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Academic literature on the topic 'Conversation strategies'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Conversation strategies"

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Daraškienė, Inga, and Inga Hilbig. "Conversational strategies in children’s talk." Taikomoji kalbotyra, no. 12 (January 15, 2019): 1–38. http://dx.doi.org/10.15388/tk.2019.17231.

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The aim of this article is to investigate linguistic and non-linguistic conversational strategies and their realisations, employed by five year olds in peer interactions. 5 hours and 49 minutes of recorded children’s talk were used for the analysis. The data were processed using Transana software, and qualitative conversation analysis was applied. The analysis reveals that children are more inclined to use conversational strategies that motivate cooperation and solidarity rather than competition or dominance in a conversation. Dialogues mostly involve comments and questions, followed by repetitions of both speaker’s own or the interlocutor’s words. Jokes are also used to maintain or restart conversations and to support or restore friendly relationships. Strategies that break the symmetry of conversation are rarely applied. The conversation is sometimes interrupted when opposing the partner or establishing a leader role. Silence as a conversation strategy also serves to communicate disagreement with partner’s statements. Overall, the research subjects appear to be pragmatically competent interlocutors, adhering to the main principles of adult conversation: able to wait for their turn in conversation, choose and change its topic appropriately, involve the interlocutor in it or regain his/her attention if needed, and solve communicational break-downs and conflicts. However, the results presented are to be confirmed by further studies and through more various child-to-child conversations.
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Yuan, Fengpei, Amir Sadovnik, Ran Zhang, Devin Casenhiser, Eun Jin Paek, and Xiaopeng Zhao. "A simulated experiment to explore robotic dialogue strategies for people with dementia." Journal of Rehabilitation and Assistive Technologies Engineering 9 (January 2022): 205566832211057. http://dx.doi.org/10.1177/20556683221105768.

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Introduction Persons with dementia (PwDs) often show symptoms of repetitive questioning, which brings great burdens on caregivers. Conversational robots hold promise of helping cope with PwDs’ repetitive behavior. This paper develops an adaptive conversation strategy to answer PwDs’ repetitive questions, follow up with new questions to distract PwDs from repetitive behavior, and stimulate their conversation and cognition. Methods We propose a general reinforcement learning model to interact with PwDs with repetitive questioning. Q-learning is exploited to learn adaptive conversation strategy (from the perspectives of rate and difficulty level of follow-up questions) for four simulated PwDs. A demonstration is presented using a humanoid robot. Results The designed Q-learning model performs better than random action selection model. The RL-based conversation strategy is adaptive to PwDs with different cognitive capabilities and engagement levels. In the demonstration, the robot can answer a user’s repetitive questions and further come up with a follow-up question to engage the user in continuous conversations. Conclusions The designed Q-learning model demonstrates noteworthy effectiveness in adaptive action selection. This may provide some insights towards developing conversational social robots to cope with repetitive questioning by PwDs and increase their quality of life.
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Yuan, Fengpei, Amir Sadovnik, Ran Zhang, Devin Casenhiser, Eun Jin Paek, and Xiaopeng Zhao. "A simulated experiment to explore robotic dialogue strategies for people with dementia." Journal of Rehabilitation and Assistive Technologies Engineering 9 (January 2022): 205566832211057. http://dx.doi.org/10.1177/20556683221105768.

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Introduction Persons with dementia (PwDs) often show symptoms of repetitive questioning, which brings great burdens on caregivers. Conversational robots hold promise of helping cope with PwDs’ repetitive behavior. This paper develops an adaptive conversation strategy to answer PwDs’ repetitive questions, follow up with new questions to distract PwDs from repetitive behavior, and stimulate their conversation and cognition. Methods We propose a general reinforcement learning model to interact with PwDs with repetitive questioning. Q-learning is exploited to learn adaptive conversation strategy (from the perspectives of rate and difficulty level of follow-up questions) for four simulated PwDs. A demonstration is presented using a humanoid robot. Results The designed Q-learning model performs better than random action selection model. The RL-based conversation strategy is adaptive to PwDs with different cognitive capabilities and engagement levels. In the demonstration, the robot can answer a user’s repetitive questions and further come up with a follow-up question to engage the user in continuous conversations. Conclusions The designed Q-learning model demonstrates noteworthy effectiveness in adaptive action selection. This may provide some insights towards developing conversational social robots to cope with repetitive questioning by PwDs and increase their quality of life.
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Bambara, Linda M., Jacquelyn Chovanes, Amanda Thomas, and Christine L. Cole. "Effective Peer-Mediated Strategies for Improving the Conversational Skills of Adolescents With Autism." Perspectives of the ASHA Special Interest Groups 1, no. 1 (March 31, 2016): 29–36. http://dx.doi.org/10.1044/persp1.sig1.29.

