Dissertations / Theses on the topic 'Social interactions in relationships'
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1
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.
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This study is based on fieldwork carried out between October 1995 and
December 1996 and has two dimensions. The first dimension reflects the
study of social relationships between children with and without disabilities in
the regular school setting. The second dimension reflects the process
involved when moving from quantitative to qualitative research
methodology.
This research is presented as three case studies. The first is a behaviourist case
study that utilised a peer-training intervention to improve social interactions
and social relationships between a six year old boy labelled 'severely disabled'
and his regular classroom peers. An increase in the number and length of
interactions raised some important questions about the context of social
relationships. Two qualitative observational case studies then followed, with
the focus on social relationships, especially the structures and people that
shape and influence them in the school setting.
In the first of the qualitative case studies, the first and over-riding theme was
the influence of the school structure. The second theme was the
opportunities to interact available to the children in the classroom and the
playground. The characteristics of the social interactions and relationships
that I observed between a seven year old girl with a disability and her peers
were the third theme. In the second qualitative case study three themes also
emerged. The first was the role the school played in children's social
relationships, the second was the opportunities available to the children to
interact and the third theme was the characteristics of the social interactions
and relationships that I observed between an eight year old girl with a
disability and her peers.
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Gideon, 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.
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Ellis, 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.
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The focus of this study was to explore the nature of parent-teacher interactions and to find evidence of social influence strategies used within their interactions. The literature showed that schools, internationally, nationally, and locally, have implemented parental involvement programs advocated by their respective governments. These programs are designed to encourage parents to interact more with the school and the teachers, forming parent-teacher partnerships to enhance student achievement levels. However, in practice, previous research has also signalled that there are underlying tensions in these parent-teacher partnerships that impact on parent-teacher interactions. This study sought to identify factors that parents and teachers describe as impacting on their interactions. Four low fee, independent, Protestant, metropolitan Perth primary schools participated in the study. Sixty-seven parents and teachers shared their lived experiences of positive and less than satisfactory parent-teacher interactions. Data were collected through the use of individual in-depth semi-structured interviews and focus group sessions. Reading and interpreting these transcripts aided in uncovering patterns of meaning, given by parents and teachers, into the nature of their interactions and their use of social influence strategies. The key finding from this study revealed that the nature of parent-teacher interactions was either collaborative or non-collaborative. The research concluded that parents and teachers held similar views on what practices made their interactions collaborative; however, they had different perspectives on what constituted non-collaborative practices. Secondly, six social influence strategies: authorities/experts, discussion, evidence, passive resistance, pressure, and relational were identified as being used by both parents and teachers during these interactions. These social influence strategies were used to persuade, manipulate, coerce, and/or negate the other person into sharing, adopting, obtaining or ignoring a person’s perspective. The outcomes of parents and teachers using social influence strategies were to obtain a course of action, level of care, and/or support for the student. Finally, these social influence strategies were utilised during various contexts and purposes for parent-teacher interactions. The findings revealed that parents and teachers had a preference for using the discussion, evidence, and relational strategies during their interactions, irrespective of the context or purpose. Overall, this research identified that five social influence strategies resulted in satisfactory experiences of parent-teacher interactions affording positive outcomes for students. Conversely, one social influence strategy, passive resistance, resulted in less than satisfactory experiences of parent-teacher interactions deriving less than satisfactory outcomes for students. Based on the findings from this research, a number of recommendations are suggested that include professional learning opportunities for teachers (and members of the school’s leadership team) on: the collaborative and non-collaborative practices of parents and teachers; the use and occasions for social influence strategies being implemented during particular parent-teacher interactions; and, customer service and public relations skills (in particular for early career teachers). These recommendations are viewed, in light of the findings identified in this present study, as enhancing parent-teacher communication, parent-teacher relationships and parental involvement in schools. In addition, these recommendations support the Australian Institute for Teacher and School Leadership’s National Professional Standards for Teachers which aims to improve teacher quality and positively enhance student achievement levels in our Australian schools.
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Kim, 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.
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Sewell, 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/.
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The research study employed a mixed methods research design to investigate the social interactions and relationships of a Year Five, mainstream Primary School class. The first strand of the research empirically evaluated an adaptation of the Applied Behaviour Analysis (ABA) intervention 'The Good Behaviour Game' (TGBG), which aimed to increase the positive social behaviour of the Year Five class. TGBG is a dependent group contingency, behaviour management intervention which is implemented at the whole class level. The research employed a single case, ABAB reversal design to evaluate its efficacy for promoting behaviour change for the target social behaviours of working as a team, supporting peers and positive social interactions with a peer. Observation data was also collected for a focus participant to explore the effects of a universal intervention at the targeted level of an individual participant. The second strand of the research utilised Personal Construct Psychology (PCP) to explore participants' construing of their social interactions and relationships with others. The repertory grid interview method was used to interview 8 participants. The PCP strand to the study was perceived to add an illuminative addition to the ABA strand, which incorporated a constructivist approach to understand the unique perceptions and views of the child.
