scholarly journals Communicative cues in the absence of a human interaction partner enhance 12-month-old infants’ word learning

2019 ◽  
Author(s):  
Sho Tsuji ◽  
Nobuyuki Jincho ◽  
Reiko Mazuka ◽  
Alejandrina Cristia
Keyword(s):  
Language Acquisition ◽  
Social Environment ◽  
Word Learning ◽  
Human Interaction ◽  
Virtual Agent ◽  
Social Agents ◽  
Screen Media ◽  
The Social ◽  
Old Japanese ◽  
Correct Object

Is infants’ word learning boosted by nonhuman social agents? An on-screen virtual agent taught infants word–object associations in a setup where the presence of contingent and referential cues could be manipulated using gaze contingency. In the study, 12-month-old Japanese-learning children (N = 36) looked significantly more to the correct object when it was labeled after exposure to a contingent and referential display versus a noncontingent and nonreferential display. These results show that communicative cues can augment learning even for a nonhuman agent, a finding highly relevant for our understanding of the mechanisms through which the social environment supports language acquisition and for research on the use of interactive screen media.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

scholarly journals Modelling Social Embodiment in Social Robotic Companions: using Tamagotchi & NAO

2020 ◽  
Vol 9 (4) ◽  
pp. 575-582
Keyword(s):  
User Interface ◽  
Social Interactions ◽  
Graphical User Interface ◽  
Virtual Agent ◽  
Social Agents ◽  
Nao Robot ◽  
The Social ◽  
Social Robotic

Social interactions with robots and agents have become increasingly popular as a way for humans to interact. To be able to provide these social interactions, the embodiment in particular social embodiment for the social agents are considered to be an important factor. In this paper, we introduce an experiment to measure the impor- tance of modelling of social embodiment in social agents. For which we decided to use Tamagotchi architecture in two different configurations as a virtual agent (Graphical user interface) and a physical robot (NAO robot). We then surveyed on interactions with these two different embodiment configurations using a questionnaire and a short interview. Which we then discussed in our results section, showing how modelling of social embodiment in social agents plays an important role in social interactions between humans androbots.

Role of social environment factors in the teaching of mathematics in the process of psycho-pedagogical support

2016 ◽  
Vol 10 (2) ◽  
pp. 68-76
Author(s):  
Марфа Аниськина ◽  
Marfa Aniskina
Keyword(s):  
General Education ◽  
Social Environment ◽  
Academic Discipline ◽  
Human Interaction ◽  
University Education ◽  
Teaching Mathematics ◽  
The Social ◽  
Teaching Of Mathematics ◽  
The University

The article is devoted to theoretical and practical issues of teaching mathematics in high school. The article analyzes the influence of factors of the social environment on higher education, including the teaching of mathematics. Among all studied subjects higher mathematics is a particular educational discipline, knowledge of mathematics is the basis for the study of many applied sciences. The subject of mathematics as an academic discipline in the University is one of the fundamental subjects of general education. The author examines the necessity of psychological and pedagogical support of the process of adaptation to University and support. The article describes the essence of psychological and pedagogical support of University education. Studying the social environment, the author takes into account the factors which are the result of human interaction and which influence at the same time on the behavior and emotional state of people. The article examines the role of environment, including social environment, and the role of the learning process. The author analyzes some factors of the social environment and describes the specifics of teaching mathematics and the specifics of training for various forms of education: fulltime education and correspondence courses. The article examines acmeological approach to teaching. The article notes that in acmeological understanding the main direction of development is the movement of a person to selfactualization, the fulfillment of inner potential, achievement of new heights, including internal ones. The article reveals the need for ownership of acmeological technologies for teachers engaged in psycho-pedagogical support of learning. The author identifies complex issues that impede learning and the work of the teacher: the low level of initial knowledge of students, insufficient development of students ‘ interest in education, attitudes to education not as to a painstaking, systematic, domestic work, but as to the formal execution of a set of some external, unrelated to the student tasks.

