Why more competent adolescents advance or regress after assymetrical peer interaction: Studying dialogue characteristics that make a difference

This study explores differences between more and less competent peers in joint problem-solving dialogues, related to opposite interaction outcomes of more competent students (progression/regression). Ten asymmetrical peer dyads were selected from 47 dyads participating in the previous study: five in which more competent (MC) student progressed the most, and five in which MC students regressed the most after a post-test. Ten dialogue characteristics were established in 50 conversations of these dyads. Cluster analysis revealed two dialogue types associated with different interaction outcomes of MC students. In the first one, MC students justified correct answers but behaved inconsistently with their higher competences. The second cluster characterizes domination-submissiveness pattern and MC students? unwillingness to justify opinion. All regressing MC students participated in the first dialogue type and 56% of progressing MC students in the second. Qualitative analysis of the conversations typical for extracted clusters implies that although ready to provide arguments to their peers when they can, regressing MC students exhibit uncertainty, thereby losing from interaction. Progressing MC students seem to protect themselves against possible interaction disturbances by dominant attitude and withdrawal from communication.

Acoustic properties of word and phrasal prominence in Uzbek

Based on a large-scale corpus of experimental data produced by 8 native speakers of Tashkent Uzbek, we assess the presence of canonical word-final stress in real words spoken in three dialogue types: without focus, with contrastive focus, and with new information focus on the target. The first context provides baseline information regarding the manifestation of stress, in the absence of additional focus properties. By comparing the latter two contexts with the former, we are also able to assess the acoustic manifestation of the two types of focus. The most noteworthy properties of the final syllable are its relatively long duration and sharp falling contour, potentially serving as the cues to lexical stress, and enhanced by both types of focus. Due to the word-final position of stress, however, the patterns we observe could also be consistent with boundary properties, a possibility we consider as well. In addition, we briefly compare the prosodic patterns we observe in Uzbek with similarly collected data in Turkish. We find that the prominence patterns in Uzbek, while not particularly strong, are nevertheless stronger than those in Turkish, and also exhibit crucial differences. Implications for Turkic prosody more generally are also suggested.

(Dis)aligning across different linguacultures: Pragmatic questions from original to dubbed film dialogue

In original and dubbed film dialogue, direct questions are a means to depict interpersonal relationships on screen. In particular, pragmatic questions (i.e. non-questioning, rhetorical interrogatives) are frequently employed to mark alignment among interactants, in the form of affiliative and disaffiliative interrogatives, respectively expressing positive and negative stance. Based on the exploration of the Pavia Corpus of Film Dialogue, the current study aims at investigating the ways in which affiliative and disaffiliative questions are constructed in original English filmic speech and in Italian dubbing. The two dialogue types show rather high similarity in the distribution of pragmatic questions – with a notable prevalence of disaffiliative interrogatives carrying conflict-initiating role. However, different strategies are privileged in the two languages for the linguistic construction of stance. The English source text does not rely on a single and specific pattern to signal affiliation, while it marks disaffiliation through inserts, emotionally-loaded chunks and non-canonical word order in the interrogative. Conversely, dubbed Italian frequently draws on weak connectors to express disalignment and prefers different types of syntactically marked structures in the construction of affiliation. Findings thus suggest a certain degree of autonomy for dubbed dialogue in the selection of specific linguistic markers to transfer and re-portray interpersonal relationships in the target linguaculture.

Peacemaking interreligious dialogue: principles, objectives, forms of implementation

The article offers the original classification of interreligious dialogue types based on four criteria as follows. 1. «Intention» (i.e. the motivation to come into contact with a representative of another religion); 2. «Goal» (i.e. tasks and aims headed towards by the participants in the dialogue); 3. «Principles» (i.e. the starting points, which determine the interaction); 4. «Form» (i.e. participants in the dialogue). Among those the most important criterium is that if intention, which identifies the types of «polemical», «peacemaking », «cognitive» and «partnership» dialogue. These types of dialogue are lined up respectively around the following questions: «Who is right?», «How can we live together peacefully?», «Who are you?» and «What can we do to improve the world?». In the article are analyzed the possibilities of applying the approach outlined as above. As an example is used the interreligious dialogue, which aims to reconciliate the arguing parties. Special attention is additionally paid to the “diplomatic” dialogue as conducted between between heads and official representatives of religious communities.