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Deficits in social-communication skills can leave high school students with autism spectrum disorders (ASD) socially marginalized where conversation is the primary medium for social interaction. Interventions are needed to improve conversational skills and facilitate interactions with peers while students with ASD are still in school, yet few research-based strategies exist for high school settings. In this article, we describe three peer-mediated conversational strategies documented to be effective through our research: strategies to (a) support overall conversational engagement, (b) increase initiations to start conversations, and (c) increase follow-up questions to sustain conversations. The peer-mediated strategies are combined with teaching students with ASD to use visual supports to strengthen intervention effectiveness. We highlight methods for peer training, outcomes of our research, and implications for speech-language pathologists (SLPs).
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Umar, Auzy Andria, and Lisetyo Ariyanti. "TURN TAKING STRATEGIES BY EQWIP HUBS COMMUNITY." Paramasastra 9, no. 1 (March 21, 2022): 44–52. http://dx.doi.org/10.26740/paramasastra.v9n1.p44-52.

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This study discusses the turn taking strategies in conversations. . The purpose of turn taking is to analyze the way the participants and the speakers deliver their argument into conversation using turn taking strategies. This study using qualitative research . The source of the data is the transcription of the participants’ dialogue during their discussion. This study using the turn taking strategies which is used by the participants and to analyze the reasons behind the conversation. the main issues in this research are ; What turn taking strategies are used by the participants in Eqwib Hubs community? And Why do the participants use those turn taking strategies. the results of this study showed the interaction of the use of "turn taking" which is dominated by participants who feel curious about the conversation and also become aware of what strategies are most often used by the participant and the speaker. Keywords : Turn taking , Conversation analysis , discourse analysis.
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Albadri, Mohammed Abed Saleh, and Salah Hadi Shuker. "Entry and Exit Strategies in English and Arabic." لارك 1, no. 32 (November 28, 2018): 21–34. http://dx.doi.org/10.31185/lark.vol1.iss32.1255.

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From a sociolinguistic perspective, greetings and farewells are part of what Goffman (1963) calls the ethnography of encounter. These encounters are not randomly made. They are governed by a set of strategies which enable participants to enter and exit conversations in a socially accepted manner. Such strategies are tackled within the scope of conversation analysis, henceforth CA, which is an approach that studies talk in interaction. It grew out of the ethnomethodological tradition in sociology, embracing both verbal and non-verbal conduct. This approach is initiated during the late 1950s of the last century by the works of Harold Garfinkel and Erving Goffman, then, developed in the late 1960s and early 1970s by the sociologists Harvey Sacks, Emanuel Schegloff and Gail Jefferson. Today CA is an established method used in sociology, anthropology, linguistics, speech-communication and psychology. This study is going to detect entry and exit strategies in English and Arabic by analyzing two episodes of ‘The Doctors’ show in its American and Arabic versions. The study conveys this topic on two interrelated scales as it employs sociolinguistic and discourse perspectives altogether, discussing how the two approaches cooperate to give a comprehensible view of the nature of entering and exiting conversation. Meanwhile, the data to be analyzed does not convey an ordinary type of conversation but a special kind of conversation, that is called institutional talk. This involves some specialization and re-specification of the interactional relevance. It refers to conversations that take place under focused and specialized conditions like media, courts, educational institutions and health establishments (Gumperz, 2001: 218). For the most of our knowledge, such type of conversation is not expected to show everything about talk in interaction, yet, it shows a big deal of conformity to the premises of conversation analysis, and it appears to have a good amount of flexibility.
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Hudiyono, Yusak, Alfian Rokhmansyah, and Kukuh Elyana. "Class conversation strategies in junior high schools: Study of conversation analysis." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 725–38. http://dx.doi.org/10.18844/cjes.v16i2.5649.

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Class conversation in the learning process has important benefits and can facilitate the learning process, students’ understanding of the material and create a close relationship between teachers and students. This study describes the classroom conversation strategies implemented in junior high schools, namely preliminary, core and final at learning activities. The conversion analysis model by Harvey Sacks and communication ethnography were used in this study. Data were taken from recorded class conversations and then transcribed. The respondents of this research are second-grade students at junior high school in Samarinda. The data collected from observation and recording were analysed using content analysis. This study’s results are, first, classroom conversation strategies classified in the opening section, which includes emotional approach strategies, apperception strategies and strategies to condition the class. Second, in the core part of learning, an inductive collaborative strategy was carried out, a deductive assertive strategy, a directive strategy in a non-explicit and explicit manner and a guiding strategy drawing students’ memories. Third, the strategy at the closing section includes summarising the material strategy, a clarification strategy, a reminder strategy and an assignment strategy through convincing steps and assigning students. Keywords: Strategy conversation, class, conversation analysis.
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Galinskaitė, Reda. "Agreement strategy in youth conversations: functions and expression." Lietuvių kalba, no. 5 (December 28, 2011): 1–19. http://dx.doi.org/10.15388/lk.2011.22796.