scholarly journals Date

2020 ◽  
pp. 124-136
Author(s):  
M.O. Kolbanev ◽  
I.I. Palkin ◽  
T.M. Tatarnikova
Keyword(s):  
Information Technology ◽  
Social Environment ◽  
Russian Federation ◽  
Functional Approach ◽  
Digital Economy ◽  
Human Interaction ◽  
Digital Data ◽  
Structural Description ◽  
The Social ◽  
The Russian Federation

The problem of interpreting the emerging terms of the digital economy is discussed. Examples demonstrating different understanding of the term “digital economy” by economists and information technology experts are given. We consider the basis of the digital economy - the cyberspace, as an environment of people’s activity in which any interactions are carried out due to digital data. The complexity of organizing cyberspace requires approaching the definition of the concept of the digital economy in terms of functional and structural descriptions. The functional approach has made it possible to identify three key attributes that reveal the essence of the digital economy: digital data, digital infrastructure, models of people’s activities. The activity is carried out through human interaction with natural objects through the "intermediary" - digital data. Changes in activities caused by the work with digital data, have come to be called transformation, its modern examples being medicine and transport. The examples show that the models of the digital economy involve a partial or complete rejection of human labor. The official government documents of the Russian Federation follow the functional approach to describing the concept of the digital economy: the program “Digital Economy of the Russian Federation”, decree of the President of the Russian Federation “On the Strategy for the Development of the Information Society in the Russian Federation for 2017-2030”. The structural description has made it possible to single out three echelons of managing the digital economy: the technological environment, the social environment, markets and industries. Each echelon has the right to make decisions within its competencies. The purpose of the technological echelon is the technical support of the digital economy, including information systems and information technology. At the level of the social environment of the digital economy, the following ones are formed: the legal regime for the development and use of digital technologies, the education and training system of the digital economy, the infrastructure of the digital economy, information security technologies for digital processes, and many others. At the level of markets and industries, spheres of activity of the digital economy are implemented. The structural approach has allowed us to propose an architectural model of the digital economy. The model is a stratified description, characterized by vertical decomposition, the sequence of digital data processing operations on each stratum, and the interconnection of performance indicators of all strata for a comprehensive assessment of the activity process as a whole.

The social aspects of agent design

First Monday ◽  
2009 ◽  
Author(s):  
Yun Wan
Keyword(s):  
Social Environment ◽  
Public Policies ◽  
Software Agents ◽  
Primary Source ◽  
Social Aspects ◽  
Web Based ◽  
Social Agents ◽  
The Past ◽  
The Social ◽  
Empirical Design

Web-based software agents have been the primary source of ecommerce innovation and development in the past decade. Yet, the fact that the empirical design and evolution of these agents are not only determined by technology but also by their social aspects is probably not much appreciated. No agent lives in a historical vacuum. Instead, Web-based software agents operate in a social environment. It is through this environment that they interact with their users, compete with peers, bring profit to agent maintainers, and undergo regulation by public policies. In other words, Web-based software agents are also social agents.

scholarly journals Toddler word learning from contingent screens with and without human presence

2020 ◽  
Author(s):  
Sho Tsuji ◽  
Anne-Caroline Fievet ◽  
Alejandrina Cristia
Keyword(s):  
Real Time ◽  
Digital Media ◽  
Word Learning ◽  
The Other ◽  
Virtual Agent ◽  
Human Presence ◽  
Screen Media ◽  
Video Chat ◽  
Agent Group