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Freeman-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.
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Balliet, 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.
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Pillet-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.
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Helms, 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/.
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Effective relationships among the levels of educational administrators will support the emphasis on academic excellence at national, state, and local levels. Recognizing the factors involved and understanding the interactions of those factors is a complex process. This study examined the bureaucratic leadership style of a superintendent in the organizational structure and the social interaction between the superintendent and campus principals in that organization as perceived by the principals. Quantitative data were collected by using two instruments: (1) the Administration Organi zationa1 Inventory to define the superintendent's bureaucratic leadership style and (2) the Perceived Social Interaction Questionnaire to determine the degree of social interaction between the superintendent and the campus principals. The study included the superintendent and the forty-three principals of a Texas suburban public school. Data analysis examined the leadership style and its relationship to the social interaction and both style and social interaction in relationship to age, sex, elementary or secondary level, and years of experience as a principal. Results of the study did not clearly define the superintendent's leadership style in a bureaucratic organization and indicated no significant difference between the style and social interaction and the four biographical variables. However, analysis of the data revealed that more principals perceived the superintendent as a Professional with a high degree of expertise and low degree of authority when biographical data were considered. Principals who perceived the superintendent as having a high degree of expertise also indicated they had a warm and friendly social relationship with the superintendent. Further analysis revealed that older, male, secondary principals with more than ten years of experience had a warm and friendly social interaction with the superintendent. This study attempted to provide greater knowledge of the organizational structures and the inward workings of a school system so that other administrators might better understand essential factors affecting district decisions and practices
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Nikitina, 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.
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Meaningful social connections are an important part of our lives, especially as we age, and are associated with life satisfaction and psychological well-being. At the same time making friends and creating connections is known to be challenging in older age. In this thesis, we focus on studying how technology can help to collect information about older adults that can be useful for facilitating friendship formation and social interactions among users. We start by describing early work that shows the opportunities of technology in improving well-being of older adults. The conducted studies and review work highlights the potential of social interactions in motivating older adults for technology use and exercising. We then study factors affecting people's social connectedness and friendships. The study highlights that common life points are related to higher levels of connectedness and frequency of interactions. We then move the focus on studying friendship formation in later life, and specifically on how technology can help to facilitate friendship formation. From observations in the nursing homes we see that reminiscence is often used to collect information about a person’s history and values, we look at this practice as a way to identify information potentially useful to recommend friendships, especially in nursing homes context. We conduct Interviews and observations with nursing homes stakeholders and gerontology doctors to define requirements and opportunities of reminiscence conversational agent suitable to their current practices. We then conduct a study to explore how the concept of the bot and features are perceived by elderly, NH staff and doctors. Finally, we present the work carried out to define and validate the concept of a reminiscence-based conversational agent aimed at: i) conducting storytelling conversations that are engaging and natural and ii) being effective in collecting information about the user (e.g values, interests, places) that later can be used for recommending potential friends.
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Nikitina, 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.
Full textAbstract:
Meaningful social connections are an important part of our lives, especially as we age, and are associated with life satisfaction and psychological well-being. At the same time making friends and creating connections is known to be challenging in older age. In this thesis, we focus on studying how technology can help to collect information about older adults that can be useful for facilitating friendship formation and social interactions among users. We start by describing early work that shows the opportunities of technology in improving well-being of older adults. The conducted studies and review work highlights the potential of social interactions in motivating older adults for technology use and exercising. We then study factors affecting people's social connectedness and friendships. The study highlights that common life points are related to higher levels of connectedness and frequency of interactions. We then move the focus on studying friendship formation in later life, and specifically on how technology can help to facilitate friendship formation. From observations in the nursing homes we see that reminiscence is often used to collect information about a person’s history and values, we look at this practice as a way to identify information potentially useful to recommend friendships, especially in nursing homes context. We conduct Interviews and observations with nursing homes stakeholders and gerontology doctors to define requirements and opportunities of reminiscence conversational agent suitable to their current practices. We then conduct a study to explore how the concept of the bot and features are perceived by elderly, NH staff and doctors. Finally, we present the work carried out to define and validate the concept of a reminiscence-based conversational agent aimed at: i) conducting storytelling conversations that are engaging and natural and ii) being effective in collecting information about the user (e.g values, interests, places) that later can be used for recommending potential friends.