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Applying the method of conversation analysis, the article investigates the functions and expression of the strategy of agreement in friendly conversations of Lithuanian youngsters. The analysis is based on one boys' conversation (duration – 1 hour and 50 minutes), one girls' conversation (2 hours and 2 minutes) and two mixed-type conversations (2 hours). Their total duration is 5 hours and 52 minutes.The analysis has demonstrated that one can perform the following functions in conversations by means of agreement: a) to support, justify the speaker; b) to defend and intercede the speaker or to let one's interlocutor defend him/herself; c) to mock at a person who is not participating in the conversation; d) to support the interlocutor's idea.The strategies of agreement depend on the type of conversation: in the conversations among boys and in mixed conversations it is common to mock at persons who are not participating in the conversation; in the case of conversations among girls the strategy is usually employed when one wants to support the interlocutor's idea.Agreement in Lithuanian youth conversations may be expressed in the following ways: a) by brief utterances showing reaction; b) by repeating the speaker's utterance; c) by finishing the speaker's utterance; d) by an example; e) by a compliment.The expression of the strategies of agreement is also related to the type of conversation: in boys' conversation it is most likely to express agreement by such phrases as ne, tai taip ("yeah, of course so"); ne, tai jo ("yeah, certainly") and the like; in same-sex conversations both boys and girls tend to strengthen the agreement by such words as aišku ("of course"), būtent ("exactly"), iš tikrųjų ("indeed") etc; in girls' dialogues agreement is often expressed by finishing the interlocutor's utterance or providing an example; in very rare cases in girls' conversation agreement is expressed by a compliment.
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Timler, Geralyn. "Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (March 20, 2018): 158–65. http://dx.doi.org/10.1055/s-0038-1628367.

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AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer groups, maintaining interactions, and resolving conflicts. Peer-focused approaches enlist the support of peers through direct teaching of strategies to engage and maintain conversations with students with ASD (i.e., peer-mediated interventions) or through environmental arrangement strategies to promote interactions between students with and without ASD (i.e., peer networks). Conversation interventions that incorporate strategies from all three sets of approaches are most likely to promote optimal outcomes. These outcomes include opportunities for students with ASD to develop and refine conversation skills with classmates who are more open to interactions with peers of differing abilities.
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Althoff, Tim, Kevin Clark, and Jure Leskovec. "Large-scale Analysis of Counseling Conversations: An Application of Natural Language Processing to Mental Health." Transactions of the Association for Computational Linguistics 4 (December 2016): 463–76. http://dx.doi.org/10.1162/tacl_a_00111.

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Mental illness is one of the most pressing public health issues of our time. While counseling and psychotherapy can be effective treatments, our knowledge about how to conduct successful counseling conversations has been limited due to lack of large-scale data with labeled outcomes of the conversations. In this paper, we present a large-scale, quantitative study on the discourse of text-message-based counseling conversations. We develop a set of novel computational discourse analysis methods to measure how various linguistic aspects of conversations are correlated with conversation outcomes. Applying techniques such as sequence-based conversation models, language model comparisons, message clustering, and psycholinguistics-inspired word frequency analyses, we discover actionable conversation strategies that are associated with better conversation outcomes.
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Dissertations / Theses on the topic "Conversation strategies"

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Hollinger, Deborah C. "The impact of supported conversation strategies on persons with acute verses chronic aphasia and there conversation partners." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2533.

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The purpose of this study was to determine if a difference existed in the efficacy of "Supported Conversation for Adults with Aphasia" (SCA) strategies between persons in the acute and chronic stages of aphasia. Additionally, did any change occur in the personal satisfaction of conversational interaction when SCA strategies were implemented and if so, was there a relationship between the degree of change and the stage of aphasia. Four dyads representing two persons with acute aphasia and their conversation partners and two persons with chronic aphasia and their conversation partners participated in the study. Data was obtained from three 5-minute videotaped conversations for each dyad at pre-, post-, and 1-month post-training phases. A half-day group training session in SCA strategies, in addition to a short individualized training session was provided to the conversation partners of each dyad prior to the post-training videotaping. Measures were used to assess the skill of the PWA for conversational interaction and transaction and the ability of the conversation partner to both acknowledge and reveal the competence of the PWA during a communicative interaction. A five-point analog scale was used to assess the personal satisfaction of dyad members after each videotaped session. Informal interviews were held with the participants of each dyad at the end of the study to provide qualitative data and additional study support. At the end of the study, no difference was suggested in the results between persons with acute and chronic aphasia at the post-training phase when the use of SCA strategies was implemented. Additionally, although all dyads showed a trend towards a positive change in personal conversation satisfaction at post-training and 1-month post-training, the acute dyads displayed a greater degree of change at these phases.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders
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Janoski, Clare N. "The Influence of Siblings' Language Status on Maternal Conversation-Eliciting Strategies." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555691232099618.

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Maginnis, Jennifer Ann. "TEXTING IN THE PRESENCE OF OTHERS: THE USE OF POLITENESS STRATEGIES IN CONVERSATION." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/147.

