scholarly journals Music Technology as a Means for Fostering Young Children’s Social Interactions in an Inclusive Class

2021 ◽  
Vol 4 (4) ◽  
pp. 93
Author(s):  
Liza Lee ◽  
Hsiao-Yun Chang
Keyword(s):  
Social Interactions ◽  
Research Question ◽  
Study Data ◽  
Music Technology ◽  
Qualitative Assessment ◽  
Future Research ◽  
Teaching Content ◽  
Positive Performance ◽  
The Social ◽  
Post Test

This research investigated how children aged five to six performed in social interactions and participation by learning American English through music technology activities in an inclusive class. The purposes of this research were to analyze, through music technology activities, the social interactions and participation of children in the inclusive class. Therefore, the research question was as follows: can music technology activities significantly improve children’s social interactions and participation in an inclusive class? There were two themes for the research teaching, each of which included seven weeks of instruction. The teaching content involved three stages, which were pre-test, implementation, and post-test. The research teaching was given 40 min per session twice a week and continued for 14 weeks with 28 teaching times. The methodology primarily consisted of a qualitative assessment of participation, observations, and interviews. In addition to collecting and analyzing qualitative data, quantitative data were also employed in the study. Data sources were semi-structured observation forms, anecdote records, language test scales and interview records, and feedback forms. The results indicated that all children had positive performance in social interactions and participating motivation, as supported by statistical results of social validity. Furthermore, the children’s cooperation and communication effectively improved through music technology activities. Nevertheless, the limitation of the study is the insufficient number of participants involved in the evaluation. For future research, utilizing more than 30 samples would be more appropriate and would supplement the social network analysis to carry out more in-depth investigations and discussions.

scholarly journals The Social Origins of Human Prosociality

2019 ◽  
Vol 28 (3) ◽  
pp. 274-279 ◽  
Author(s):  
Audun Dahl ◽  
Celia A. Brownell
Keyword(s):  
Prosocial Behavior ◽  
Social Interactions ◽  
Early Development ◽  
Future Research ◽  
First Year ◽  
Social And Emotional ◽  
Caregiver Behavior ◽  
The Social ◽  
Second Year ◽  
First Year Of Life

From early in life, children help, comfort, and share with other people. Recent research has deepened scientific understanding of the development of prosociality—efforts to promote the welfare of others. In this article, we discuss two key insights about the emergence and early development of prosocial behavior, focusing on the development of helping. First, children’s motivations and capabilities for helping change in quality as well as quantity over the opening years of life. Specifically, helping begins in participatory activities without prosocial intent in the first year of life, becoming increasingly autonomous and motivated by prosocial intent over the second year. Second, helping emerges through bidirectional social interactions starting at birth: Caregivers and other individuals support the development of helping in a variety of ways, and young children play active roles that often influence caregiver behavior. The question now is not whether but how social interactions contribute to the development of prosocial behavior. Recent methodological and theoretical advances provide exciting avenues for future research on the social and emotional origins of human prosociality.

scholarly journals Recording and Transcribing Interactions of Individuals Using Augmentative Communication Technologies

2021 ◽  
Vol 19 (4) ◽  
pp. 601-618
Author(s):  
Джефф Хиггинботам ◽  
Кайла Конуэй ◽  
Антара Сатчидананд
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Research Question ◽  
Communication Technologies ◽  
Augmentative Communication ◽  
Video Data ◽  
Recording Equipment ◽  
Hard Drives ◽  
The Social ◽  
Video And Audio

The purpose of this article is to provide the reader with tools and recommendations for collecting data and making microanalytic transcriptions of interaction involving people using Augmentative Communication Technologies (ACTs). This is of interest for clinicians, as well as anyone else engaged in video-based microanalysis of technology mediated interaction in other contexts. The information presented here has particular relevance to young researchers developing their own methodologies, and experienced scientists interested in social interaction research in ACTs or as well as other digital communication technologies. Tools and methods for recording social interactions to support microanalysis by making unobtrusive recordings of naturally occurring or task-driven social interactions while minimizing recording-related distractions which could alter the authenticity of the social interaction are discussed. Recommendations for the needed functionality of video and audio recording equipment are made with tips for how to capture actions that are important to the research question as opposed to capturing 'generally usable' video. In addition, tips for processing video and managing video data are outlined, including how to develop optimally functional naming conventions for stored videos, how and where to store video data (i. e. use of external hard drives, compressing videos for storage) and syncing multiple videos, offering different views of a single interaction (i. e. syncing footage of the overall interaction with footage of the device display). Finally, tools and strategies for transcription are discussed including a brief description of the role transcription plays in analysis, a suggested framework for how transcription might proceed through multiple passes, each focused on a different aspect of communication, transcription software options along with discussion of specific features that aide transcription. In addition, special issues that arise in transcribing interactions involving ACTs are addressed.

