Imagine Me and You, I Do: Characteristics and Functions of Imagined Interactions During Online Dating

The present study seeks to apply the interpersonal construct of imagined interactions (IIs) to CMC, specifically in the realm of online dating, to explore the nature of imagination work while using dating apps and sites. The relationship between the characteristics and functions of IIs and the degree to which they predict dating themes of honesty, trust, stigma, and overall experience was tested. Multiple regression analyses were carried out to locate the specific characteristics and functions of IIs that are activated during the online dating process. The adapted survey of imagined interactions (SII) proved to be a reliable measure of all characteristics and functions when applied to the context of online dating themes of honesty, trust, stigma, and overall experience. Several reliable psychometrics for investigating imagined interactions within the context of online dating have been established, and support for the hyperpersonal communication model is discussed.

Young Children's Interactions with Objects: Play as Practice and Practice as Play

Objects permeate human culture and saturate the imagination. This duality offers both opportunity and challenge. Here we ask how young human children learn to exploit the immense potential afforded by objects that can exist simultaneously in physical and imaginary realms. To this end, we advance a new framework that integrates the presently siloed literatures on manual skill and play development. We argue that developments in children's real and imagined use of objects are embodied, reciprocal, and intertwined. Advances in one plane of action influence and scaffold advances in the other. Consistent with this unified framework, we show how real and imagined interactions with objects are characterized by developmental parallels in how children ( a) transcend the present to encompass future points in time and space, ( b) extend beyond the self, and ( c) gradually move beyond objects’ designed functions. In addition, we highlight bidirectional influences in children's real and imagined interactions with objects: Play engenders practice and skill in using objects, but just the same, practice using objects engenders advances in play. We close by highlighting the theoretical, empirical, and translational implications of this embodied and integrated account of manual skill and play development. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 3 is December 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Communication in the Time of COVID-19: An Examination of Imagined Interactions and Communication Apprehension During the COVID-19 Pandemic

As people all over the world continue to adjust to the new normal presented to them by COVID-19, they must adjust to the social restrictions that have been enforced. These restrictions include shelter-in-place and work-from-home orders that severely limit the face-to-face interactions that were considered a norm in many peoples’ lives (e.g., speaking with the grocer, hair stylist, etc.). As individuals adjust to these changes, their communication behaviors must adapt as well. This study seeks to determine how the restrictions of COVID-19 have impacted Imagined Interactions (IIs) and Communication Apprehension (CA). This study identifies significant relationships between IIs and CA before and during COVID-19, as well as how certain demographics have experienced IIs and CA during the pandemic.

Functions of Imagined Interactions With AI Among Alexa-Users

Humans and agents of artificial intelligence (AI) participate in human-machine communication (HMC) more frequently now than ever before – especially in the U.S. Voice powered assistants (VPAs) are widely accessible software agents that enact various social roles, such as personal assistants, and are increasingly packaged with AI-devices to complete simple-tasks, such as sending texts, more efficiently. VPAs are designed to mimic human-human interactions (HHIs) to facilitate more natural human-VPA interactions (HVPAIs). The focus of this study is on the psychological effects of HVPAIs with Amazon’s VPA, Alexa, to identify predictors of frequent Alexa-use through six functions of imagined interactions (IIs) – rehearsal, self-understanding, relational maintenance, conflict linkage, compensation and catharsis. A modified survey of imagined interaction was distributed to 810 self-reported Alexa-users recruited through Amazon’s Mechanical Turk (MTurk). Results suggest that HVPAIs with Alexa impacts the imagination of participants similarly to HHIs, and that use of specific functions of IIs are significant negative predictors of Alexa-use. Moreover, the inclusion of machine-interlocutors as part of imagined interaction theory appears to be compelling as humans and machine interactions evolve in the 21st century.

“Hi, Mr. President!”

What makes The Daily Show with Jon Stewart so successful as social and political satire? Rhetorical theorists and critics have identified several mechanisms for satisfying the show’s satiric and parodic aim, which include parodic polyglossia, contextual clash, and satirical specificity (Waisanen, 2009). We present a unified account of meaning construction that encompasses these three mechanisms within the framework of blended fictive interaction (Pascual, 2002, 2008a b). Satire results from emergent effects of different conceptual configurations that have to be in place to integrate a pastiche of speech whose provenance originates in different and diverse contexts and genres. The integration of contradictory, conceptually disjointed pieces of discourse under the governing structure of the conversation frame accounts for the show’s most conspicuous satirical moments. These imagined interactions highlight facets of the real world for critical commentary. The thick description of an influential Daily Show segment deepens our understanding of contemporary political satire.

Imagined Interactions and Inner Speech

Similarities and differences between inner speech and imagined interactions (IIs) are discussed. Selected studies in both areas are reviewed. Inner speech originally was conceptualized as a stage in language acquisition and the process of thought. It reflects speaking to oneself in the form of monologue. It has been referred to as verbal thinking, inner speaking, covert self-talk, internal monologue, and internal dialogue as people talk to themselves in silence. IIs are similar, yet different in that imaginary dialogue reflects talking to another person while monologue is self-talk. IIs are a type of daydreaming, social cognition, and mental imagery in which people experience cognitive representations of conversation with accompanying verbal and nonverbal features. We highlight relevant studies in the areas of daydreaming, public speaking, rumination, cardiovascular arousal, and road rage. We conclude with two suggestions for future research.

When Inner Speech and Imagined Interactions Meet

Imagined interactions (IIs) occur when individuals recall past conversations with others as well as anticipate future ones. IIs intersect with the concept of inner speech, yet little is known about what elements IIs and inner speech share as well as how they differ. Information is offered about both Imagined Interaction Theory and inner speech, followed by a discussion pertaining to how they interact with other inner experiences. Results based on self-reported inner speech using a Thought Listing procedure are also presented. Two main conclusions are reached: (a) IIs constitute mental activities that do include one type of inner speech but which recruit additional components absent in the latter. (b) Inner speech includes IIs, but also encompasses many other topics and functions not present in, or served by, IIs. Consequently, inner speech and IIs ought not to be equated.