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The following study used politeness theory to explore the impact of simultaneously engaging in a face to face conversation and a text message conversation. Specifically the study used Brown and Levinson’s (1978, 1987) five original politeness strategies to see whether strategy choice (in the face to face conversation) impacts the face threat present in engaging in multiple conversations. Multivariate analysis of covariance was used to understand the impact different politeness strategies had on the following variables: conversational appropriateness, relational/social appropriateness, immediacy, attentiveness, and politeness. Findings show that when a face to face partner ignores (no verbal/nonverbal politeness) a text message interruption the partner is seen as more relational/socially appropriate, immediate, attentive, and polite. Findings also indicate that aside from ignoring the text message, politeness messages that acknowledge the text message interruption and offer a relevant verbal message are viewed as more relationally/socially appropriate, immediate, attentive, and polite than those that indirectly deal with the text interruption. This study partially supports the popular belief that texting in the presence of others violates face to face conversational expectations and is perceived as “rude.” However, future studies need to look at the role and influence mediated conversational expectations play in overall conversational expectations.
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Plejert, Charlotta. "To fix what's not broken : repair strategies in non-native and native English conversation /." Linköping : Department of Language and Culture, Linköping University, 2004. http://www.bibl.liu.se/liupubl/disp/disp2004/slc5s.pdf.

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Plejert, Charlotta. "To fix what’s not broken : repair strategies in non-native and native english conversation." Doctoral thesis, Linköpings universitet, Institutionen för språk och kultur, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20811.

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The thesis investigates conversations involving native speakers and non-nativespeakers of English. The non-native speakers partaking in the study have a welldeveloped knowledge of the foreign language. The study is particularly concernedwith the function and interactional relevance of repair strategies that interlocutorsemploy when they talk to each other. The results of the analyses highlight issuessuch as participants’ self-representations as competent speakers, the notion “nonnativeness”,and language learning, relating to current developments within conversationanalytic research on second/foreign language conversations. Comparisonsbetween non-native and native speakers are made, highlighting similarities as wellas di¡erences in participants’ use of repair strategies. The study adopts a conversation analytic framework but is also in¤uenced bystudies of second/foreign language acquisition. Conversation analytic research has,until recently, dealt with conversations involving non-native speakers who have alimited or intermediate command of the second/foreign language. Repair behavioursof advanced foreign language users are thus a little investigated area. Whereasnon-native speakers with limited experience in using the second/foreign languageoften employ repair in order to solve problems that are related to their linguisticknowledge, such as ¢nding or knowing words and constructing utterances that areunderstandable in the context in which they occur, this thesis shows how an increasedknowledge of the foreign language involves a shift in focus as repair is carriedout, i.e. repair is used to address problems of a linguistic as well as of a socialnature. Since an increased knowledge of a foreign language is accompanied by an increasein the range of jobs that repair strategies do, “doing repair” is an importantpart of the development of non-native speakers’ interactional and linguistic competence.
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Mickey, Deborah S. "Vocabulary Growth in Preschool Children Whose Teachers Use Instructional Conversation Strategies Based on Storybooks." Wittenberg University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=witt1203601206.

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Hägerström, Emma, and Lina Ulfsdotter. "Taltjänsttolkars arbete med personer som har kommunikativa svårigheter : En samtalsanalytisk studie." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-128798.

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Kommunikativa svårigheter är en funktionsnedsättning som kan innebära språk-, röst- eller talsvårigheter och kan leda till begränsad interaktion med omgivningen. Taltjänst är en tolkservice som erbjuder ett sätt för personer med kommunikativa svårigheter att lättare kommunicera med omgivningen. Syftet med föreliggande studie är att undersöka hur taltjänsttolkar kan underlätta kommunikationen för personer med kommunikativa svårigheter i samtal mellan tolk, tolkanvändare och tredje part. Materialet består av fem olika videoinspelningar av tolksamtal samt svar från en enkätundersökning till taltjänsttolkar. Videomaterialet transkriberades utifrån samtalsanalytiska principer. Återkommande teman identifierades i svaren från enkätundersökningen. I resultatet och analysen observerades strategier för att skapa gemensam förståelse i form av begäran om förtydligande och begäran om bekräftelse av förståelse. Även upprepning/återgivning samt delad kunskap är fenomen som framkom i analysen av data. Förberedande möten visade sig spela en avgörande roll för att uppnå gemensam förståelse i samtal mellan tolk, tolkanvändare och tredje part.
Communicative disorders may involve language, voice or speech impairment and can lead to limited interaction with social surroundings. Speech Interpreter Service is an interpretation service which provides a way for people with communication disorders to communicate more easily with their surroundings. The aim of the present study is to investigate how speech interpreters can facilitate communication for people with communication disorders in conversation between the interpreter, users and third parties. The material consists of five different video recordings of interpreter conversation, and answers from a questionnaire to speech interpreters. The video material was transcribed based on conversation analytical principles. Recurring themes were identified in the answers from the survey. In the results and analysis, strategies to create common understanding were observed in the form of clarification requests and requests for confirmation of understanding. Other phenomena that appeared in the analysis were repetition/reproduction and shared knowledge. Preparatory meetings were shown to play a crucial role in achieving common understanding in conversation between the interpreter, users and third parties.
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Hoaken, Lisa. "Interactive strategies used by early childhood educators to facilitate conversation with preschoolers with and without language delays." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0001/MQ46018.pdf.

