Interpersonal communication

About: Interpersonal communication is a research topic. Over the lifetime, 26243 publications have been published within this topic receiving 767999 citations.

Strengthening Social and Emotional Competence in Young Children—The Foundation for Early School Readiness and Success Incredible Years Classroom Social Skills and Problem-Solving Curriculum

Abstract: The ability of young children to manage their emotions and behaviors and to make meaningful friendships is an important prerequisite for school readiness and academic success. Socially competent children are also more academically successful and poor social skills are a strong predictor of academic failure. This article describes The Incredible Years Dinosaur Social Skills and ProblemSolving Child Training Program, which teaches skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, and how to be successful at school. The program was first evaluated as a small group treatment program for young children who were diagnosed with oppositional defiant and conduct disorders. More recently the program has been adapted for use by preschool and elementary teachers as a prevention curriculum designed to increase the social, emotional, and academic competence, and decrease problem behaviors of all children in the classroom. The content, methods, and teaching processes of this classroom curriculum are discussed. Key words: behavior problems, emotional regulation, problem-solving, school readiness, social competence

An arousal model of interpersonal intimacy.

Abstract: A theoretical model designed to explain and predict reactive changes in the expression of interpersonal intimacy is presented. The model basically proposes that in an interaction, sufficient changes in one person's intimacy behaviors (e.g., interpersonal distance, eye contact, touch) precipitate arousal change in the other person. Depending upon the type of relationship, the setting, and other factors, this arousal change may be labeled either a positive or negative emotional state. The model predicts that positively labeled states facilitate reciprocal or enhancing reactions to the other person's intimacy changes, while negatively labeled states facilitate compensatory reactions. Applications and limitations of the model are discussed. Research into the role of nonverbal communication in social interaction has increased rapidly over the last several years. Although there is considerable disagreement regarding the use of the label communication to describe these behaviors (see Ekman & Friesen, 1969; Wiener, Devoe, Rubinow, & Geller, 1972), there is little doubt that a wide variety of nonverbal behaviors is important in the interaction process. Argyle and Dean (196S) have suggested that one set of these behaviors, primarily nonverbal and including interpersonal distance, eye contact, leaning, smiling, and intimacy of topic, is critical in indicating interpersonal intimacy. Mehrabian (1969) has discussed many of the same behaviors in a review and has used the label immediacy to refer to a limited number of dimensions including touch, distance, eye contact, body lean, and body orientation. Mehrabian cited considerable evidence indicating that increased immediacy in one or more of these dimensions is related to a more positive attitude toward another. Thus, both Argyle and Dean (1965) and Mehrabian (1969) seem to be describing a common process in postulating a direct relationship between in

Interactive robots for communication-care: a case-study in autism therapy

Abstract: The paper proposes possible use of interactive robots in the remedial practice for children with autism, who have difficulties mainly in interpersonal communication. For this purpose, we built a small creature-like robot, Keepon, which was carefully designed to get autistic and non-autistic children involved in playful interaction. We observed how autistic children (2-4 years old) interacted with Keepon without any experimental setting or instructions in a playroom at a day-care center for children with special needs. From the longitudinal observation for a year and a half (totally, over 500 child-sessions), we found that Keepon's simple appearance and predictable responses gave the autistic children a playful and relaxed mood, in which they spontaneously engaged in dyadic play with Keepon, which would then expand into interpersonal communication where Keepon worked as the pivot of triadic play with adults or other children. Each child showed a different style and a different unfolding of interaction over time, which tell us a "story" of his or her personality and developmental profile, which would not be explained thoroughly by a diagnostic label like "autism".

Users' criteria for relevance evaluation: a cross-situational comparison

Abstract: This article takes a cognitive approach toward understanding the behaviors of end-users by focusing on the values or criteria they employ in making relevance judgments, or decisions about whether to obtain and use information. It compares and contrasts the results of two empirical studies in which criteria were elicited directly from individuals who were seeking information to resolve their own information problems. In one study, respondents were faculty and students in an academic environment examining print documents from traditional text-based information retrieval systems. In the other study, respondents were occupational users of weather-related information in a multimedia environment in which sources included interpersonal communication, mass media, weather instruments, and computerized weather systems. The results of the studies, taken together, provide evidence that a finite range of criteria exists and that these criteria are applied consistently across types of information users, problem situations, and source environments.

Communication Channels and Word of Mouth: How the Medium Shapes the Message

Abstract: Consumers share word of mouth face to face, over social media, and through a host of other communication channels. But do these channels affect what people talk about and, if so, how? Laboratory experiments, as well as analysis of almost 20,000 everyday conversations, demonstrate that communicating via oral versus written communication affects the products and brands consumers discuss. Compared to oral communication, written communication leads people to mention more interesting products and brands. Further, this effect is driven by communication asynchrony and self-enhancement concerns. Written communication gives people more time to construct and refine what to say, and self-enhancement motives lead people to use this opportunity to mention more interesting things. These findings shed light on how communication channels shape interpersonal communication and the psychological drivers of word of mouth more broadly.