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Elsler, 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.
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Sustainable and equitable fisheries are central for addressing the challenges of the UN Sustainable Development Goal 14: Life Below Water. International trade, once presented by Walrasian economists as a panacea for fisheries development, has not markedly decreased poverty and has been related to the overexploitation of marine species. In this light the consequences of a continued expansion of seafood trade are highly uncertain and problematic. Two competing theoretical hypotheses predict either overexploitation or recovery of marine species when connected to international trade, respectively. The empirical literature finds trade relationships and connections of local fisheries to a large-volume market critical factors for social-ecological outcomes. Here, I combine these insights to show that multi-level links, between fishers & different markets (market manuscript) and marine species & trade relationships (squid manuscript), are critical to explain diverging social-ecological outcomes. In the market manuscript we model the transition from local, to multi-level (both local and global), to global markets in a two species fishery. We find this transition is non-linear, leading to fluctuations in species abundance as a result of abrupt switches between target species. Critical fluctuations of species abundance driven by new market connections are a result of large shifts in prices for one species and high asymmetries in expected income between the two species. The squid manuscript provides empirical and modeling evidence that cyclical changes in the ocean can drive social-ecological systems outcomes through changing interactions at multiple levels. The interactions between squid population and fishers and squid distribution and trading structures determines benefit distributions in the fishery. The lack of consideration of multi-level interactions related to trade in models for fisheries management is likely associated with a lack of processes for integrating the empirical and theoretical insights of two disciplines at the core of fisheries science. Social-ecological system scholars study more often empirical and fishery economics the theoretical aspects of interactions between trade and fisheries. One process suggested in this thesis to bridge insights from both disciplines in fishery models is the careful study of the important interactions in the empirical case. Comparison of these interactions with observed empirical interactions in other systems informs the model conceptualization that is then embedded in a theoretical framework. This leads to the development of models of intermediate complexity that integrate insights on regular structures and patterns observed in real social-ecological systems. The squid manuscript exemplifies this integration. We integrate observed multi-level links in a standard fishery model between the squid population fishers and traders, and thus better represent the empirical system. A continuous dialogue between empirics and theorycan help build models of intermediate complexity. To capture the complex elements of these social-ecological systems, in this young field of study, next to a continuous dialogue priority observed empirical dynamics can help question theoretical assumptions. This study seeks to contribute to the development of fisheries management models more suitable to face contemporary challenges of fisheries management by focusing on how multi-level interactions between fisheries and trade shape sustainable and equitable outcomes.
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Dou, Remy. "The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3228.
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This collected papers dissertation explores students’ academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy and interest. The motivation for this work extends from the national call to increase participation of students in the pursuit of science, technology, engineering, and mathematics (STEM) careers. Self-efficacy and interest are factors that play prominent roles in popular, evidence-based, career theories, including the Social cognitive career theory (SCCT) and the identity framework. Understanding how these constructs develop in light of the most pervasive characteristic of the active learning introductory physics classroom (i.e., peer-to-peer interactions) has implications on how students learn in a variety of introductory STEM classrooms and settings structured after constructivist and sociocultural learning theories.
I collected data related to students’ in-class interactions using the tools of social network analysis (SNA). Social network analysis has recently been shown to be an effective and useful way to examine the structure of student relationships that develop in and out of STEM classrooms. This set of studies furthers the implementation of SNA as a tool to examine self-efficacy and interest formation in the active learning physics classroom. Here I represent a variety of statistical applications of SNA, including bootstrapped linear regression (Chapter 2), structural equation modeling (Chapter 3), and hierarchical linear modeling for longitudinal analyses (Chapter 4).
Self-efficacy data were collected using the Sources of Self-Efficacy for Science Courses – Physics survey (SOSESC-P), and interest data were collected using the physics identity survey. Data for these studies came from the Modeling Instruction sections of Introductory Physics with Calculus offered at Florida International University in the fall of 2014 and 2015. Analyses support the idea that students’ perceptions of one another impact the development of their social network centrality, which in turn affects their self-efficacy building experiences and their overall self-efficacy. It was shown that unlike career theories that emphasize causal relationships between the development of self-efficacy and the subsequent growth of student interest, in this context student interest takes precedence before the development of student self-efficacy. This outcome also has various implications for career theories.
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Wagner, 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.
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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.Committee 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.
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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.
