ACCOMMODATING COMMUNICATION WITH CONVERSATIONAL AGENTS: EXAMINING THE PERCEPTIONS AND BEHAVIORS OF OLDER ADULTS WHEN USING VOICE ASSISTANT TECHNOLOGY

The purpose of this study is to examine the communicative relationship between older adults and conversational agents (CA), such as a Google Home Mini, to understand if and how interaction with AI-based voice technology affects perceptions, technological adoption, and, ultimately, human-machine communicative behaviors. Using the Communication Accommodation Theory (CAT) framework (Gallois & Giles, 2015), and the categorical schema as outlined in the Unified Theory of Adoption and Utilization of Technology (UTAUT) model (Venkatesh et al., 2003) of technology acceptance, we qualitatively assess the relationship between expectations for use and ongoing / post-interaction user attitudes. CAT focuses on the adjustments we make in our perceptions of and engagement in communicative behaviors. In other words, we enter into communicative situations with intentions and motivations derived from antecedent socio-historical context in mind. This squares with what the UTAUT model details as influencers of technological adoption and use: performance expectancy, effort expectancy, social influence, and facilitating conditions (Venkatesh et al., 2003). We use these constructs as a coding guideline to index data scraped from the Mini, and collected from surveys, interview transcripts, user journals, and field notes throughout a 10-week study. Historically, CAT is applied to human-human communication exchanges. As the theory posits that interpersonal relationships can and will influence motivations or intentions for dyadic communication, this makes sense. However, we argue that as AI-based voice technologies become more sophisticated as voice assistants enter our intimate spaces, the application of CAT to the human-machine communicative relationship is warranted.

THE COMMUNICATIVE RELATIONSHIP BETWEEN THE EDUCATORS OF PRESCHOOL AND CHILDREN THE QUARANTINE PERIOD (COVID 19) THROUGH TECHNOLOGICAL MEDIA THE AXIS OF EDUCATION

The Covid-19 pandemic has forced millions of learners across the world to resort to the distance education process in a record time that obliges educational institutions to keep pace and continue to give lessons to all educational levels. through social media platforms or through the local TV channel in which the “our children” program and1 Before school, whether by directly accompanying the” YouTube” channel, in order to keep up with children made the nanny at the heart of the educational learning process, in order to keep pace with and monitor the extent to which children benefit from these daily programs and help them develop their knowledge, and to know the difficulties that children face in understanding digital content remotely throughout the quarantine period. The importance of the research study lies in bringing researchers closer to the role of distance education in consolidating the communicative relationship between educators and children of primary education during the period of quarantine Covide19, and to clarify the importance of communication through technological media with this age group.

Constructivism and the Problem of Responsibility

Based on the analysis of the methods of constructing historical narratives, the article examines the problem of the relationship between research strategies (realism/constructivism) and the responsibility of the author of the narrative for his product. It is argued that the constructivist strategy provides the most promising way to solve the problem, since it involves the production of statements in the first person as a way to separate tradition from innovation. Constructivist strategy is also built on a communicative relationship as a way to determine the reliability of statements. The above procedures can be considered necessary tools for the implementation and demonstration of taking responsibility for one's own discourse, and their absence should be interpreted as an explicit or implicit disclaimer.

The Role of Ethnic Prejudice in the Modulation of Cradling Lateralization

The left-cradling bias is the tendency to cradle an infant on the left side, regardless of the individuals’ handedness, culture or ethnicity. Many studies revealed associations between socio-emotional variables and the left-side bias, suggesting that this asymmetry might be considered as a proxy of the emotional attunement between the cradling and the cradled individuals. In this study we examined whether adult females with high levels of prejudice toward a specific ethnic group would show reduced left-cradling preferences when required to cradle an infant-like doll with ethnical features of the prejudiced group. We manipulated the ethnicity of the cradled individual by asking 336 Caucasian women to cradle a White or a Black doll and then assessed their prejudice levels toward African individuals. Significant correlations were shown only in the Black doll group indicating that the more the prejudice toward Africans, the more the cradling-side preferences shifted toward the right. Furthermore, participants exhibiting low levels—but not those exhibiting high levels—of ethnic prejudice showed a significant left-cradling bias. These findings show that ethnic prejudice toward the specific ethnic group of the cradled individual can interfere with the left preference in the cradling woman. The present study corroborates our suggestion that the left-cradling bias might be considered as a natural index of a positive socio-communicative relationship between the cradling and cradled individuals. On the contrary, the right-cradling bias might be considered as a cue of the presence of affective dysfunctions in the relationship.

