Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment

2020 ◽  
Author(s):  
Mohamad Ibrani Shahrimin Bin Adam Assim ◽  
◽  
Mohamad Maulana Bin Magiman ◽  
Keyword(s):  
Social Skills ◽  
Social Interactions ◽  
Classroom Teacher ◽  
Structured Interview ◽  
Task Structure ◽  
Interaction Patterns ◽  
Computer Competence ◽  
Collaborative Interactions ◽  
Indigenous Children ◽  
Computer Environment

This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.

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.

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

Shared Gaze Visualizations in Collaborative Interactions: Past, Present and Future

2021 ◽  
Author(s):  
Sarah D’Angelo ◽  
Bertrand Schneider
Keyword(s):  
Eye Tracking ◽  
Social Interactions ◽  
Small Groups ◽  
Future Research ◽  
Remote Collaboration ◽  
The Past ◽  
Collaborative Interactions ◽  
Significant Step ◽  
Shared Gaze ◽  
Tracking Technology

Abstract The past decade has witnessed a growing interest for using dual eye tracking to understand and support remote collaboration, especially with studies that have established the benefits of displaying gaze information for small groups. While this line of work is promising, we lack a consistent framework that researchers can use to organize and categorize studies on the effect of shared gaze on social interactions. There exists a wide variety of terminology and methods for describing attentional alignment; researchers have used diverse techniques for designing gaze visualizations. The settings studied range from real-time peer collaboration to asynchronous viewing of eye-tracking video of an expert providing explanations. There has not been a conscious effort to synthesize and understand how these different approaches, techniques and applications impact the effectiveness of shared gaze visualizations (SGVs). In this paper, we summarize the related literature and the benefits of SGVs for collaboration, describe important terminology as well as appropriate measures for the dual eye-tracking space and discuss promising directions for future research. As eye-tracking technology becomes more ubiquitous, there is pressing need to develop a consistent approach to evaluation and design of SGVs. The present paper makes a first and significant step in this direction.

scholarly journals Automated monitoring of behavior reveals bursty interaction patterns and rapid spreading dynamics in honeybee social networks

2018 ◽  
Vol 115 (7) ◽  
pp. 1433-1438 ◽  
Author(s):  
Tim Gernat ◽  
Vikyath D. Rao ◽  
Martin Middendorf ◽  
Harry Dankowicz ◽  
Nigel Goldenfeld ◽  
...  
Keyword(s):  
Social Networks ◽  
Social Interactions ◽  
Communication Networks ◽  
Disease Transmission ◽  
Large Scale ◽  
Reference Network ◽  
Interaction Patterns ◽  
Human Communication ◽  
Automated Monitoring ◽  
Phone Calls

Social networks mediate the spread of information and disease. The dynamics of spreading depends, among other factors, on the distribution of times between successive contacts in the network. Heavy-tailed (bursty) time distributions are characteristic of human communication networks, including face-to-face contacts and electronic communication via mobile phone calls, email, and internet communities. Burstiness has been cited as a possible cause for slow spreading in these networks relative to a randomized reference network. However, it is not known whether burstiness is an epiphenomenon of human-specific patterns of communication. Moreover, theory predicts that fast, bursty communication networks should also exist. Here, we present a high-throughput technology for automated monitoring of social interactions of individual honeybees and the analysis of a rich and detailed dataset consisting of more than 1.2 million interactions in five honeybee colonies. We find that bees, like humans, also interact in bursts but that spreading is significantly faster than in a randomized reference network and remains so even after an experimental demographic perturbation. Thus, while burstiness may be an intrinsic property of social interactions, it does not always inhibit spreading in real-world communication networks. We anticipate that these results will inform future models of large-scale social organization and information and disease transmission, and may impact health management of threatened honeybee populations.

Adolescent Safety Behaviors and Social Anxiety: Links to Psychosocial Impairments and Functioning with Unfamiliar Peer Confederates

2021 ◽  
pp. 014544552110540
Author(s):  
Hide Okuno ◽  
Taylor Rezeppa ◽  
Tabitha Raskin ◽  
Andres De Los Reyes
Keyword(s):  
Social Skills ◽  
Social Anxiety ◽  
Social Interactions ◽  
Eye Contact ◽  
Safety Behaviors ◽  
Socially Anxious ◽  
Research Personnel ◽  
The Moment ◽  
Social Skills Deficits ◽  
Multiple Domains

Socially anxious adolescents often endure anxiety-provoking situations using safety behaviors: strategies for minimizing in-the-moment distress (e.g., avoiding eye contact, rehearsing statements before entering a conversation). Studies linking safety behaviors to impaired functioning have largely focused on adults. In a sample of one hundred thirty-four 14 to 15 year-old adolescents, we tested whether levels of safety behaviors among socially anxious adolescents relate to multiple domains of impaired functioning. Adolescents, parents, and research personnel completed survey measures of safety behaviors and social anxiety, adolescents and parents reported about adolescents’ evaluative fears and psychosocial impairments, and adolescents participated in a set of tasks designed to simulate social interactions with same-age, unfamiliar peers. Relative to other adolescents in the sample, adolescents high on both safety behaviors and social anxiety displayed greater psychosocial impairments, evaluative fears, and observed social skills deficits within social interactions. These findings have important implications for assessing and treating adolescent social anxiety.

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.

Examining Pre-school Teachers’ and Parents’ Views on Counseling and Guidance Services in Pre-school Education

2017 ◽  
Vol 6 (3) ◽  
pp. 207
Author(s):  
Gulsen Buyuksahin Cevik
Keyword(s):  
School Teacher ◽  
Structured Interview ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Study Group ◽  
School Teachers ◽  
Guidance Services ◽  
Computer Environment ◽  
Teachers And Parents ◽  
Counseling And Guidance

Current study aims to reveal the problems that pre-school teachers and parents face, in relation to guidance and counseling services, at schools without psychological counselors. The purpose of including pre-school teachers and parents in the current study was to find out both whether they considered the guidance and counseling services a need and whether their methods of intervention against the problems that they face were functional. The current research was designed with interview technique as a qualitative study method. Research data were collected through a semi-structured interview form developed by the researcher. The researcher met the participants individually and asked the questions on the interview form for the current research. The responses that the participants provided were recorded and later transferred onto computer environment. The study group, formed based on voluntary participation, included total 30 participants with 15 pre-school teachers and 15 parents of pre-school children. Pre-school teacher participants 10 females and 5 males, worked for five different preschools in Adiyaman. Total 15 parents in the study group included nine females and six males. An examination of pre-school teachers’ responses based on the current study findings indicated that majority of the teachers did not prepare an annual counseling and guidance plan. Another finding of the current study was that children of most parents and teachers experience adjustment problems in pre-school. Another finding of the current research is about children’s individual problems. Main individual problems that parents experienced with their children included self-care and social development.

Social Skills Training for the Handicapped in Mainstream Classrooms

1983 ◽  
Vol 7 (2) ◽  
pp. 14-17
Author(s):  
Paul Gannon
Keyword(s):  
Social Skills ◽  
Social Interactions ◽  
Empirical Evidence ◽  
Social Skills Training ◽  
Skills Training ◽  
Peer To Peer ◽  
Good Teacher ◽  
Teacher Student ◽  
Mainstream Classrooms

AbstractThis paper argues strongly that the survival of handicapped students in mainstream classes depends essentially on good teacher-student and peer-to-peer social interactions. Supporting empirical evidence is provided and the essential approach needed to facilitate the required interactions is outlined.

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