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Marra, Anton. "Communicative strategies in BELF negotiations : A qualitative study on misunderstandings and communicative strategies in BELF telephone negotiations." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106640.

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The present paper focuses on exploring the usage of communicative strategies (CSs) by business professionals who use business English as a lingua franca (BELF) in telephone negotiations. The purpose of the study is also to analyze the occurrence of misunderstanding and non-understandings. The data consists of nine naturally-occurring spoken ‘buy-sell’ negotiations between business professionals from seven different countries around Europe and Asia.  The negotiations summed up to 1 hour and 30 minutes of recorded material. The transcripts of these negotiations were analyzed in detail by using the qualitative method ‘conversation analysis’ (CA). The results show that business professionals use CSs as pre-empting measures to prevent misunderstanding. In addition, CSs in the present data appear to be used to create cooperativeness and subsequently reach successful communication. The present study also found two scenarios where communicative breakdown occurred but were subsequently repaired through ‘clarity requests’, ‘confirmation checks’ and repetition. Lastly, the present paper recognizes that previous knowledge of the other party is an effective aspect in keeping upbeat negotiations and reaching mutual understanding.
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Jansson, Lisa, and Emelie Höglund. "Logopeders samtal med närstående till en person med afasi : En samtalsanalys." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119119.

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I institutionella samtal såsom närståendesamtal mellan en logoped, en närstående till en person med afasi och personen med afasi råder en asymmetri gällande maktförhållandet. Asymmetrin som uppstår i det institutionella samtalet kan innebära att samtalsdeltagaren med minst makt upplever ansiktshot. I samtal ses förståelse som en dynamisk process och när förståelsen innebär ett problem i konversationen störs den pågående aktiviteten. Mottagaren kan lösa problemet som uppstått genom att ge talaren en candidate understanding. Hur kommunikativa strategier används i närståendesamtal är ett relativt obeforskat område och ett viktigt område då närståendesamtal är en vanligt förekommande för logopeder. Syftet med föreliggande studie var därför att undersöka ett antal kommunikativa strategier för att få en gemensam förståelse och minska ansiktshot  vid delgivning av testresultat och rådgivning i närståendesamtal. Tre närståendesamtal mellan logopeder, närstående och i två fall personer med afasi spelades in, transkriberades och analyserades enligt samtalsanalytiska principer (CA). Två logopeder, tre närstående och två personer med afasi medverkade i studien. Totalt omfattade det inspelade materialet en timma och 37 minuter. Deltagande logopeder fick även fylla i ett frågeformulär. Strategier för avdramatisering och förståelse identifierades. Strategierna delades in i två kategorier; avdramatisering av råd och förmedling av testresultat och candidate understandings för att uppnå förståelse. I studien framkom det att candidate understandings ofta initierades av den närstående. Det framkom även att de positiva testresultaten som förmedlades inte avdramatiserades samt att dessa istället ofta framhävdes och att face threatenings acts vid delgivning av negativa testresultat ofta avdramatiserades med hedging.
In institutional interactions such as conversations between a speech and language therapist, a person closely related to a person with aphasia and the individual with aphasia there is an asymmetry considering the power. The asymmetry arising in institutional interactions may mean that the participant with the least power will experience a face threatening act. Understanding is seen as a dynamic process and when understanding is a problem in the conversation the ongoing activity is disturbed. The receiver can solve the problem by giving the speaker a candidate understanding. How these strategies are used in conversations between a speech and language therapist with a person closely related to a person with aphasia is a relatively unexplored field and an important area which is a common for speech therapists. The aim of the present study was to investigate a number of communication strategies in the conversation with a person closely related to a person with aphasia; how understanding was reached and how face threatening acts were reduced when the speech therapists delivered test results and gave counseling. Three conversations between speech and language therapists, persons closely related to a person with aphasia and in two of the recordings the person with aphasia were recorded, transcribed and analyzed according to principles of Conversation Analysis (CA). Two speech and language therapists, three persons closely related to a person with aphasia and two persons with aphasia participated in the study. In total, the recorded material is one hour and 37 minutes. Participating speech and language therapists also filled in a questionnaire. Strategies for mitigation and understanding were identified. The strategies were divided into two categories; strategies to mitigate FTA:s when delivering the test results and counseling, the other categorie was the use of candidate understandings for gaining an mutual understanding. The study revealed that candidate understandings were often initiated by the person closely related to a person with aphasia. The study also revealed that the test results with positive outcome where not mitigated and often emphasized and test results that could be perceived as negative were mitigated with hedging.
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Books on the topic "Conversation strategies"

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Langer, Judith A. Improving literary understanding through classroom conversation. [Albany, NY]: National Research Center on English Learning & Learning Achievement, 2001.