Yarning With Country: An Indigenist Research Methodology

In this article, we invite you into conversation about Yarning with Country. We contemplate the question: How do we work within a relational methodology with Country as a primary participant? We are interested in the practice of relating intentionally with Country: the ontological orientation and visceral receptivity which is required. This contemplation includes considering how we exist in relationship with Country, how we learn from and with Country, and how we cultivate respectful, reciprocal, and accountable relationships with Country. We choose to share this process with you as a conversation between people and with Country because that is the way this kind of sharing takes place: in person, in real time, in Place, between beings. Our contention in this article is that human beings would benefit from a more engaged, communicative relationship with Country; we suggest that this requires honing our skills of listening, respecting, sharing, and letting be.

Communication on the Science-Policy Interface: An Overview of Conceptual Models

This article focuses on scholarly discourse on the science-policy interface, and in particular on questions regarding how this discourse can be understood in the course of history and which lessons we can learn. We aim to structure the discourse, show kinships of different concepts, and contextualize these concepts. For the twentieth century we identify three major phases that describe interactions on the science policy interface: the “linear phase” (1960s–1970s) when science informed policy-making in a unidirectional manner, the “interactive phase” (1970–2000s) when both sides found themselves in a continuous interaction, and the “embedded phase” (starting from the 2000s) when citizens’ voices come to be involved within this dialogue more explicitly. We show that the communicative relationship between science and policy-making has become more complex over time with an increasing number of actors involved. We argue that better skill-building and education can help to improve communication within the science-policy interface.

Bimbingan PrasekolahProgram After School Dalam Meningkatkan Kecerdasan Emosional Anak

The purpose of performance of this research areto know the process of implementation guidance of the preschool through the program before and after school in improving emotional intelligence. Both to find out the results of the process of the implementation of the guidance of preschool through the program before and after school in improving emotional intelligence. The methods used in this study i.e., descriptive methods with qualitative approach, i.e. describe systematically and accurately about the phenomenon that is being investigated. While the technique was taken in data collection i.e. observation, interview and documentation. The results of the program before and after school child's emotional intelligence against even the son became sensitive to the feelings of others and being able to work together, to resolve the conflict with friends, happy to share, learn responsible, communicative, relationship a good friend, cheerful, and able to listen to others. Tujuan dilaksanakannya penelitian ini untuk mengetahui proses pelaksanaan bimbingan prasekolah melalui program after school dalam meningkatkan kecerdasan emosional anak, untuk mengetahui hasil dari proses pelaksanaan bimbingan prasekolah melalui program after school dalam meningkatkan kecerdasan emosional anak. Metode yang digunakan dalam penelitian ini yaitu metode deskriptif dengan pendekatan kualitatif, yaitu menggambarkan secara sistematis dan akurat mengenai fenomena yang sedang diselidiki. Sedangkan teknik yang diambil dalam pengumpulan data yaitu observasi, wawancara dan dokumentasi.Hasil dari program after school terhadap kecerdasan emosional anak yaitu anak menjadi peka terhadap perasaan orang lain, mampu bekerja sama, dapat menyelesaikan konflik dengan teman, senang berbagi, belajar bertanggung jawab, komunikatif, membina hubungan yang baik dengan teman, ceria, dan mampu mendengarkan orang lain.

Use of Narratives as a Pedagogical Tool for Students to Change the Perspective of Society and Their Person through the Course

Traditionally, education was considered a process in which the main protagonist was the teacher, the only bearer and guarantor of knowledge, where the communicative relationship established was unidirectional, the students neither said anything nor expressed any opinion. The purpose of this work is to share a didactic experience in the application of narrative diaries as a pedagogical tool in the subject of Television, Culture and New Customs, held in the first semester of 2018. Through the narrative diaries, students are expected to reflect critically on their past, that of his immediate surroundings and his society so that, with this background, his present can be explained in a clearer way. The narrative diary used in this experience is made up of three questions (Testimonial Perspective: what happened and what happened to you?) How did they experience it in class? How did other people experience it? / Personal Perspective: Why was this situation relevant and / or meaningful to you? / Professional Perspective: How has the experience transformed the view of the profession?). The subject is developed using collaborative techniques forming small groups of work which shows the direction to follow in the subject, around which are structured a series of more limited problematic situations, which allow to address the different contents of it during the semester. Students are motivated and think favorably about its implementation.