Showing papers on "Interpersonal communication published in 2014"

Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct

Abstract: Psychological safety describes people’s perceptions of the consequences of taking interpersonal risks in a particular context such as a workplace. First explored by pioneering organizational scholars in the 1960s, psychological safety experienced a renaissance starting in the 1990s and continuing to the present. Organizational research has identified psychological safety as a critical factor in understanding phenomena such as voice, teamwork, team learning, and organizational learning. A growing body of conceptual and empirical work has focused on understanding the nature of psychological safety, identifying factors that contribute to it, and examining its implications for individuals, teams, and organizations. In this article, we review and integrate this literature and suggest directions for future research. We first briefly review the early history of psychological safety research and then examine contemporary research at the individual, group, and organizational levels of analysis. We assess what has ...

Cognition and Communication: Judgmental Biases, Research Methods, and the Logic of Conversation

Abstract: Contents: Cognition, Communication, and the Fallacies of Human Judgment. Cognition and Communication: The Logic of Conversation. The Conversational Relevance of "Irrelevant" Information. Questions, Innuendos, and Assertions of the Obvious. The Conversational Relevance of Formal Features of Questionnaires. Making One's Contribution Informative: The Changing Meaning of Repeated Questions. Judgment in a Social Context: (Some) Conclusions.

Self‐Disclosure in Social Media: Extending the Functional Approach to Disclosure Motivations and Characteristics on Social Network Sites

Abstract: This article introduces the functional model of self-disclosure on social network sites by integrating a functional theory of self-disclosure and research on audience representations as situational cues for activating interpersonal goals. According to this model, people pursue strategic goals and disclose differently depending on social media affordances, and self-disclosure goals mediate between media affordances and disclosure intimacy. The results of the empirical study examining self-disclosure motivations and characteristics in Facebook status updates, wall posts, and private messaging lend support to this model and provide insights into the motivational drivers of self-disclosure on SNSs, helping to reconcile traditional views on self-disclosure and self-disclosing behaviors in new media contexts.

Personalized Recommendation Combining User Interest and Social Circle

Abstract: With the advent and popularity of social network, more and more users like to share their experiences, such as ratings, reviews, and blogs. The new factors of social network like interpersonal influence and interest based on circles of friends bring opportunities and challenges for recommender system (RS) to solve the cold start and sparsity problem of datasets. Some of the social factors have been used in RS, but have not been fully considered. In this paper, three social factors, personal interest, interpersonal interest similarity, and interpersonal influence, fuse into a unified personalized recommendation model based on probabilistic matrix factorization. The factor of personal interest can make the RS recommend items to meet users' individualities, especially for experienced users. Moreover, for cold start users, the interpersonal interest similarity and interpersonal influence can enhance the intrinsic link among features in the latent space. We conduct a series of experiments on three rating datasets: Yelp, MovieLens, and Douban Movie. Experimental results show the proposed approach outperforms the existing RS approaches. Index Terms—Interpersonal influence, personal interest, recommender system, social networks —————————— ——————————

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

Abstract: In 1989, Light defined communicative competence for individuals with complex communication needs who require augmentative and alternative communication (AAC) as a dynamic interpersonal construct ba...

Rhythm in joint action: psychological and neurophysiological mechanisms for real-time interpersonal coordination.

Abstract: Human interaction often requires simultaneous precision and flexibility in the coordination of rhythmic behaviour between individuals engaged in joint activity, for example, playing a musical duet or dancing with a partner. This review article addresses the psychological processes and brain mechanisms that enable such rhythmic interpersonal coordination. First, an overview is given of research on the cognitive-motor processes that enable individuals to represent joint action goals and to anticipate, attend and adapt to other's actions in real time. Second, the neurophysiological mechanisms that underpin rhythmic interpersonal coordination are sought in studies of sensorimotor and cognitive processes that play a role in the representation and integration of self- and other-related actions within and between individuals' brains. Finally, relationships between social–psychological factors and rhythmic interpersonal coordination are considered from two perspectives, one concerning how social-cognitive tendencies (e.g. empathy) affect coordination, and the other concerning how coordination affects interpersonal affiliation, trust and prosocial behaviour. Our review highlights musical ensemble performance as an ecologically valid yet readily controlled domain for investigating rhythm in joint action.