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Increasing human populations have resulted in the extensive conversion of natural forests and range lands into agricultural lands, resulting in an expansion of the interface between people and elephants across the elephant range countries of Asia and Africa. This interface describes the nature of two-way interactions between people and elephants, which can be positive and reverential or hostile and negative. Elephant crop-raiding, one of the most negative interactions for people at the interface, is not only the result of decreased food resources and space, but has also been attributed to a preference for cultivated crops and to damage caused during elephant movements between habitats. The aim of this thesis was an attempt to understand the use of coffee agroforestry areas by elephant populations in a South Indian district, Kodagu, and to assess the risks to elephants and people of coffee plantations. Geographically, located at a significant position in the Western Ghats, Kodagu district is a part of one of the largest wild Asian elephant ranges harbouring India’s largest elephant population. Kodagu has a unique topography and coffee agroforestry system in considered as the boon for conservation. This thesis is the first long term (one year) study on the elephant populations using coffee estates in Kodagu. Crop-raiding events across Kodagu and their intensity of occurrence were determined from the Forest Department compensation records. Virjapet taluk was one of the three administrative units of Kodagu with frequent incidences of crop-raiding, including elephant mortality and human deaths. High rates of crop-damage in Virajpet included both coffee and paddy rice produce as the land is conducive for the cultivation of both. To understand the use of coffee estates by elephants, coffee estates in Virjapet were directly and indirectly monitored for the presence of elephants using dung sampling (N=202), camera trapping, video and photo documentation, as well as sightings (N=408) and reports by local workers, in order to identify the individuals or groups of elephants frequenting these coffee estates. Lone male and all male groups used coffee estates most frequently and family herds ranging in group size from 2 to 10 were present mainly during the peak season of coffee ripening (post monsoon). Presence of large numbers of elephants, especially with large female groups, was associated with crop-damage during the months of December-January. As seasonal movements of elephants in Kodagu districts are still not known, it is unclear why the number of elephants in coffee estates post-monsoon increases when food availability should also be higher in forests. These large coffee estates were used as refuge areas by elephants during the day by all individuals and groups, and feeding on estates occurred during the night to early morning hours. Dung analysis and observations suggested that coffee estates were attractive for elephants due to the constant availability of water (for irrigation), green fodder, and cultivated fruit trees, especially jackfruit. Coffee plants were damaged both due to consumption (47% of dung samples in this study) and accidental damage during elephant movements within the estates. Although the dung sampling could not confirm whether coffee had become a novel food resource, the presence of large number of elephants during the coffee ripening season suggested that the potential for coffee berries to be added regularly to the diet in the future, with potential consequences for coffee invasion of native forests through dung seed dispersal. People working on large coffee estates were accustomed to the presence of elephants and were generally knowledgeable of the areas that elephants frequented, thus avoiding fatal encounters. However, safety of farmers and other people working on the estates remains a major concern, especially for large coffee estates owners. The constant interaction between elephants and people also led to more negative perceptions of elephants, and reduced the tolerance of elephants in the area. The unique topography of Kodagu as a mosaic of forests and farms challenges the number of possible mitigation methods to prevent negative encounters between people and elephant. The elephants of Kodagu may have adapted behaviourally to the presence of people, but long-term monitoring of the elephant population is important to understand their ecological and social adaptations to the various costs and benefits of using this agroforestry landscape. Suggestions for management of the elephant-human interface and mitigation of negative attitudes and actions were made, through a model that incorporates a multiple stakeholder (including elephants) action plan.
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Grant, Melva R. "Examining Classroom Interactions and Mathematical Discourses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259014641.
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Csányi, 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.
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The aim of this study was to identify and investigate preschool teachers’ experiences and views on the role of outdoor education on social interactions. The research questions were: How do the teachers conceptualize outdoor activities’ role on social interactions in multicultural preschool settings? How do the teachers foster social interactions through outdoor education? What kind of challenges have the teachers faced regarding outdoor education in multicultural preschool groups? Semi-structured interviews were conducted with five preschool teachers from three different preschools in a multicultural suburb in southern Sweden. The results showed that – despite children’s possible aversions to engaging in activities in the outdoors - outdoor activities are supportive of the development of closer bonds within the group. According to the teachers interviewed, the natural settings bring calmness and openness, therefore this environment facilitates social interactions among children. The lack of strictly preplanned activities offer children opportunities to follow their interests and to have shared experiences through the discovery of nature. Their willingness for collaborative explorations is a basis for joint play, discussion and group work.
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Van, 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.
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Ogan, Amy. "Supporting Learner Social Relationships with Enculturated Pedagogal Agents." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/60.