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Brown, Marvin. How to meet and talk to anyone, anywhere, anytime: Simple strategies for great conversations. New York, NY: Contact Strategies, 2013.

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Gagné, Antoinette. Marketing strategies. [Lasalle, Québec]: Didier, 1987.

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Huang, Li-Shih. Academic communication skills: Conversation strategies for international graduate students. Lanham: University Press of America, 2010.

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S, Kupferschmid Gene, and Lee James F, eds. A leer! Un paso más: Reading strategies and conversation. New York: McGraw-Hill Pub. Co., 1990.

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Ferrer-Hanreddy, Jami. Mosaic one: With learning strategies and language functions. 3rd ed. New York: McGraw-Hill, 1996.

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Robert, Waldman Mark, ed. Words can change your brain: 12 conversation strategies to build trust, resolve conflict, and increase intimacy. New York: Hudson Street Press, 2012.

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The parent care conversation: Six strategies for transforming the emotional and financial future of your aging parents. New York: Penguin Books, 2006.

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Say it naturally: Verbal strategies for authentic communication. New York: Holt, Rinehart and Winston, 1989.

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Say it naturally: Verbal strategies for authentic communication. New York: Heinle & Heinle, 1998.

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Book chapters on the topic "Conversation strategies"

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Wells, Gordon, Margaret MacLure, and Martin Montgomery. "Some Strategies for Sustaining Conversation." In Conversation and Discourse, 73–85. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003291039-5.

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Oudeyer, Pierre-Yves, and Jean-Luc Koning. "Modeling Soccer-Robots Strategies through Conversation Policies." In Agent Systems, Mobile Agents, and Applications, 249–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-540-45347-5_20.

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Ryan, Ellen Bouchard, Kerry Byrne, Hendrika Spykerman, and J. B. Orange. "Evidencing Kitwood’s Personhood Strategies: Conversation as Care in Dementia." In Alzheimer Talk, Text and Context, 18–36. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230502024_2.

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Pace-Sigge, Michael. "Can lexical priming be detected in conversation turn-taking strategies?" In Studies in Corpus Linguistics, 94–118. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/scl.79.04pac.

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Mushin, Ilana. "“Watching for witness”: Evidential strategies and epistemic authority in Garrwa conversation." In Benjamins Current Topics, 103–26. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/bct.63.07mus.

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Furchheim, Pia, Anja Collenberg, and Steffen Müller. "Taking the Conversation Offline?: The Impact of Response Strategies on Potential Hotel Guests: An Abstract." In Celebrating the Past and Future of Marketing and Discovery with Social Impact, 53–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95346-1_21.

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Foster-Cohen, Susan, and Tze Peng Wong. "Early Intervention at the Interface: Semantic-Pragmatic Strategies for Facilitating Conversation with Children with Developmental Disabilities." In Logic, Argumentation & Reasoning, 163–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32247-6_10.

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Stephens, Walter. "Strategies of Interspecies Communication, 1100–2000." In Conversations with Angels, 25–48. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316973_2.

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Rousseau, Grégoire, and Nora Sternfeld. "Educating the Commons and Commoning Education: Thinking Radical Education with Radical Technology." In Post-Digital, Post-Internet Art and Education, 117–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_7.

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AbstractAll over the world, education—which could be understood as a universal right and public good—is facing processes of economization and privatization. Technology—which could be understood as a common means of production, collaboratively developed—is taken away from the public and put into corporate hands. This article is designed as a conversation investigating the question of shared and common knowledge from the perspectives of an educator and an engineer, respectively. The dialogue explores necessary convergences in radical practices of commoning, and possible future strategies for education and Open Technology. It asks how new models can challenge the neoliberal agenda and move away from established policies, and how a collective re-appropriation of the means of production could emerge within a post-digital society.
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Roberts, Alison. "The Conversation 'Menu'." In The Conversation Strategies Manual, 161–63. Routledge, 2018. http://dx.doi.org/10.4324/9781315168937-29.

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Conference papers on the topic "Conversation strategies"

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Novitasari, Tita, and Ernie D. A. Imperiani. "A Conversation Analysis of Repair Strategies in Indonesian Elementary EFL Students." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.042.

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Woodruff, Allison, Margaret H. Szymanski, Rebecca E. Grinter, and Paul M. Aoki. "Practical strategies for integrating a conversation analyst in an iterative design process." In the conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/778712.778748.

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Hartono, Rudi, and Diemroh Ihsan. "An Analysis of Meaning Negotiation Strategies Used in Conversation by Undergraduate Efl Students." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.58.

