Topic
Interpersonal communication
About: Interpersonal communication is a research topic. Over the lifetime, 26243 publications have been published within this topic receiving 767999 citations.
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TL;DR: This article investigated the extent to which interpersonal processes within male friendships are associated with violent behavior patterns during adolescence, finding that adolescent violence is embedded within enduring social interactional patterns of friendships, where the faces change but the process remains the same.
Abstract: This study investigated the extent to which interpersonal processes within male friendships are associated with violent behavior patterns during adolescence. At ages 13-14, 15-16, and 17-18, we observed the participants (206 boys) in our laboratory discussing problem solving situations with a close friend. Although the boys typically brought in different friends for each of the three assessments, we found considerable continuity in the boys' behaviors, most notably in the topics discussed. In particular, the tendency of a dyad to engage in deviant and violent talk was uniquely associated with violence in adolescence, controlling for childhood antisocial behavior and coercive discipline practices in the home. These findings suggest that adolescent violence is embedded within enduring social interactional patterns of friendships, where the faces change but the process remains the same.
222 citations
TL;DR: For individuals with autism spectrum disorders (ASD), the use of technology to provide intervention, particularly targeting the core social communication deficits of the disorder, is promising as mentioned in this paper, and a literature review will examine studies that have used innovative technology such as interactive computer programs and virtual reality to deliver direct intervention focused on the development of social and communication skills to individuals with an ASD.
222 citations
TL;DR: In this article, a unique selling strategy, Group Buying, under which consumers enjoy a discounted group price if they are willing and able to achieve a required group size and coordinate their transaction time, is examined.
Abstract: This paper examines a unique selling strategy, Group Buying, under which consumers enjoy a discounted group price if they are willing and able to achieve a required group size and coordinate their transaction time. We argue that Group Buying allows a seller to gain from facilitating consumer social interaction, i.e., using a group discount to motivate informed customers to work as “sales agents” to acquire less-informed customers through interpersonal information/knowledge sharing. We formally model such an information-sharing effect and examine if and when Group Buying is more profitable than (1) traditional individual-selling strategies, and (2) another popular social interaction scheme, Referral Rewards programs. We show that Group Buying dominates traditional individual-selling strategies when the information/knowledge gap between expert and novice consumers is neither too high nor too low (e.g., for products in the midstage of their life cycle) and when interpersonal information sharing is very efficient (e.g., in cultures that emphasize trust and group conformity, or when implemented through existing online social networks). We also show that, unlike Referral Rewards programs, Group Buying requires information sharing before any transaction takes place, thereby increasing the scale of social interaction but also incurring a higher cost. As a result, Group Buying is optimal when interpersonal communication is very efficient or when the product valuation of the less-informed consumer segment is high.
This paper was accepted by Preyas Desai, marketing.
222 citations
TL;DR: The authors found that the first response is a reduced sensitivity to pain and an emotional insensitivity that hampers empathy and may contribute to a variety of interpersonal behaviors, such as increased aggressiveness and reduced helpfulness toward new targets.
Abstract: The need to belong is a powerful motivational basis for interpersonal behavior, and it is thwarted by social exclusion and rejection. Laboratory work has uncovered a destructive set of consequences of being socially excluded, such as increased aggressiveness and reduced helpfulness toward new targets. Rejected persons do, however, exhibit a cautious interest in finding new friends. Theory and intuition associate social exclusion with emotional distress, but laboratory research finds instead that the first response is a reduced sensitivity to pain and an emotional insensitivity that hampers empathy and may contribute to a variety of interpersonal behaviors. Self-regulation and intelligent thought are also impaired as a direct result of being rejected.
222 citations
Journal Article•
TL;DR: This qualitative study explores the factors that contributed to limited interactional involvement in a telecollaborative project linking two groups of participants: 12 advanced- level students of English in northeastern Germany and 9 advanced-level students of German in the southwestern United States.
Abstract: Paige Ware Southern Methodist University This qualitative study explores the factors that contributed to limited interactional involvement in a telecollaborative project linking two groups of participants: 12 advanced-level students of English in northeastern Germany and 9 advanced-level students of German in the southwestern United States. Drawing on data from online transcripts, interviews, and questionnaires, I examine the tensions that arise when students' attempts at communicating online result in missed opportunities for engaging with their online partners. I report on the results of a discourse analysis of the online transcripts and rely on extensive interview and survey data to examine which factors made it difficult for students to maintain sustained interpersonal involvement in the online discourse. I document three main contextual tensions that arose from the different socially and culturally situated attitudes, beliefs, and expectations that informed students' communicative choices in the online discourse. I address the pedagogical implications of each of these three tensions. The findings suggest that research needs to focus not only on how students jointly construct online discourse, but how they co-construe the context for their participation. The paper concludes by addressing the implications of these findings for future research promoting language and culture learning online.
221 citations