Dialogue as a technology for initiating sense-formation in the practice of the educational process of higher education

The analysis of modern psychological and pedagogical studies of dialogue as a technology for initiating meaning in the educational process of higher education, as well as the psychological components of dialogue, its didactic content in the meaning of students. Moreover, the dialogue functions in the process of the created semantic field, which forms the intentional, value-semantic, affective components of the student’s personality, which allows us to consider dialogue as a true source of actualization of personal potentials in the educational process. Semantic didactics gives a metaphorical definition of dialogue as a “tool of thinking”, which encourages the search for psychological characteristics, patterns as the basic foundations of meaning formation that arise in a situation of revealing meaning. The analysis of theoretical studies of the dialogue problem as a meaning-generating technology resulted in the conceptualization of dialogue types in the practice of the educational process, taking into account the didactic tools of pedagogical communication, which in turn makes it possible to form innovative categories in the psychological and pedagogical direction - semantic didactics.

Aspects of gestural alignment in task-oriented dialogues

Aspects of gestural alignment in task-oriented dialoguesInterlocutors in a conversation influence each other in a number of dimensions. This process may lead to observable changes in their communicative behaviour. The directions and profiles of these changes are often correlated with the quality of interaction and may predict its success. In the present study, the gestural component of communication is scrutinised for changes that may reflect the process of alignment. Two types of task-oriented dialogues between teenagers are recorded and annotated for gestures and their features. We hypothesize that the dialogue task type (collaborative vs. competitive), as well as certain culture-specific properties of alignment that differ between German and Polish pairs, may significantly influence the process of communication. In order to explore the data and detect tendencies in gestural behaviour, automatised annotation mining and statistical exploration have been used, including a moving frame approach aimed at the investigation of co-occurring strokes as well as re-occurring strokes and their features. Significant differences between German and Polish speakers, as well as between the two dialogue types, have been found in the number of gestures, stroke duration and amplitude. Aspekty wzajemnego dopasowania gestykulacji w dialogach zadaniowychUczestnicy konwersacji wpływają na siebie wzajemnie w wielu różnych wymiarach. Proces ten może prowadzić do obserwowalnych zmian w ich zachowaniach komunikacyjnych. Kierunek i charakter tych zmian często wiążą się z jakością interakcji i mogą pozwolić przewidzieć jej sukces. Celem niniejszego badania jest eksploracja gestowego składnika komunikacji pod kątem zjawisk, które mogą odzwierciedlać zjawisko wzajemnego dopasowania uczestników. Zarejestrowano dwa typy dialogów zadaniowych z udziałem nastolatków. Nagrania anotowano pod kątem gestów i ich cech. W badaniu postawiono hipotezę, iż typ zadania dialogowego (ukierunkowane na współpracę vs. na konkurencję), jak również pewne specyficzne cechy kulturowe dopasowania komunikacyjnego, które różnicują polskie i niemieckie pary rozmówców, mogą oddziaływać na proces komunikacji. W celu eksploracji danych oraz wykrycia tendencji cechujących zachowania gestowe, wykorzystano zautomatyzowane metody analizy anotacji oraz techniki statystyczne. Uwzględniono podejście oparte na ruchomych oknach czasowych, umożliwiające analizę współwystępowania jak i powtarzania gestów właściwych i ich właściwości. Wykazano istotne różnice między rozmówcami polskimi i niemieckimi oraz między typami zadań dialogowych w zakresie liczby gestów, czasu trwania oraz amplitudy gestu właściwego.

Key components of effective collaborative goal setting in the chronic care encounter

Collaborative goal setting in patient–provider communication with chronic patients is the phase in which – after collecting the data regarding the patient’s health – it is necessary to make a decision regarding the best therapy and behaviors the patient should adopt until the next encounter. Although it is considered a pivotal phase of shared decision making, there remain a few open questions regarding its components and its efficacy: What are the factors that improve or impede agreement on treatment goals and strategies?; What are the ‘success conditions’ of collaborative goal setting?; How can physicians effectively help patients make their preferences explicit and then co-construct with them informed preferences to help them reach their therapeutic goals? Using the theoretical framework of dialogue types, an approach developed in the field of Argumentation Theory, it will be possible to formulate hypotheses on the ‘success conditions’ and effects on patient commitment of collaborative goal setting.

Dissent in the Midst of Emotional Territory

This paper focuses on disagreement spaces fused with emotion. Following Gilbert’s emotional mode of argumentation (1997), further expansions of the mode are made here, specifically for the purposes of being able to classify different types of emotional arguments. First, general concerns with arguments that stray from the traditional approach are addressed. Then a classification system for different types of emotional arguments is developed. Some of the criteria that help determine emotional arguments include dialogue types, arguers involved, as well as the use of emotion.

The Contextuality of Fallacies

Van Eemeren and Houtlosser observe that Walton’s (and Walton and Krabbe’s) notion of ‘dialogue type’ involves a mixture of an empirical notion on a par with a speech event or activity type and a normative notion such as the model of a critical discussion. Then they discuss Walton’s contextual analysis of fallacies as illegitimate dialectical shifts of dialogue types and offer an alternative in which both the empirical and the normative dimension are given their due.