Strategic Internal Communication: Transformational Leadership, Communication Channels, and Employee Satisfaction

Abstract: The current study investigates how leadership influences internal public relations by building the linkage between transformational leadership, the use of communication channels, symmetrical communication, and employee satisfaction. Furthermore, it examines the effectiveness of various internal communication channels. Through a web survey of 400 employees working in medium-sized and large corporations in the United States, the study showed that transformational leadership positively influences the organization’s symmetrical internal communication and employee relational satisfaction. Transformational leaders most often use information-rich face-to-face channels to communicate with followers. Leaders’ use of face-to-face channels is positively associated with employee satisfaction. Employees mostly prefer emails to receive information from the organization regarding new decisions, policies, events, or changes, followed by general employee meetings and interpersonal communication with managers. Theoretical ...

Touch Versus Tech: When Technology Functions as a Barrier or a Benefit to Service Encounters

Abstract: Interpersonal exchanges between customers and frontline service employees increasingly involve the use of technology, such as point-of-sale terminals, tablets, and kiosks. The present research draws on role and script theories to demonstrate that customer reactions to technology-infused service exchanges depend on the presence of employee rapport. When rapport is present during the exchange, the use of technology functions as an interpersonal barrier preventing the customer from responding in kind to employee rapport-building efforts, thereby decreasing service encounter evaluations. However, during service encounters in which employees are not engaging in rapport building, technology functions as an interpersonal barrier, enabling customers to retreat from the relatively unpleasant service interaction, thereby increasing service encounter evaluations. Two analyses using J.D. Power Guest Satisfaction Index data support the barrier and beneficial effects of technology use during service encounters with and...

A time-lagged analysis of the effect of authentic leadership on workplace bullying, burnout, and occupational turnover intentions

Abstract: Destructive interpersonal experiences at work result in negative feelings among employees and negative work outcomes. Understanding the mechanisms through which bullying can lead to burnout and subsequent turnover is important for preventing and managing this problem. Leaders play a key role in shaping positive work environments by discouraging negative interpersonal experiences and behaviours. The aim of this study is twofold. Specifically we aim to examine the relationship between authentic leadership and new graduate nurses experiences of workplace bullying and burnout over a 1-year timeframe in Canadian healthcare settings. Furthermore we aim to examine the process from workplace bullying to subsequent burnout dimensions, and to job and career turnover intentions. Results of structural equation models on new graduate nurses working in acute care settings in Ontario (N = 205) provide support for the hypothesized model linking supervisor's authentic leadership, subsequent work-related bullying, and burn...

Linguistic Markers of Stance in Early and Advanced Academic Writing: A Corpus-Based Comparison.

Abstract: This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of ...

Becoming Oneself: The Central Role of Self-Concordant Goal Selection

Abstract: Pursuing personal goals is an important way that people organize their behavior and mature as individuals. However, because people are typically unaware of their own implicit motivations and potentials, they may pick goals that do not serve them well. This article suggests that "self-concordant" goal selection is a difficult self-perceptual skill, with important ramifications for thriving. Various means of conceptualizing and measuring goal self-concordance are considered. Then, relevant literature is reviewed to show that goal self-concordance, as assessed by a self-determination theory methodology, is predicted by goal/motive fit; that goal self-concordance in turn predicts more persistent goal effort and, thus, better goal attainment over time; and that self-concordant goal selection is enhanced by personality variables and interpersonal contexts that promote accurate self-insight and personal autonomy. Implications for the nature of the self, the causes of personality thriving and growth, and the free will question are considered.