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Embodied conversational agents put a “human” touch on intelligent tutoring systems by using conversation to support learning. When considering instruction in interpersonal domains, such as intercultural negotiation, the development of an interpersonal relationship with one’s pedagogical agent may play a significant role in learning. However, there is conflicting evidence in the literature both regarding the ability of agents to cultivate social relationships with humans, and their effect on learning. In this dissertation, I present a model of social dialog designed to affect learners’ interpersonal relations with virtual agents, a development process for creating social dialog, and empirical studies showing that this dialog has significant effects on learners’ perceptions of the agents and negotiation performance.
In early work, I explicitly prompted learners to have social goals for the interaction. I found that while students who reported social goals for interacting with the agents had significantly higher learning gains, explicit prompting was not effective at inducing these goals. I thus focused on implicit influence of learner goals, developing a model of social instructional dialog (SID) that integrates conversational strategies that are theorized to produce interpersonal effects on relationships. In two subsequent studies, an agent with the SID model engendered greater feelings of entitativity, shared perspective, and trust, suggesting that the model improved learner social relationships with the agent. Importantly, these effects transferred to other agents encountered later in the environment. The social dialog condition also made fewer errors and achieved more negotiation objectives in a subsequent negotiation than a control group, evidence that the improved social relationship lead to better negotiation performance. These findings regarding interpersonal relationships with agents contribute to the literature on learner-agent interactions, and can guide the future development of agents in social environments.
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Roe, 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.
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Winston, Brianne L. "The Influence of Mild Cognitive Impairment (MCI) on Marital Relationships." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/42795.
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The purpose of this study was to examine the influence of mild cognitive impairment (MCI) on marital relationships. MCI refers to age-related decline in memory and other cognitive processes that do not necessarily interfere with daily activities or the maintenance of social relationships with others (Petersen et al., 1999). Using social exchange theory as the theoretical framework to guide this qualitative study, aspects of the marital relationship explored from the nonimpaired spouses’ perspective were couple interaction, intimacy, and the division of household labor.
In-depth interviews were conducted with five husbands and five wives (M age = 76.6 yrs., S.D. = 6.64). Open-ended interview questions that focus on issues specific to the marital relationship included: (a) range of activities participated in as a couple, (b) ways of showing care or affection toward one another, and (e) management of everyday life. In addition to participating in the semi-structured interviews, the spouses completed three standardized scales (e.g., Revised Memory & Behavior Problems Checklist, Zarit Burden Interview, Center for Epidemiological Studies-Depression Scale). Their responses to these measures provided information about the memory and behavioral changes of the elder as it related to the outcomes for and responses of the spouse. Spouses noted both change and stability within their marriages. They expressed “mixed emotions” concerning the influence of MCI on both them as individuals and on their relationship. Husbands’ responses focused on the negative relationship outcomes (e.g., frustration, stress) associated with caring for a spouse with memory loss; however, wives reported higher levels of burden and depression on the standardized measures than did the husbands. Gender differences were found regarding how husbands and wives view their roles in context to the caregiving situation, as well as how they adapt and cope. Longitudinal research is needed to examine the changes in the dynamics of these late-life marital relationships over time.Master of Science
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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.
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Houghton, 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.
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The current research identifies the impact of sharing day-to-day information in social network sites (SNS) on the relationships we hold within and outside of them. Stemming from the literature on self-disclosure, uncertainty reduction, personal relationships, privacy and computer-mediated communication (CMC), a concurrent triangulation research strategy is adopted to identify the patterns of relationship development and interaction in SNS. Using a mixed methods approach, five studies were conducted to determine how young adults interact via SNS. Empirical findings suggest SNS users are driven by the need to reduce uncertainty and gather information about their interaction partners. An interaction between several factors was found to impact on relationships between communication partners: the frequency of information sharing; the content of the shared information; the type of relationship held between the sender and recipient; the stage of relationship development; the medium of communication, and; an expected social contract. A conceptual model of interpersonal interaction within SNS environments is proposed, identifying the links between sharing, certainty and relationship quality, and manifested communication behaviour throughout relationship development. Implications for the fields of communication science, CMC, and social and behavioural psychology are discussed.
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Lane, 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.
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The purpose of this study was to explore the influences of caregiver-child interaction and temperament on cortisol concentrations of toddlers in full-day childcare. Sensitive and responsive caregiving is critical to the quality of children's early experiences. Caregivers who are attuned to unique needs of young children can support and guide child growth and development. In the context of relationships the child grows, develops, and learns to biologically respond to events in his or her world that he or she may perceive as threatening, with the production of cortisol. Studies show that regulation of cortisol release later in life may be shaped by social experiences during early development.