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Li, Chi-Hsun, Su-Fang Yeh, Tang-Jie Chang, Meng-Hsuan Tsai, Ken Chen, and Yung-Ju Chang. "A Conversation Analysis of Non-Progress and Coping Strategies with a Banking Task-Oriented Chatbot." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376209.

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Fatma, Sumarlam, Sarwiji Suwandi, and Ani Rakhmawati. "Male and Female Mitigation in Institutional Conversation Setting: Viewed from the Strategies in Speech Acts." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009019202370243.

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Ino, Atsushi. "EFL learners’ perceived use of conversation maintenance strategies during synchronous computer-mediated communication with native English speakers." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000212.

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Labro, Clarisse, and Darío Negueruela del Castillo. "Pas de Deux: Accompanying the Other." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.9.

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This article develops the current state of an ongoing research on a pedagogical exercise in Architectural Design Studio for 1st year students. It is based on the conversation – dialogue between the two authors, who with different profiles and roles, have found joy in discussing the complementarity of their views in enriching their pedagogical and research strategies. The article is primarily, but nor exclusively, concerned with their teaching and academic activities at the EPFL in Switzerland.
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Fang, Jingying, Ruyuan Li, and Cihang Yang. "Straight Guy Index: Conversation Strategies of Social Platform in Formulation on the Collective Identity of the Oppressed Minority." In 2021 International Conference on Social Development and Media Communication (SDMC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220105.243.

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Păpăluță, Vasile. "Using Luong's attention mechanism and simple classifiers to make people overcome psychological illnesses." In 11th International Conference on “Electronics, Communications and Computing". Technical University of Moldova, 2022. http://dx.doi.org/10.52326/ic-ecco.2021/cs.06.

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Conversational AI is the set of technologies behind automated messaging and speech-enabled applications that offer human-like interactions between computers and humans. It can communicate like a human by recognizing speech and text, understanding intent, deciphering different languages, and responding in a way that mimics human conversation. The objectives of this research are to explore the applicability of conversational AI technology in creating a chatbot for assisting people struggling with psychological illnesses and mental dysfunctions. The main hypothesis is that having an NLP system containing an NLG submodule (module for generation of the Natural text) and an NLU submodule (module for recognizing the emotional state of the person using this chatbot. We use an NLU submodule because we can’t rely only on the artificially generated text as a response for a person in an awful emotional state. Even more, we can use the information from the NLU submodule for stronger strategies generation to ensure emotional support. The system represents a chatbot with two NLP modules, Natural Language Generation, being represented by a Seq2Seq Neural Network with the Loung’s attention mechanism, and a Natural Language Understanding module represented by a classical classification NLP Pipeline that classifies the text in multiple emotional state classes. To interact with the user it uses the Telegram API and is able to save the user messages and the chatbot answers into a simple SQLite Data Base. Even if this implementation wouldn’t replace the real psychologists, with accurate management and maybe with additional inputs for professionals in psychology it may become a tool for detecting people with possible psychological and mental illnesses which can become the first step in further therapy with a real psychologist.
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Tokbolat, Serik, Raikhan Tokpatayeva, and Sarim Naji Al-Zubaidy. "Low Energy Building Designs for Extreme Weather Conditions in Central Asia." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-93084.

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Buildings account for nearly 40% of the end-use energy consumption and carbon emissions globally. These buildings, once built, are bound to be utilized for several decades if not longer. The building sector therefore holds a significant responsibility for implementing strategies to increase energy efficiency and reduce carbon emissions and thus contribute to global efforts directed toward mitigating the adverse effects of climate change. This paper presents an oversight of effective low-energy building design strategies for the extreme weather conditions in Kazakhstan (Astana), with temperature ranging between −35 and +40 C. Passive design features coupled with integration of renewable energy technologies have been identified for the next generation of buildings in Astana. The specific nature of the work is intentional, it is a continuing attempt to generate relevant know how that has direct relevancy to Astana’s system approach to energy conversation to meet its extreme winters.
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Reports on the topic "Conversation strategies"

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White, Jessica. Consensus vs. Complexity: Challenges of Adaptability for the UN Security Council’s Counter-Terrorism Framework & the Women, Peace, and Security Agenda. RESOLVE Network, October 2022. http://dx.doi.org/10.37805/sfi2022.3.