To Tell or Not to Tell? Factors Influencing Young People’s Informal Disclosures of Child Sexual Abuse:

Abstract: The aim was to understand the factors influencing informal disclosure of child sexual abuse experiences, taking account of dynamics operating prior to, during, and following disclosure. In-depth semi-structured interviews were conducted with 22 young people who experienced child sexual abuse and 14 parents. Grounded theory methodology informed the study. The key factors identified as influencing the disclosure process included being believed, being asked, shame/self-blame, concern for self and others, and peer influence. Many young people both wanted to tell and did not want to tell. Fear of not being believed; being asked questions about their well-being; feeling ashamed of what happened and blaming themselves for the abuse, for not telling, and for the consequences of disclosure; concern for how both disclosure and nondisclosure would impact on themselves and others; and being supported by and yet pressurized by peers to tell an adult, all illustrate the complex intrapersonal and interpersonal dynamics reflecting the conflict inherent in the disclosure process. These findings build on previous studies that emphasize the dialogic and interpersonal dynamics in the disclosure process. Both intrapersonal and interpersonal influencing factors need to be taken account of in designing interventions aimed at helping children tell. The importance of asking young people about their psychological well-being and the role of peer relationships are highlighted as key to how we can help young people tell.

Sexual Communication Between Early Adolescents and Their Dating Partners, Parents, and Best Friends

Abstract: This study assessed early adolescents' sexual communication with dating partners, parents, and best friends about six sexual health topics: condoms, birth control, sexually transmitted diseases (STDs), human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), pregnancy, and abstinence/waiting. Using a school-based sample of 603 youth (ages 12 to 15; 57% female; 46% Caucasian), we examined communication differences across demographic and developmental factors, tested whether communication with parents and best friends was associated with greater communication with partners, and examined associations between communication and condom use. More than half of participants had not discussed any sexual topics with their dating partners (54%), and many had not communicated with parents (29%) or best friends (25%). On average, communication was more frequent among adolescents who were female, African American, older, and sexually active, despite some variation in subgroups across partner, parent, and friend communication. Importantly, communication with parents and friends--and the interaction between parent and friend communication--was associated with increased communication with dating partners. Further, among sexually active youth, increased sexual communication with partners was associated with more frequent condom use. Results highlight the importance of understanding the broader family and peer context surrounding adolescent sexual decision making and suggest a possible need to tailor sexual communication interventions.

Examining interpersonal trust as a facilitator and uncertainty as an inhibitor of intra-organisational knowledge sharing

Abstract: This study developed a theoretical model to explore the antecedents of interpersonal trust and the impact of interpersonal trust and uncertainty on intra-organisational knowledge sharing in highly information-technology-mediated work environments. The proposed model was tested empirically using survey data collected from five telecommunication companies. The findings reveal that interpersonal trust has a positive effect on knowledge sharing, while uncertainty has a negative effect upon knowledge sharing. The results also show that social interaction ties and shared knowledge-sharing vision are the antecedent factors of interpersonal trust, and that uncertainty regarding knowledge sharing is increased by seeker absorptive capability concerns, reciprocity concerns and fear of losing knowledge power. Some important implications for theory and practice as well as directions for future study are discussed.

