Dissertationen zum Thema „Social interactions in relationships“
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Philips, Rebecca Jean. „Social Interactions and Social Relationships Between Children with and without Disabilities: Shifting the Focus“. Thesis, University of Canterbury. Education, 1997. http://hdl.handle.net/10092/1592.
Der volle Inhalt der QuelleGideon, Clare A. „SOCIAL ENVIRONMENTS OF DEMENTIA CAREGIVERS: RELATIONSHIPS BETWEEN SOCIAL SUPPORT, NEGATIVE SOCIAL INTERACTIONS, AND CAREGIVER EMOTIONAL DISTRESS“. online version, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1158541315.
Der volle Inhalt der QuelleEllis, Michelle K. „Parent-teacher interactions: A study of the dynamics of social influence“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/535.
Der volle Inhalt der QuelleKim, Eugene Paul. „Social learning of values and teacher-student interactions in a transitional socialist China“. Diss., Restricted to subscribing institutions, 2004. http://proquest.umi.com/pqdweb?did=813763381&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Der volle Inhalt der QuelleSewell, Alexandra. „Young social beings : an investigation into the social interactions and relationships of a Year Five class“. Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7049/.
Der volle Inhalt der QuelleFreeman-Hildreth, Yolonda. „THE PATIENT PERSPECTIVE: EXPLORING THE INFLUENCE OF SOCIAL INTERACTIONS ON CHRONIC DISEASE OUTCOMES“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1554315427596961.
Der volle Inhalt der QuelleBalliet, Wendy E. „Posttraumatic Growth Among College Students at a Large Urban University: The Role of Social Support and Unsupportive Social Interactions“. VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1753.
Der volle Inhalt der QuellePillet-Shore, Danielle Marguerite. „Coming together creating and maintaining social relationships through the openings of face-to-face interactions /“. Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619144141&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Der volle Inhalt der QuelleHelms, Mildred K. (Mildred Kunkel). „Bureaucracy and Social Interaction: A Study in the Perceived Interaction Between a Superintendent and Campus Principals“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331152/.
Der volle Inhalt der QuelleNikitina, Svetlana. „Understanding the interplay between technology and social ties in later life: How social ties promote use of technology and how technology can promote social relationships“. Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/243027.
Der volle Inhalt der QuelleNikitina, Svetlana. „Understanding the interplay between technology and social ties in later life: How social ties promote use of technology and how technology can promote social relationships“. Doctoral thesis, Università degli studi di Trento, 2019. http://hdl.handle.net/11572/243027.
Der volle Inhalt der QuelleElsler, Laura G. „Multi-level Interactions between Fisheries and Trade : Modeling intertwined social-ecological systems“. Licentiate thesis, Stockholms universitet, Stockholm Resilience Centre, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159470.
Der volle Inhalt der QuelleDou, Remy. „The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics“. FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3228.
Der volle Inhalt der QuelleWagner, Alan Richard. „The role of trust and relationships in human-robot social interaction“. Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31776.
Der volle Inhalt der QuelleCommittee Chair: Arkin, Ronald C.; Committee Member: Christensen, Henrik I.; Committee Member: Fisk, Arthur D.; Committee Member: Ram, Ashwin; Committee Member: Thomaz, Andrea. Part of the SMARTech Electronic Thesis and Dissertation Collection.
Narayana, Malavika Hosahally. „A study on elephant and human interactions in Kodagu, South India“. Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21813.
Der volle Inhalt der QuelleGrant, Melva R. „Examining Classroom Interactions and Mathematical Discourses“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259014641.
Der volle Inhalt der QuelleCsányi, Sarolta. „Developing social interactions through outdoor education in multicultural preschool settings : Teachers’ perspectives“. Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk-didaktisk forskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40408.
Der volle Inhalt der QuelleVan, Horn Jenny L. „Utility of positive peer reporting to improve interactions among children in foster care“. [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000488.