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United Nations (UN) counter-terrorism (CT) policies are challenged by the emergence and resurgence of different threat profiles on the security horizon because its response framework is focused on one type of terrorism and violent extremism (T/VE) threat. As there is increasing focus on the threat of extreme right-wing T/VE in the current social and political context in the West, for example, the challenges of adaptability and transferability become apparent. This is often due to the lack of flexibility and nuance of the conversation around CT at the UN level. This same lack of consideration for complexity can be exemplified through the case of the UN Security Council’s (UNSC) Women, Peace, and Security (WPS) agenda and the subsequent application of gender mainstreaming strategies. The WPS agenda was introduced with UNSC Resolution (UNSCR) 1325 in 2000 and developed over the next two decades with the adoption of nine follow-on resolutions. The increasing visibility of the impacts of terrorist groups on women and girls, and the articulation by some groups of a strategy that specifically targeted gender equality or utilized narratives promoting the subjugation of women, created greater momentum to push for the integration of the WPS and CT agendas, reflected most significantly in UNSCR 2242. However, even with this necessary focus on the protection and empowerment of women in the peace and security space, there has often been a more limited policy conversation around the wider gender perspective and analysis needed to effectively implement gender mainstreaming strategies. There needs to be increased attention given to understanding how socio-culturally defined gender roles and expectations impact how and why every individual engages with T/VE. Additionally, research is needed on how the wider gender equality goal of gender mainstreaming strategies can be implemented This research brief examines the adaptability and transferability of the last two decades of UN CT legal and policy frameworks and architecture to the evolving threat landscape.
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Lynch, Clifford, and Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, August 2021. http://dx.doi.org/10.56561/mwrp9673.

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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.
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Ledin, Chase, Olujoke Fakoya, and Jaime Garcia-Iglesias. Stories of HIV activists during COVID-19 in the UK. University of Edinburgh, October 2022. http://dx.doi.org/10.2218/ed.9781912669462.

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Stories of HIV Activists during COVID-19 in the UK examines and interprets the experiences of HIV activists during the COVID-19 pandemic. It relies on qualitative data obtained through a UK-ICN BBSRC funded grant. We draw from these stories to start a conversation about how activism translates from one health crisis (HIV/AIDS) to another (COVID-19). These activist stories tell us about how activist individuals and organisations responded to COVID-19, but they also provide insight for future pandemic contexts. The UK and many other countries across the world face a variety of new pandemic threats, including monkeypox and Ebola, which demand new forms of health intervention and strategies to mobilise individuals and communities. We use these stories to illuminate the resilience of some activists in the face of crisis and to articulate ways in which health activism can be adapted and remobilised to respond to new health crises.
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Nic Daeid, Niamh, and Michael Marra. The Future of Digital Evidence - Proceedings of a Strategic Conversation. University of Dundee, May 2019. http://dx.doi.org/10.20933/100001125.

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Holtrop, Tjitske, Ingeborg Meijer, Paula Otero-Hermida, Anestis Amanatidis, Chiara Buongiovanni, Donatella Casale, Claudia Colonnello, et al. Evaluative conversations: Translating between diverse stakeholders in regional RRI projects. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.544.

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Since the summer of 2020, researchers from ten projects pertaining to the Horizon2020 Science with and for Society (SwafS) call have been meeting virtually as the SwafS14 Monitoring and Evaluation ecosystem. Topics of discussion were the trials and tribulations of their regional Responsible Research and Innovation (RRI) projects as well as their strategies for monitoring and evaluation. In this paper we make a first attempt at presenting these issues as problems of translation between different kinds of stakeholders. After an exploration of the diversity of stakeholders and the process of translation in regional RRI, we suggest evaluative conversations as a way of improving regional RRI. We intend to develop this idea in the future and that these conversations will facilitate more responsible and engaged monitoring and evaluation and contribute to better R&I policies.
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Colina Unda, Vanessa. Citizen Experience Design for Digital Transformation. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003194.

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How many times have you heard the term "human-centered design"? How about "human-centered technology"? These terms are often used interchangeably in conversations involving digital transformation. The purpose of this paper is to provide a path for policymakers to start considering user-centric design to better understand citizens characteristics, challenges, and needs. The guidelines and case studies presented here are meant to be timeless, high-level, and strategic. There is a focus on principles throughout the publication that can be used and adapted for any particular starting point. The paper also describes suggested metrics to measure and improve the quality of the citizen experience.
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Pizzini, Nigel, and Helen Gremillion. Counsellor Clients as Insider Experts in a School Community. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.82017.

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This paper describes a practice developed at a large secondary school in Auckland whereby students’ experiences of overcoming problems are made available to others in the form of insider brochures. These students are thus able to share their insights and strategies in support of peers who may be experiencing similar problems. Drawing on narrative counseling conversations as well as narrative community work, a school counselor facilitates the process. This paper describes how insider voices contribute to the brochures and provides detail from one case example. In keeping with narrative approaches to problems, the goals are to de-privatise and de-individualise young people’s experiences of difficulties, and to reposition these students from ‘sufferers’ of problems to ‘experts’ on how to overcome them. In the process not only are students’ preferred identities developed but also collective knowledge is created and students are empowered to support one another.
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In Conversation… Suicide and Self-harm with Professor Lars Mehlum. ACAMH, September 2019. http://dx.doi.org/10.13056/acamh.8398.

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Lars discusses dialectical behaviour therapy for adolescents (DBT-A) as an intervention, his most recent paper in The JCPP, national strategies for suicide prevention and the latest clinical research.
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