Adolescent Sexual Health Communication and Condom Use: A Meta-Analysis

Abstract: Consistent condom use among sexually active adolescents and young adults is of paramount importance for sexual health. Condoms are the most effective method to prevent sexually transmitted infections (STIs) and HIV for sexually active youth, and condoms can also prevent unwanted pregnancy (Centers for Disease Control and Prevention [CDC], 2010; Holmes, Levine, & Weaver, 2004). While new prevention options and strategies for curbing HIV have advanced, such as pre-exposure prophylaxis (Baeten et al., 2012) and treatment as prevention (Cohen et al., 2011), condoms remain a critical, cost-effective, and accessible HIV/AIDS prevention tool, particularly for adolescents who engage in multiple short-term sexual relationships. Despite the risk of STIs, HIV, and unwanted pregnancy, nearly half of sexually active youth in the U.S. do not use condoms consistently (CDC, 2010). Such risk behavior results in serious health consequences: There are currently over 9 million STIs and 8,300 new cases of HIV among adolescents and young adults each year (CDC, 2013). Identifying those factors that are proximally associated with condom use and potentially modifiable has been a top priority for research and prevention efforts seeking to improve adolescent health (House, Bates, Markham, & Lesesne, 2010). Increasingly, one factor that has been associated with safer sexual behavior is sexual communication, defined as the ability to discuss and negotiate safer sex with a partner (Noar, 2007). The link between communication and condom use is understandable given the interpersonal nature of sexual activity and the need for sexual partners – particularly girls – to negotiate safer sexual practices if they are to occur (Amaro, 1995). Yet, open communication about sexual health topics often does not take place during sexual encounters (DiClemente, 1991; Ryan, Franzetta, Manlove, & Holcombe, 2007). Conversations about sexual health are sensitive and potentially embarrassing for adolescents who are still learning to develop and maintain intimate relationships and are often negotiating intimate experiences for the first time (Collins, Welsh, & Furman, 2009; Diamond & Savin-Williams, 2009). Discussing sexual health topics also may violate cultural norms for indirectness around sexual behavior, especially for adolescent girls who are not socialized to assert their sexual desires or preferences in relationships (Lear, 1995; Metts & Spitzberg, 1996; Tolman, 2005). Further, compared to adults, adolescents are in a developmental period during which immaturity in the prefrontal cortex contributes to heightened impulsivity and a lower likelihood to plan ahead and consider the future consequences of risky behavior (Steinberg, 2007, 2008). For these reasons, it is perhaps no surprise that many adolescents – more than half in some studies (DiClemente, 1991; Ryan et al., 2007; Welch Cline, Johnson, & Freeman, 1992) – report that they have not discussed condoms or other safer sex topics with their sexual partners. Sexual communication has been increasingly recognized in health behavior theories that explain condom use behavior (for review, see Noar, 2007). Historically, condom use has pushed the limits of behavioral theories because, unlike most health behaviors that are enacted by individuals, condom use requires the cooperation of two people. In some cases, new theories have been developed that include a dyadic communication component, such as the Information-Motivation-Behavioral Skills Model (Fisher & Fisher, 1992), which posits that both perceived and actual sexual communication skills are key behavioral skills required for condom use. Other theories, such as the Reasoned Action Model (Fishbein & Ajzen, 2009) and Social Cognitive Theory (SCT; Bandura, 1999), have been expanded to incorporate the role of sexual communication as an intervening variable that can account for the roles of other, more distal predictors of condom use, such as condom attitudes and intentions (Bryan, Fisher, & Fisher, 2002; Widman, Golin, & Noar, 2013; Zimmerman, Noar, Feist-Price, Dekthar, Cupp, Anderman, & Lock, 2007). Among adults, the empirical literature largely supports the theoretical proposition that partner sexual communication is associated with condom use (Allen, Emmers-Sommer, & Crowell, 2002; Noar, Carlyle, & Cole, 2006; Sheeran, Abraham, & Orbell, 1999). A meta-analysis of over 40 psychosocial predictors of condom use found that sexual communication between partners was the most robust indicator of condom use (Sheeran et al., 1999). A second, more recent meta-analysis confirmed the significant overall association between communication and condom use and found several factors moderated this relationship, including communication topic and format (Noar, Carlyle, & Cole, 2006). Specifically, the strongest relationship between communication and condom use was found in studies that specifically assessed communication about condoms as well as those that assessed communication behaviors, rather than communication self-efficacy or intentions to communicate. While the results in largely adult populations are promising, prior reviews have included only a small subset of studies of adolescents and these studies were not analyzed separately; thus, it is not clear if sexual communication is equally as likely – or perhaps more or less likely – to influence condom use among youth. It is known, however, that adolescents’ patterns of both communication and sexual risk behaviors differ from those patterns shown in adults. For example, adolescents are less likely to be sexually active than adults, but their sexual practices are often riskier. Condom use is typically sporadic, and the transient nature of adolescent relationships can result in multiple sexual partnerships over short periods of time (CDC, 2010). Additionally, youth often lack the appropriate skills and prior experience needed to successfully negotiate safer sexual behavior (Metts & Spitzberg, 1996), and as noted previously, they may also lack the appropriate brain maturity to make deliberate, rational choices that will impact their long term sexual health (Steinberg, 2007, 2008). This brain immaturity may result in less thoughtful planning around sexual activity and less communication with partners, as compared to adults. When it comes to the link between adolescent sexual communication and condom use, there is some inconsistency in the literature. Whereas many studies of youth find strong positive associations between communication and condom use (Brown et al., 2008; Grossman, Hadley, Brown, Houck, Peters, & Tolou-Shams, 2008; Harrison et al., 2012), others report no significant relationships (Maxwell, Bastani, & Yan, 1995; Roye, 1998), or even negative relationships (Deardorff, Tschann, Flores, & Ozer, 2010; Hart & Heimberg, 2005). For example, in an ethnically diverse sample of over 1,200 youth, Brown et al. (2008) found that sexual communication was associated with a greater likelihood of condom use at last sex; whereas in a sample of 839 Latino youth, Deardorff et al. (2010) found that comfort with sexual communication was associated with significantly less consistent condom use in the past month. Despite this inconsistency, the sexual communication field is burgeoning and scores of sexual health intervention programs for youth have been targeting communication skill building as key program components (DiClemente et al., 2009; Tortolero, Markham, Peskin, Shegog, Addy, Escobar-Chaves, & Baumler, 2010). The lack of a systematic meta-analysis of adolescent communication is a key gap in the literature; such a synthesis could provide much needed guidance to future intervention efforts as well as health behavior theories that are specific to adolescent condom use. Thus, the primary purpose of the current study was to conduct a meta-analysis that synthesizes the current evidence to determine the degree to which sexual communication between adolescent partners is associated with condom use. Given the heterogeneity in effects of communication observed in the literature, a second goal was to examine the possible influence of several potential moderators. These included gender, age, recruitment setting, study location, topic of communication (i.e., communication about condoms specifically, partner sexual history, or safer sex more generally), and format for communication measurement (i.e., behavior, self-efficacy, intentions, fear, or comfort). Finally, due to the variability in the way in which condom use has been assessed in past studies (for a discussion of this issue, see Noar, Cole, & Carlyle, 2006), we also examined the timeframe of condom use as an additional moderator.