This exploratory study investigated the influences of caregiver-child interaction and temperament as measured by the Early Childhood Behavior Questionnaire (ECBQ) on cortisol concentrations in toddlers in full-day childcare. Seventy-three (31female, 42 male) toddlers, in 11 full-day childcare classrooms in communities in southern Appalachia participated. Classrooms were evaluated using the toddler Classroom Assessment Scoring System (CLASS) and an adapted version of the Engagement Check II. Morning and afternoon cortisol concentration was measured in enzymeimmunoassays of saliva.
Findings indicated that as years of teacher experience increased, cortisol concentrations decreased. Likewise, as the percentage of time toddlers were engaged in developmentally appropriate activities increased, cortisol concentration decreased. Mean cortisol concentrations decreased from mid-morning to mid-afternoon. Findings of individual cortisol concentrations were mixed. Temperament data showed a relationship between management of arousal or impulse control (surgency) and cortisol concentration. No statistically significant correlation was found between cortisol concentration and the dimensions of the toddler CLASS. Regression analysis of the 3 dimensions of temperament (negative affect, effortful control, surgency) showed surgency to be related to cortisol concentration.
The study adds to the body of research on very young children in full-day childcare and elevated cortisol concentrations by including children in communities in southern Appalachia as well as measuring teacher-child interaction in childcare using the newly released toddler CLASS. Future research is needed to delineate the developmental outcomes and long-term impact of excess stress in this population.
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Cataldo, Ilaria. "The relationships among genes, psychological traits, and social behavior." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/251540.
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In just over ten years, internet-based technologies revolutionized several aspects of daily human life, including social interactions. Social media sites (SNSs), such as Facebook, Instagram, and Twitter, have dramatically changed the way people keep in touch or make new acquaintances. On the flipside, recent research have highlighted the risk for and inappropriate use of SNSs, which might result in personal discomfort or a mental disorder. For this reason, it is important to understand how these issues develop starting from the diverse contexts and individual features. The main aim of the present Ph.D. project is to identify to which extent the interaction between psychological components, like perceived parental warmth, and genetic susceptibility to the familiar environment can describe the social behavior online and offline. The underlying hypothesis is that sensibility to the familiar context will represent a positive factor, if the person recalls a good perception of parental care, leading to confident psychological mechanisms in adulthood, hence to more optimal neural responses to social stressors in real life, and to the appropriate use of social media. To this aim, three studies have been performed:
•Study 1. Analysis of the impact of perceived early social experience on the formation of interactional patterns in adult social interaction in two different countries (Italy and Singapore);
•Study 2. Investigation on how the interaction between genetic features of oxytocin receptor gene polymorphisms and perceived early social experience affect the neurophysiological responses to cries;
•Study 3. Exploration of the link between adult psychological dimensions related to social behavior and metrics of usage on Instagram platform.
The experimental activities have been performed in two different laboratories: as for the Italian samples, questionnaires and genetic information were collected at the Affiliative Behavior and PhysiologyLaboratory in Rovereto; with regards to the Singaporean sample, participants completed the questionnaires, then were tested for genetics, Near InfraRed Spectroscopy (NIRS), Electrocardiogram (ECG) at the Social and Affective Neuroscience set in Nanyang Technological University. One of the purposes of the overall project was the construction of a rich database, which aims to include information about genetic polymorphisms proved to be sensitive to social environment (oxytocin receptor gene rs53576, rs2254298, and serotonin rs25531), recalled parental warmth, main dimensions of adult attachment, neural and physiological responses to social distress, like listening to cries, and behavior on two main social media platforms, such are Facebook and Instagram. This complex design gives the project several strengths, such as the possibility to focus on the contribution of diverse factors within a bio-psycho-i
social frame, that is claimed to be the more appropriate by scientific community standard, in order to have a wider and deeper understanding of human behavior. Secondly, results generated from studies based on this database would allow filling the present gap about social media usage and psychological mechanisms, providing a further comparison with offline behavior. Lastly, results might be helpful when implemented in clinical work to understand if and how social media can become a useful mean in clinical work. The temporary fragility of this project is related to the genetic sample size, as a broader sampling would be necessary to have a comparable amount of the different variants and generate more reliable explanations. However, this data collection represents a starting point, as it resents of temporal constraints. Future efforts are necessary to enrich the dataset and to find appropriate methodologies to examine in depth the interaction between all the factors
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Cataldo, Ilaria. "The relationships among genes, psychological traits, and social behavior." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/251540.