Ethical Issues in Information Technology

2010 ◽  
pp. 227-238
Author(s):  
Barrie E. Litzky ◽  
Effy Oz
Keyword(s):  
Information Technology ◽  
Adult Learners ◽  
Ethics Education ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Research Question ◽  
Future Research ◽  
Post Test ◽  
It Ethics ◽  
Ethics Courses

This research examines the impact of education on the ethical decision-making outcomes of adult learners in the area of information technology (IT). This study sheds light on the research question “Does IT ethics education make a difference?”, and more specifically, “Do ethics courses influence decisions regarding IT ethical issues in adult learners?” In a field study of 78 pre- and post-test surveys, we found that graduate students who took a course in IT ethics made different decisions than those made at the start of the term, for 2 of 6 ethical issues. The ethical issues described in this article are particularly relevant in today’s knowledge economy. Implications for IT ethics education and future research in the area are discussed.

Checking Our Blind Spots: The Most Common Mistakes Made by Social Marketers

2020 ◽  
Vol 26 (1) ◽  
pp. 14-27 ◽  
Author(s):  
Julie Cook ◽  
Sarah Fries ◽  
Jennifer Lynes
Keyword(s):  
Social Marketing ◽  
Ad Hoc ◽  
Research Question ◽  
Strategy Development ◽  
Future Research ◽  
Program Outcomes ◽  
Marketing Practice ◽  
Marketing Program ◽  
External Influences ◽  
The Social

Background: The work of social marketers and the environment in which they work is complex, which inevitably results in mistakes being made and sometimes, the failure of a social marketing program. Unfortunately, social marketers do not often report their own mistakes. Even when failures or mistakes are reported, it is usually for the purpose of one study, as opposed to a wider understanding of mistakes made by social marketers in the field. This is a significant gap in the development of social marketing practice since understanding the nature of the most common mistakes made by social marketers could assist them in assessing their own shortcomings and potentially lead to more effective programs. Focus: This article is related to research and evaluation of the social marketing field. Research Question: What are the perceptions of social marketing experts regarding the most common mistakes made by social marketers? Importance to the Field: A greater understanding of the common mistakes made by social marketers will allow practitioners to assess their own shortcomings, improve program outcomes, and raise the status of the social marketing field. Methods: This research is qualitative and exploratory, with a constructivist, grounded theory methodology. In-depth interviews with 17 social marketing experts were conducted. Experts were purposefully chosen based on a set of criteria including the number of years of experience they had in the field. Results: The interviews revealed nine mistake categories: inadequate research, poor strategy development, ad hoc approaches to programs, mismanagement of stakeholders, poorly designed program objectives, weak evaluation and monitoring, poor execution of pilots, inadequate segmentation and targeting, and poor documentation. Additionally, the interviews revealed two other emergent, crosscutting themes that affect the mistakes being made: external influences that the social marketer may not have direct control over and the social marketer’s own preconceptions that they bring to the program. Recommendations for Research or Practice: Future research may explore (1) the extent to which external influences lead to social marketing program success or failure, particularly in comparison to mistakes made by social marketers and (2) perspectives from the social marketing community as to the most common mistakes made by social marketers. Social marketers may consider being more reflexive in their work, including reporting their own mistakes and failed programs, as well as challenging the biases they may bring to the work that they do. Limitations: The sample size is small and therefore not generalizable to all social marketing experts or the social marketing community. Also, there are many parts of the world in which social marketers practice, but which are not represented by the social marketing experts. Additionally, the “mistakes” listed are based on opinion as opposed to direct observation, which may make them more susceptible to bias.

scholarly journals Creative Openings in the Social Interactions of Teaching

2016 ◽  
Vol 3 (2) ◽  
pp. 261-273 ◽  
Author(s):  
Ronald A. Beghetto
Keyword(s):  
Social Interactions ◽  
Recent Work ◽  
Future Research ◽  
Creative Thought ◽  
The Social

AbstractWhat role does creativity play in the social interactions of teaching? The purpose of this brief communication is to address this question by introducing the concept of creative openings. Creative openings refer to unexpected breaks in otherwise planned teaching interactions that result in new and meaningful insights, perspectives and understandings. The concept of creative openings builds on recent work that has endeavored to explore how creative thought and action can emerge in the socio-psychological and material interactions of practice. The article opens by briefly introducing creative openings, highlights three key moment (interactional ruptures, interactional responses and interactional outcomes) that researchers can use to examine the trajectory of creative openings. The article closes with a brief example that illustrates these key moments and how they might be represented diagrammatically. Directions for future research are also discussed.

Communication Strategies for Increasing the Integration of Persons in Supported Employment

1995 ◽  
Vol 4 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Keith Storey ◽  
Helen Ezell ◽  
Linda Lengyel
Keyword(s):  
Social Interactions ◽  
Best Practice ◽  
Supported Employment ◽  
Communication Strategies ◽  
Severe Disabilities ◽  
Future Research ◽  
Communication Research ◽  
Social Skills Instruction ◽  
The Social ◽  
Communication Interventions

Integration of workers with severe disabilities is a critical outcome of supported employment. However, in practice, integration has been difficult to achieve. Few intervention strategies have been empirically validated. This paper reviews data-based communication research designed to increase the social interactions of workers with disabilities in supported employment settings. The literature is divided into three areas for review (social skills instruction, problem solving, and nonverbal communication strategies). Nineteen articles are reviewed. Specific communication interventions for increasing integration are analyzed and evaluated with suggestions for best practice of instructional techniques. Recommendations for future research are discussed.