Maternal verbal responses to communication of infants at low and heightened risk of autism

Abstract: This study investigates mothers’ responses to infant communication among infants at heightened genetic risk (high risk) of autism spectrum disorder compared to infants with no such risk (low risk). A total of 26 infants, 12 of whom had an older sibling with autism spectrum disorder, were observed during naturalistic in-home interaction and semistructured play with their mothers at 13 and 18 months of age. Results indicate that overall, mothers of low-risk and high-risk infants were highly and similarly responsive to their infants’ communicative behaviors. However, examination of infant vocal and gestural communication development together with maternal verbal responses and translations (i.e. verbally labeling a gesture referent) suggests that delays in early communication development observed among high-risk infants may alter the input that these infants receive; this in turn may have cascading effects on the subsequent development of communication and language.

High school teachers' experience of the educational potential of outdoor teaching and learning

Abstract: This is a longitudinal case study where teachers from different disciplines were interviewed before and after an outdoor teaching project in a Swedish junior high school. The school grounds were us ...

Pilot clinical application of an adaptive robotic system for young children with autism

Abstract: It has been argued that clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorders. This pilot feasibility study evaluated the application of a novel adaptive robot-mediated system capable of both administering and automatically adjusting joint attention prompts to a small group of preschool children with autism spectrum disorders (n = 6) and a control group (n = 6). Children in both groups spent more time looking at the humanoid robot and were able to achieve a high level of accuracy across trials. However, across groups, children required higher levels of prompting to successfully orient within robot-administered trials. The results highlight both the potential benefits of closed-loop adaptive robotic systems as well as current limitations of existing humanoid-robotic platforms.