Full textAbstract:
In just over ten years, internet-based technologies revolutionized several aspects of daily human life, including social interactions. Social media sites (SNSs), such as Facebook, Instagram, and Twitter, have dramatically changed the way people keep in touch or make new acquaintances. On the flipside, recent research have highlighted the risk for and inappropriate use of SNSs, which might result in personal discomfort or a mental disorder. For this reason, it is important to understand how these issues develop starting from the diverse contexts and individual features. The main aim of the present Ph.D. project is to identify to which extent the interaction between psychological components, like perceived parental warmth, and genetic susceptibility to the familiar environment can describe the social behavior online and offline. The underlying hypothesis is that sensibility to the familiar context will represent a positive factor, if the person recalls a good perception of parental care, leading to confident psychological mechanisms in adulthood, hence to more optimal neural responses to social stressors in real life, and to the appropriate use of social media. To this aim, three studies have been performed:
•Study 1. Analysis of the impact of perceived early social experience on the formation of interactional patterns in adult social interaction in two different countries (Italy and Singapore);
•Study 2. Investigation on how the interaction between genetic features of oxytocin receptor gene polymorphisms and perceived early social experience affect the neurophysiological responses to cries;
•Study 3. Exploration of the link between adult psychological dimensions related to social behavior and metrics of usage on Instagram platform.
The experimental activities have been performed in two different laboratories: as for the Italian samples, questionnaires and genetic information were collected at the Affiliative Behavior and PhysiologyLaboratory in Rovereto; with regards to the Singaporean sample, participants completed the questionnaires, then were tested for genetics, Near InfraRed Spectroscopy (NIRS), Electrocardiogram (ECG) at the Social and Affective Neuroscience set in Nanyang Technological University. One of the purposes of the overall project was the construction of a rich database, which aims to include information about genetic polymorphisms proved to be sensitive to social environment (oxytocin receptor gene rs53576, rs2254298, and serotonin rs25531), recalled parental warmth, main dimensions of adult attachment, neural and physiological responses to social distress, like listening to cries, and behavior on two main social media platforms, such are Facebook and Instagram. This complex design gives the project several strengths, such as the possibility to focus on the contribution of diverse factors within a bio-psycho-i
social frame, that is claimed to be the more appropriate by scientific community standard, in order to have a wider and deeper understanding of human behavior. Secondly, results generated from studies based on this database would allow filling the present gap about social media usage and psychological mechanisms, providing a further comparison with offline behavior. Lastly, results might be helpful when implemented in clinical work to understand if and how social media can become a useful mean in clinical work. The temporary fragility of this project is related to the genetic sample size, as a broader sampling would be necessary to have a comparable amount of the different variants and generate more reliable explanations. However, this data collection represents a starting point, as it resents of temporal constraints. Future efforts are necessary to enrich the dataset and to find appropriate methodologies to examine in depth the interaction between all the factors
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Thomas, 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.
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Kory-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.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2019Cataloged 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
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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.
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The social web has emerged concurrent with a decline in Americans' community involvement and number of close friendships. Hundreds of millions of people connect online, but they appear to have fewer confidants and trust each other less. However, contrasting research finds that web users have better social integration and stronger relationships than their offline counterparts. This thesis resolves these contradictory views through a detailed examination of social network site (SNS) use and changes in relationships and individual well-being.
The research is conducted at multiple levels looking at how different types of SNS use—direct interaction with others and more “passive consumption” of social news—influence the number and quality of individuals’ social ties and their aggregate social capital and well-being, including perceived social support, happiness, and physical health. The studies combine objective measures of SNS use (communication activity from the server logs of a popular social networking site) with self-reports of tie strength and well-being to accurately differentiate types of use with different partners. Longitudinal methods reveal how well-being changes over time with SNS use and are moderated by personal characteristics such as social communication skill and recent job loss.
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Hashimoto, Takeshi, and 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.
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Donnelly, 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.
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Objective: Social interactions among frail elders in long-term care facilities are limited, but to what extent body image and perceived oral health influence their social relations are poorly understood. A positive body image and the perception of adequate oral health are linked to increased social contacts, as well as improved health and well-being irrespective of age. However, as frailty increases it is unclear if appearance and oral health priorities remain stable. This study explored the relationship between oral health, body image and social interactions among a diverse group of frail elders. The research question underlying the study is “how are social interactions influenced by perceived oral health and body image in elderly people who live in long-term care facilities?”
Methods: Open-ended interviews were conducted with a purposefully selected group of cognitively intact, institutionalized elderly men and women who exhibited varying degrees of frailty, social engagement and oral health conditions, and lived in one of eight long-term care facilities. The interviews were analyzed using a constant comparative technique, and a second interview with each participant checked the trustworthiness of the analysis.