Children’s Psychological Responses to Hospitalization

2003 ◽  
Vol 21 (1) ◽  
pp. 173-201 ◽  
Author(s):  
JUDITH A. VESSEY
Keyword(s):  
Future Research ◽  
Psychological Responses ◽  
Biological Variables ◽  
Developmental Science ◽  
Theoretical Perspectives ◽  
The Social ◽  
Post Test ◽  
Qualitative Work ◽  
Future Research Directions

The data-based literature addressing children’s psychological responses to hospitalization was reviewed using methods outlined by Cooper (1989). Using a developmental science perspective, early research was reviewed and a model of variables that contribute to children’s responses was constructed. This model consists of three major foci, including maturational and cognitive variables (developmental level, experience, coping style), ecological variables (family and hospital milieu), and biological variables (inborn factors and pathophysiology). Coping serves as the overarching framework for examining these variables and their contributions to children’s responses to hospitalization. A variety of theoretical perspectives from the social sciences have been used, with psychoanalytic and stress and adaptation theories predominating. The majority of the research used simple case study, descriptive, or pre- and post-test designs. Methodologic issues were common. Little qualitative work has been done. Future research directions call for studies to adopt new theoretical and empirical models that are methodologically rigorous and clinically relevant and that embrace the precepts of developmental science.

Conversations and Moral Development

2020 ◽  
pp. 481-499
Author(s):  
Allison DiBianca Fasoli
Keyword(s):  
Moral Development ◽  
Life Course ◽  
Social Interactions ◽  
Language Socialization ◽  
Cultural Beliefs ◽  
Future Research ◽  
Moral Concepts ◽  
The Social ◽  
Social Partners ◽  
The Life Course

In this chapter, the author integrates dominant approaches to moral development in order to outline the significance of conversations for moral development and socialization. Across socialization, narrative, constructivist, and language socialization approaches, research on conversations has advanced our understanding of the development of moral conscience, moral selves, moral concepts, and moral language practices, respectively. While the majority of these research endeavors has focused on social interactions, a move to the investigation of conversations promises to advance our understanding not only of the social bases of moral development, but also its social processes. The author concludes by suggesting avenues for future research that examine moral conversations across the life course, between various social partners, and in relation to cultural beliefs. Such research will help to reveal the unique affordances of conversations in the process of moral development.

Dominance and Prestige: A Tale of Two Hierarchies

2017 ◽  
Vol 26 (6) ◽  
pp. 526-531 ◽  
Author(s):  
Jon K. Maner
Keyword(s):  
Social Interactions ◽  
Social Rank ◽  
Well Being ◽  
Future Research ◽  
Leadership Strategies ◽  
Social Psychological ◽  
Social Hierarchies ◽  
The Social ◽  
Strategic Behaviors ◽  
Current Article

Dominance and prestige represent evolved strategies used to navigate social hierarchies. Dominance is a strategy through which people gain and maintain social rank by using coercion, intimidation, and power. Prestige is a strategy through which people gain and maintain social rank by displaying valued knowledge and skills and earning respect. The current article synthesizes recent lines of research documenting differences between dominance- versus prestige-oriented individuals, including personality traits and emotions, strategic behaviors deployed in social interactions, leadership strategies, and physiological correlates of both behaviors. The article also reviews effects that dominance versus prestige have on the functioning and well-being of social groups. The article also presents opportunities for future research and discusses links between dominance and prestige and the social psychological literature on power and status.

scholarly journals The effect of Touch Math multi-sensory program on teaching basic computation skills to young children identified as at risk for the acquisition of computation skills

2020 ◽  
Vol 9 (27) ◽  
pp. 149-156
Author(s):  
Rabab Abdallah ELawady Abdou
Keyword(s):  
At Risk ◽  
Young Children ◽  
Future Research ◽  
Control Groups ◽  
The Social ◽  
Dependent Variables ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The purpose of this paper was to investigate the effect of Touch Math multi-sensory program on   teaching basic computation skills to young children identified as at risk for the acquisition of computation skills. The children selected for the present study were all kindergarteners from two public kindergarten schools, located at Nasr city, Cairo. 40 children from both schools were included. Of the children who participated in the study (N= 40), 72% were male and 28% were female. Mean age was 5.3 years. A quasi-experimental, two-groups pretest-posttest design was employed, where the same dependent variables (addition skills and subtraction skills) were measured in the two groups of children before (pretest) and after (posttest) a treatment was administered. Using two-way ANOVA, the author analyzed the data from the pre- and post-test.  The data were analyzed using the Statistical Package for the Social Sciences (SPSS) 18.0. The results of the two-way ANOVA and t- test showed that there were differences in post- test mean scores between experimental and control   groups in addition and subtraction skills. In favor of the experimental group, which indicated the effectiveness of Touch Math multi-sensory program. Implications for practice, recommendations for future research and conclusion were included.

Sign in / Sign up

Export Citation Format

Share Document