Adolescent - parent communication on sexual and reproductive health issues among high school students in Dire Dawa, Eastern Ethiopia: a cross sectional study

Abstract: Sexual and reproductive health communications are most likely promoting healthy sexual development and reduce sexual risks. Communication is the principal means for parents to transmit sexual values, beliefs, expectations and knowledge to their adolescents. However, there is a paucity of evidence about adolescent parent communication in Ethiopia. This study aimed to determine adolescent-parent communication on sexual and reproductive health issues and associated factors among high school students in Dire Dawa, Eastern Ethiopia. Institution based cross sectional study was conducted among high school students in Dire Dawa administrative council from February to March 2011. Simple random sampling technique was used to select 695 students from 9–12 grades. Qualitative data were collected through focus group discussion separately for female and male parents. Data were entered in Epi info version 3.5.1 and analyzed by SPSS version 16.1. Logistic regression with OR and 95% confidence interval was used to identify the independent predictors of adolescent parent communication. Thirty seven percent of students had ever discussed on at least two sexual and reproductive health topics with their parents. Of which, majority of student preferred to discuss with their peers than parent. Condom use during first intercourse was associated with having communication about sexual and reproductive health [AOR = 1.9, 95% CI: 1.0, 3.8]. Cultural taboo, shame and lack of communication skill were reasons that hinder communication between parent and adolescent about sexual matters. Communication on sexual and reproductive health issue between adolescent and their parent was low. School based education is important to improve adolescent parent communication about sexual and reproductive health issues.

Reducing patients' anxiety and uncertainty, and improving recall in bad news consultations

Abstract: OBJECTIVE: Patients' recall of provided information during bad news consultations is poor. According to the attentional narrowing hypothesis, the emotional arousal caused by the bad news might be responsible for this hampered information processing. Because affective communication has proven to be effective in tempering patients' emotional reactions, the current study used an experimental design to explore whether physician's affective communication in bad news consultations decreases patients' anxiety and uncertainty and improves information recall. METHOD: Two scripted video-vignettes of a bad news consultation were used in which the physician's verbal communication was manipulated (standard vs. affective condition). Fifty healthy women (i.e., analogue patients) randomly watched 1 of the 2 videos. The effect of communication on participants' anxiety, uncertainty, and recall was assessed by self-report questionnaires. Additionally, a moderator analysis was performed. RESULTS: Affective communication reduced anxiety (p = .01) and uncertainty (p = .04), and improved recall (p = .05), especially for information about prognosis (p = .04) and, to some extent, for treatment options (p = .07). The moderating effect of (reduced) anxiety and uncertainty on recall could not be confirmed and showed a trend for uncertainty. CONCLUSION: Physicians' affective communication can temper patients' anxiety and uncertainty during bad news consultations, and enhance their ability to recall medical information. The reduction of anxiety and uncertainty could not explain patients' enhanced recall, which leaves the underlying mechanism unspecified. Our findings underline the importance of addressing patients' emotions and provide empirical support to incorporate this in clinical guidelines and recommendations. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education.