Der volle Inhalt der QuelleOgan, Amy. „Supporting Learner Social Relationships with Enculturated Pedagogal Agents“. Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/60.
Der volle Inhalt der QuelleRoe, Maria Joao Lopes da Purificacao Windsor. „Peer relationships, play and language of visually impaired children“. Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/1be5043c-d150-47ae-b1a8-7a214cc7ed51.
Der volle Inhalt der QuelleWinston, Brianne L. „The Influence of Mild Cognitive Impairment (MCI) on Marital Relationships“. Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/42795.
Der volle Inhalt der QuelleMaster of Science
Pickering, Donna Ime. „The role of perceived social support and negative social interactions in the Type A cognition-health relationship“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56257.pdf.
Der volle Inhalt der QuelleHoughton, David J. „The effects of day-to-day interaction via social network sites on interpersonal relationships“. Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577733.
Der volle Inhalt der QuelleLane, Helen Morris. „The Influences of Caregiver-Child Interactions and Temperament on Cortisol Concentrations of Toddlers in Full-Day Childcare“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1501.
Der volle Inhalt der QuelleCataldo, Ilaria. „The relationships among genes, psychological traits, and social behavior“. Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/251540.
Der volle Inhalt der QuelleCataldo, Ilaria. „The relationships among genes, psychological traits, and social behavior“. Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/251540.
Der volle Inhalt der QuelleThomas, Dawn Karen. „The relationship between behavioural phenotypes and social interactions in the guppy (Poecilia reticulata)“. Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540740.
Der volle Inhalt der QuelleKory-Westlund, Jacqueline M. (Jacqueline Marie). „Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots“. Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123627.
Der volle Inhalt der QuelleCataloged from PDF version of thesis.
Includes bibliographical references (pages 266-294).
Children are now growing up with Al-enabled, socially interactive technology. As such, we need to deeply understand how children perceive, interact, and relate to this kind of technology, especially given the many ethical concerns that arise in the context of human-machine interactions, most of which are most contentious with children. To this end, I explore questions about young children's interactions and relationships with one such technology--social robots-during language learning activities. Language learning is a ripe area for exploring these questions because of the social, interactive, interpersonal nature of the activity. In addition, literacy, language, and interpersonal skills are some of the most important skills any child will learn, as they can greatly impact children's later educational and life success.
Through a series of 9 empirical child-robot interaction studies with 347 children and using both teleoperated and autonomous robots, I establish the role of social robots as relational technology-that is, technology that can build long-term, social-emotional relationships with users. I hypothesize that a key aspect of why social robots can benefit children's learning is their social and relational nature. To that end, I demonstrate the capabilities of social robots as learning companions for young children that afford opportunities for social engagement and reciprocal interaction, particularly peer-to-peer mirroring. I discuss how we can understand children's conceptualizations of social robots as relational agents and measure children's relationships over time. I introduce the term relational AI to refer to autonomous relational technologies.
I develop a computational relational Al system to examine how using relational Al in a social robot can impact child-robot learning interactions. Through testing the autonomous system in a longitudinal study with 49 children, I explore connections between children's relationship and rapport with the robot and their engagement and learning. I discuss the ethical use and design implications of relational AL. I show that relational AI is a new, powerful educational tool, unlike any other existing technology, that we can leverage to support children's early education and development.
"Supported by a MIT Media Lab Learning Innovation Fellowship, and by the National Science Foundation (NSF) under Grants CCF-1 3 89 86, IIS-1122886, IIS-11228 4 5, IIS-112308 5 , IIS-1523118, and Graduate Research Fellowship Grant No. 1122374"--Page 6
by Jacqueline M. Kory-Westlund.
Ph. D.
Ph.D. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences
Burke, Moira. „Reading, Writing, Relationships: The Impact of Social Network Sites on Relationships and Well-Being“. Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/185.
Der volle Inhalt der QuelleHashimoto, Takeshi, und 剛. 橋本. „肯定的/否定的対人関係のストレス媒介効果“. 名古屋大学大学院教育発達科学研究科, 2000. http://hdl.handle.net/2237/3022.
