agree to hold adaptive programs, 61.13% of respondents agree, 6.78% disagree, and 0.88% of respondents strongly disagree. The seven indicators for the Spiritual Program (S) show that 38.14% of respondents strongly agree to hold spiritual activities, 56.71% of respondents agree, 5.14% of respondents disagree, and no one strongly disagrees. The five indicators for the Academic Program (A) show that 29.4% of respondents strongly agree to hold an academic program, 61.6% of the respondents agree, 8.4% of respondents disagree, and 0.6% of the respondents strongly disagree. The four indicators for the Spiritual Program (S) show that 30.75% of respondents strongly agree to hold social activities, 60% of the respondents agree, 8.75% of respondents disagree, and less than one percent (0.5%) of respondents strongly disagree. From all the indicators in the ASAS program that have been implemented, it can be concluded that the ASAS (Adaptive, Spiritual, Academic and Social) programs can be as solutions in revitalizing interaction patterns among students and those can become references for readers or others in overcoming disharmony issues in a community.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

Behavioral Assessment of Social Interactions in Natural Settings

1996 ◽  
Vol 12 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Carlos Santoyo
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Behavioral Observation ◽  
Social Responsiveness ◽  
Social Agents ◽  
Social Effectiveness ◽  
Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

Digital Pollution and Its Impact on the Family and Social Interactions

2021 ◽  
pp. 0192513X2098555
Author(s):  
Shiv Ratan Agrawal
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Critical Dimensions ◽  
Digital Devices ◽  
The Family ◽  
Negative Effect ◽  
Potential Negative Effect ◽  
Human Attitude ◽  
Impact On Family ◽  
And Behavior

The present study was an attempt to identify the most prevailing means of digital devices and its impact as digital pollution on family and social interactions. Despite the obvious benefits of digital devices, in recent years researchers have taken more concern about its potential negative effect on human attitude and behavior, which in turn affects our society. A total of 613 usable responses were collected from Bangalore, India of excessive users of digital devices, such as a smartphone, computer/laptop, and television. All statistical analyses were performed using SPSS 23.0, AMOS 23.0, and SmartPLS 3.0. The results indicated that as the use of smartphone and computer/laptop increases, levels of digital pollution also increase, which in turn significantly triggers unfavorable impact on family and social interactions. The study indicated that digital pollution appears as an important predictor, which significantly affects social interaction unfavorably. The present study explored the various critical dimensions within this domain and delineated gaps in our knowledge of digital pollution. It was found that smartphones are more responsible for digital pollution among all the identified digital devices, followed by computer/laptop.

Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments

2002 ◽  
Vol 96 (8) ◽  
pp. 576-584 ◽  
Author(s):  
Tana D'Allura
Keyword(s):  
Social Interaction ◽  
Observational Study ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Visual Impairments ◽  
Interaction Patterns ◽  
Longitudinal Observational Study ◽  
The Social ◽  
Social Interaction Skills ◽  
Children With Visual Impairments

This longitudinal, observational study of 13 children in a preschool for children with visual impairments examined the effects of reverse mainstreaming, in combination with the cooperative learning strategy, on the social interaction patterns of preschoolers with and without visual impairments. It found that the type of environment provided and the learning strategies used affect both whether and how children relate to their environment.

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