Abstract: The number of international students in the United States in 2008-2009 reached an all-time high of 671,616, reflecting an eight percent increase in student enrollment (Institute of International Education [IIE], 2009). In particular, Asian students represented 62% of the international student population (Kim, 2012). These numbers reflect an unprecedented and significant trend of mobility and migration, as well as an increase in cultural and linguistic diversity within higher education (Altbach, 2004; Carroll & Ryan, 2005; Kim, 2012). According to Al-Sharideh and Goe (1989), international students in the United States often encounter difficulties in adjusting to their new cultural environment. They come to the classroom with different worldviews, different cultural and linguistic backgrounds, and varying strategies for learning. In addition, they vary widely in academic ability, motivation, prior educational experience, and English language proficiency (Arkoudis, 2006; Kim, 2012).Many international students experience cultural and linguistic challenges different from those of domestic students (Arkoudis, 2006). They often struggle with academic language in English while also learning the content and conceptual structures of various graduate level disciplines (Beaven, Calderisi, & Tantral, 1998; Lin & Yi, 1997). Differences in writing styles, linguistically and culturally driven logical thinking, and appropriately formulating thought into writing structures may vary widely and play a significant role in students' academic and interpersonal experiences (Levi, 1991; Zhu & Flaitz, 2005). Furthermore, to interact socially with American peers, instructors, and community members, international graduate students have to personally adjust to American culture and learning expectations. As an example, in some Asian cultures instructors have absolute authority and are not to be challenged by students (Ariza, 2010), which is very different from higher education in the United States. Although students often employ strategies for overcoming cultural and linguistic challenges, these culturally influenced strategies are not always understood nor valued by instructors and student peers (Arkoudis, 2006; Beaven et al., 1998; Millar, 2009). Western university instructors often categorize Asian students as either the brainy Asian or the rote learner (Marton, Watkins, & Tang, 1997). Researchers, however, have found that the learning patterns of Asian students reflect the type of curriculum and assessments encouraged by schools in their home countries (Barron 2002; Li & Kaye, 1998). In addition, Asian students tend to adopt spontaneous collaborative approaches in researching and writing assignments. Studies suggest that the employment of this type of group learning is highly influenced by the Confucian cultural values that focus on group work (Gatfield & Gatfield, 1994; Ramburuth & McCormic, 2001; Tang, 1996).Given the increasing global diversity in student demographics in higher education, it becomes critical for instructors to understand NNES international graduate students' cultural and linguistic challenges in order to facilitate effective teaching and learning for all students. To create positive learning environments that prepare all students to interact and engage with others different from themselves, instructors must address cross-cultural and linguistic dimensions within the student population (Altbach, 2004; Wong, 2006). Considerations include the following: How do instructors understand and address cultural and linguistic challenges within the classroom? How do instructors create a sense of community within their diversely populated classrooms? How do instructors provide and create culturally and linguistically inclusive teaching and learning environments that are relevant and stimulating to NNES international graduate students as well as to other student populations?Theoretical FrameworkCulturally Responsive TeachingCultural responsiveness reflects the awareness of an individual to variances within cognition, behavior, language, and education among individuals who have differing racial, ethnic, social, gender, linguistic, religious, political, or other backgrounds and experiences. …

The science of sharing and the sharing of science.

Abstract: Why do members of the public share some scientific findings and not others? What can scientists do to increase the chances that their findings will be shared widely among nonscientists? To address these questions, we integrate past research on the psychological drivers of interpersonal communication with a study examining the sharing of hundreds of recent scientific discoveries. Our findings offer insights into (i) how attributes of a discovery and the way it is described impact sharing, (ii) who generates discoveries that are likely to be shared, and (iii) which types of people are most likely to share scientific discoveries. The results described here, combined with a review of recent research on interpersonal communication, suggest how scientists can frame their work to increase its dissemination. They also provide insights about which audiences may be the best targets for the diffusion of scientific content.

Sync or sink? Interpersonal synchrony impacts self-esteem

Abstract: Synchronized behaviour has significant social influence both in terms of everyday activities (e.g., walking and talking) as well as via more historical contexts (e.g., cultural rituals). Grounded in the science of coordination dynamics, previous research has revealed that interpersonal synchrony has numerous affiliative and pro-social consequences, such as enhanced rapport, cooperation, and social-cognitive functioning. The current study sought to explore the impact of intentional synchrony versus asynchrony on an individual’s self-esteem and their feelings of social connection with a partner. The results revealed that individuals felt better about themselves following a period of synchronous compared to asynchronous movement, while they also perceived a greater self-other overlap with their partner. These findings not only extend previous research on social connections following interpersonal synchrony, but also provide the first demonstration of an influence on self evaluations. Overall, it appears that moving in time with others may result in us feeling better about ourselves compared to moving to our own rhythm.

Intersections between the autism spectrum and the internet: perceived benefits and preferred functions of computer-mediated communication.

Abstract: An online survey compared the perceived benefits and preferred functions of computer-mediated communication of participants with (N = 291) and without ASD (N = 311). Participants with autism spectrum disorder (ASD) perceived benefits of computer-mediated communication in terms of increased comprehension and control over communication, access to similar others, and the opportunity to express their true selves. They enjoyed using the Internet to meet others more, and to maintain connections with friends and family less, than did participants without ASD. People with ASD enjoyed aspects of computer-mediated communication that may be associated with special interests or advocacy, such as blogging, more than did participants without ASD. This study suggests that people with ASD may use the Internet in qualitatively different ways from those without ASD. Suggestions for interventions are discussed.