Der volle Inhalt der QuelleDonnelly, Leeann Rachel. „The relationship of perceived oral health, body image and social interactions among institutionalized elders“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39862.
Der volle Inhalt der QuelleJeffery, Bonnie Lynn. „Social determinants of self-rated health, the interaction of gender with socioeconomic status and social relationships in the Yukon“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0025/NQ38905.pdf.
Der volle Inhalt der QuelleCortez, Kristi Cathleen. „A Sequential Analysis of Therapist and Child Social Behavior Following a Conditioned Reinforcement Procedure“. Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849669/.
Der volle Inhalt der QuelleJones, David Lawrence. „A Determination of Interpersonal Interaction Expectations in International Buyer-Seller Relationships“. Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26924.
Der volle Inhalt der QuellePh. D.
Pane, Debra Mayes. „The Relationship between Classroom Interactions and Exclusionary Discipline as a Social Practice: A Critical Microethnography“. FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/109.
Der volle Inhalt der QuelleJohnson, Kelly Meryl. „The relationship of personal control, power and anxiety to the contact-bias relationship“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 10.98Mb, 244 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3181871.
Der volle Inhalt der QuelleSuh, Eun Jung 1968. „Gender-by-situation interaction models of agency, communion, and affect“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36840.
Der volle Inhalt der QuelleTraditional investigations of gender, disregarding situational factors, have determined that women are generally less agentic, more communal, and more emotional than men. The present research demonstrated that the interpersonal behavior of agency and communion were influenced by both situation and gender. In same-sex friendships, women and men behaved consistently with their gender-stereotypes: pairs of women were more communal than pairs of men and pairs of men were more agentic than pairs of women. In mixed-sex dyads, individuals did not behave consistently with gender-stereotypes. Women and men behaved similarly on agency and communion with opposite-sex friends. In interactions with a romantic partner, women behaved less communally than men. Personal relationship situations were found to moderate agentic and communal behaviors, demonstrating the plasticity and variability of gender role behaviors.
Pleasant and unpleasant affect intensity was influenced by situation but not gender. The present research demonstrated that women and men reported experiencing similar levels of affect across the relationship situations. As predicted, individuals experienced both greater pleasant and unpleasant affect in romantic relationships than friendships.
The current research confirmed that there is a need to move beyond the conception that the stereotypic characteristics of men and women reside within individuals. Gender should be included in Person-by-Situation interaction models, taking into consideration psychological and social factors that shape the expression of sex-differentiated behaviors and the experience of emotions.
Thornton, John Michael 1950. „A Study of the Relationships Among Social Interest, Marital Satisfaction, and Religious Participation“. Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc935590/.
Der volle Inhalt der QuelleRousseau, Ludivine Blandine. „Reproductive strategies of Weddell seals in McMurdo Sound, Antarctica: relationship among vocalizations, behaviors, and social interactions“. Texas A&M University, 2003. http://hdl.handle.net/1969.1/5776.
Der volle Inhalt der QuelleKitching, Ansie Elizabeth. „Conceptualising a relationship-focused approach to the co-construction of enabling school communities / Ansie Elizabeth Kitching“. Thesis, North-West University, 2010. http://hdl.handle.net/10394/8410.
Der volle Inhalt der QuelleThesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011
Vella, Kellie. „The social context of video game play: Relationships with the player experience and wellbeing“. Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95981/1/Kellie_Vella_Thesis.pdf.
Der volle Inhalt der QuelleBailey-Hughes, Brenda. „An examination of information seeking tactics in professional relationships“. Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560302.
Der volle Inhalt der QuelleDepartment of Speech Communication
Huxtable, Robert Dennis. „A social sense of justice, the power of relationships in the interaction of procedural and distributive justice“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21934.pdf.
Der volle Inhalt der QuelleSusi, Tarja. „The puzzle of social activity : the significance of tools in cognition and cooperation“. Doctoral thesis, Linköping : Department of Computer and Information Science, Linköping University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7283.