While previous studies have documented that toddlers learn less well from passive screens than from live interaction, the rise of interactive, digital screen media opens new perspectives, since some work has shown that toddlers can learn similarly well from a human present via video chat as from live exposure. The present study aimed to disentangle the role of human presence from other aspects of social interactions on learning advantages in contingent screen settings. We assessed 16-month-old toddlers’ fast mapping of novel words from screen in three conditions: in-person , video chat, and virtual agent. All conditions built on the same controlled and scripted interaction. In the in-person condition, toddlers learned two novel word-object associations from an experimenter present in the same room and reacting contingently to infants’ gaze direction. In the video chat condition,tthe toddler saw the experimenter in real time on screen, while the experimenter only had access to the toddler’s real-time gaze position as captured by an eyetracker. This setup allowed contingent reactivity to the toddler’s gaze while controlling for any cues beyond these instructions. The virtual agent condition was programmed to follow the infant's gaze, smile, and name the object with the same parameters as the experimenter in the other conditions. After the learning phase, all toddlers were tested on their word recognition in a looking-while-listening paradigm. Comparisons against chance revealed that toddlers showed above-chance word learning in the in-person group only. Toddlers in the virtual agent group showed significantly worse performance than those in the in-person group, while performance in the video chat group overlapped with the other two groups. These results confirm that in-person interaction leads to best learning outcomes even in the absence of rich social cues They also elucidate that contingency is not sufficient either, and that in order for toddlers to learn from interactive digital media, more cues to social agency are required.

scholarly journals Análisis del disfrute con la educación física, la importancia de las clases y las intenciones de práctica en estudiantes de secundaria: comparativa por género y curso (Analysis of the enjoyment of physical education, the importance of classes and the int

Retos ◽  
2020 ◽  
pp. 719-726
Author(s):  
Vicent Lluna-Ruiz ◽  
Mario Alguacil ◽  
María Huertas González-Serrano
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Social Environment ◽  
Private School ◽  
Social Agents ◽  
Perceived Ability ◽  
Validated Questionnaire ◽  
The Social

La presente investigación analiza la opinión de los estudiantes acerca del papel que ejercen los distintos agentes sociales (familia, amigos, profesor) en su práctica de actividad física de actividad física, así como su habilidad percibida, para finalmente comprobar si existen diferencias en el disfrute, la importancia percibida de las clases y las intenciones de práctica deportiva en función del género y del curso. El estudio se ha llevado a cabo en los cursos de 3º y 4º de la ESO y 1º de Bachillerato de un colegio privado de Valencia (España), con una muestra compuesta por 165 alumnos. Los datos se obtuvieron a partir de un cuestionario validado formado a partir de la literatura existente y orientado a conocer información sobre aspectos como la frecuencia con que su entorno les habla de actividad física, la practican, la practican con los propios estudiantes o les animan a su práctica, la importancia que el entorno le otorga a la educación física y en qué medida esos agentes sociales son importantes para influir en la práctica de actividad física de los estudiantes. Por último, se analiza la habilidad percibida por los estudiantes, su interés hacia la actividad física, su disfrute con ella y sus intenciones de práctica, para posteriormente analizar comparaciones basadas en el género y en el curso al que pertenecen, comprobando en qué aspectos existen o no diferencias significativas en función de dichas variables.Abstract. This research analyses students' opinions about the role of different social agents (family, friends, professor) in their practice of physical activity, as well as their perceived ability, enjoyment, and sports intentions. The study was carried out in the 3rd and 4th years of secondary school and 1st year of Bachillerato of a private school in Valencia (Spain), with a sample of 165 students. The data were obtained from a validated questionnaire formed from existing literature and aimed at knowing information on aspects such as the frequency with which their social environment talks to them about physical activity, they practice it, practice it with the students themselves or encourage them to practice it, the importance that the social environment attributes to physical education and to what extent these social agents are important in influencing students’ practice of physical activity. Finally, students’ perceived ability, their interest in physical activity, their enjoyment of it, and their intentions of practice are analysed, and then comparisons based on gender and the course to which they belong are analysed, checking in which aspects there are -or not- significant differences depending on these variables.

Reading and the Social Environment

1983 ◽  
Vol 28 (2) ◽  
pp. 134-135
Author(s):  
Louise Cherry Wilkinson
Keyword(s):  
Social Environment ◽  
The Social

The Social Environment of Older, Unmarried Persons

1991 ◽  
Vol 36 (2) ◽  
pp. 146-147
Author(s):  
Mollie B. Condra
Keyword(s):  
Social Environment ◽  
The Social
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