Der volle Inhalt der QuelleElliott, Daniel P. „Training individuals in the church setting to establish and maintain healthy interpersonal relationships in ministry“. Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1082.
Der volle Inhalt der QuelleJohnson, Frankenberg Sofia. „Caregiving Dilemmas : Ideology and Social Interactionin Tanzanian Family Life“. Doctoral thesis, Linköpings universitet, Psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-76520.
Der volle Inhalt der QuelleAvhandlingen behandlar omsorgsideologi och social interaktion i tanzaniska familjer med fokus på vägledning och kontroll av yngre barn. Studien är situerad i en kontext som präglas av social förändring med avseende på urbanisering och implementeringen av konventionen om barns rättigheter. Syftet med studien var att utforska hur förutsättningar för yngre barns deltagande skapas inom ramen för lokala ideologier och som lokala praktiker. Data samlades in i en urban och en rural miljö utmed den Tanzaniska östkusten. Avhandlingen innehåller fyra delstudier. I analysen av data användes kvalitativa metoder som har sin teoretiska grund i språksocialisation, socio-kulturell teori och diskursiv psykologi. De första två artiklarna baseras på fokusgruppdiskussioner med föräldrar samt mor- och farföräldrar. Den första artikeln utforskar diskurser med avseende på ansvaret för vägledning och kontroll av barn relaterade till den aktuella sociala förändringen. Analysen konstruerade två tolkningsrepertoarer: samhällsansvar för vägledning och kontroll och familjeansvar för vägledning och kontroll. Dessa repertoarer är relaterade till ett ideologiskt omsorgsdilemma som rör föräldrars auktoritet och barns individuella rättigheter. Den andra studien utforskar diskurser rörande disciplinering och kroppslig bestraffning av små barn. Analysen presenterar en modell som illustrerar hur olika disciplineringsstrategier representerar olika former av maktasymmetrier i form av a) att slå med omsorg, b) att behandla som ett ägg, c) som att slå en orm och d) icke-omsorgen i att inte slå. Studie tre och fyra är baserade på videoinspelat material och presenterar analyser av multimodala sekvenser av interaktion. Den tredje studien utforskar hur syskon under måltidssituationer bidrar till sin egen socialisation genom förhandlingar mellan yngre syskon, äldre syskon och vuxna. Den fjärde studien presenterar fynd från analyser av spontana läs- och skrivhändelser i barns vardag. Analysen visar hur förutsättningar för deltagande förhandlas i termer av symmetrier och asymmetrier mellan yngre och äldre syskon. Normer och värden som tillhör den tanzaniska skolans sociala ordning kan återfinnas i förhandlingar parallellt med informellt lärande med rötter i vardaglig interaktion i hemmiljö. De fyra studierna illustrerar förutsättningarna för deltagande i relationer genom att analysera symmetrier och asymmetrier i familjerelationer under de tidiga barndomsåren i Tanzania. Fynden tolkas också som omsorgsdilemman som rör individens rätt i motsats till auktoritet och anpassning till traditionella värden. Detta dilemma kan spåras både i praktisk och teoretisk ideologi i föräldrars och mor- och farföräldrars diskurser inom den kontext som barnrättsideologin skapar.
Roch-Levecq, Anne-Catherine. „Relationship between quality of familial interactions and acquisition of a "Theory of Mind" in blind children /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p9993984.
Der volle Inhalt der QuelleHanasono, Lisa Kiyomi. „A Dialectical Approach to Rethinking Roommate Relationships“. Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1187033891.
Der volle Inhalt der QuelleWilson, Vanessa Amy Davina. „Individual differences in nonhuman primates : personality and its relationship to social interactions, socio-emotional perception, and well-being“. Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22825.
Der volle Inhalt der QuelleYarborough, Clare McJimsey. „Teotihuacan and the Gulf Coast: Ceramic evidence for contact and interactional relationships“. Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186001.
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