Results: Three major categories influenced the social interactions of the participants: 1) perceived oral health; 2) priorities and perceived access to care; 3) institutionalization and frailty. The major categories were influenced by the coping and adapting strategies, health status, dependency, institutional culture, investment, support, personality, socio-economic status, comfort, function, cleanliness and noticeability of oral conditions among the participants.
Conclusions: Perceived oral health and body image among institutionalized frail elders were influenced by comfort, hygiene, cleanliness and noticeability of oral conditions. These findings were similar to reports of elders who reside in the community; however the extent to which social interactions were negatively impacted depended on multiple aspects of living in a care facility, degree of frailty, and priorities of care.
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Jeffery, 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.
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Cortez, 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/.
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We conducted a contingency analysis to evaluate if a sequential relation between social initiations and positive social responses increased for both therapists and children with autism following a conditioned reinforcement procedure. Participants included child-therapist dyads, which were previously identified as having low rapport. These dyads were observed prior to and following an intervention designed to establish therapists' social behavior as a reinforcer. Sessions consisted of unstructured play between the therapist and child. Results from a Yule's Q analysis show that both the child and adult positive responding to the others' social initiations increased following the intervention. Findings highlight the reciprocal effects of therapist-child interactions as well as the effectiveness of establishing social attention as a reinforcer via an operant discrimination training procedure.
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Jones, David Lawrence. "A Determination of Interpersonal Interaction Expectations in International Buyer-Seller Relationships." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26924.
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Relationship/collaborative selling, as opposed to traditional, transaction oriented selling, stresses the need to form relationships with prospects and customers across all stages of the buyer-seller relationship (Jolson, 1997). The problem is that applying the relationship selling process to all types of customers may lead to inappropriate interpersonal interaction if the customer's orientation is only short-term in nature (Jackson, 1985a, 1985b). Anderson and Narus (1991) make the point that significant variations within industries (i.e., hotel industry) can exist in the buyer's expectation of working relationships with sellers, from a collaborative relationship desire to a transactional (i.e., discrete) relationship. This study developed and empirically tested a model of international buyer-seller relationships in the hospitality industry. The model analyzed several relationships: 1) the relationship between National Culture (Hofstede, 198oa, 1980b & 1997) and the interpersonal interaction "success" variables (i.e., structural bonding, social bonding, communication content, communication style, and trust) in the buyer-seller relationship (Wilson, 1995); 2) the relationship between the "success" variables and the outcomes of the buyer-seller relationship (i.e., relationship commitment and long-term orientation of the buyer); and 3) the relationship between the level of knowledge of the selling strategy used by the salesperson and the buying preferences of the buyer, as perceived by the salesperson. In addition, each of these relationships was examined in terms of the differences that may exist in base of operation of the salesperson (i.e., North America or Asia). The study specifically focused on the hotel industry salesperson and the relationship he or she has with his or her top account. The cross-cultural differences were captured by use of a sample of salespeople that were based either in North America or Asia. The results of this study showed that the relationship/collaborative selling strategy is not necessarily appropriate for all selling situations, but the salesperson may not be knowledgeable enough of his or her customer's preference for interpersonal interaction to be able to identify that fact. It also indicated that different importance is placed on different "success" variables in the buyer-seller relationship in different bases of operation. Specifically, trust is more important in North America than Asia, but it is still an important factor in both selling environments. It was also concluded that social bonding might be overrated in regards to the top account buyer-seller relationship. The conclusion can be made that more emphasis needs to be placed on the building and maintaining of trust than the need to "build a relationship" through social bonding, at least with the top account. The implications of the study can be applied to the improvement of how sales training is taught on a global basis.Ph. D.
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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.
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Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions.
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Johnson, 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.
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Suh, 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.
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The present research included gender in Person-by-Situation interaction models in the study of interpersonal behavior and affect. An event-contingent recording methodology was used to measure behavior and affect across situations and over time in natural settings for a 20-day period with adult community samples. Three dyadic situations of personal relationships that varied in gender composition and emotional closeness were examined: same-sex friendships, opposite-sex friendships, and romantic relationships.Traditional 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.
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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/.
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The purpose of this study is to investigate the possible relationship between social interest and marital adjustment in a selected group of married couples. Another variable relating to spiritual well-being and religious participation is also considered. In the studies reviewed, the concept of social interest as proposed by Adler has been supported as a psychological construct. It has generally correlated with characteristics that are viewed as social interest components. By contrast, it has generally related negatively with characteristics that are inconsistent with the concept. Of the investigations conducted, most have focused on the relationship between social interest and some aspect of individual functioning, such as psychological well-being, health, mood states, and locus of control. There has been little investigation between social interest and some aspect of individual functioning, such as psychological well-being, health, mood states and locus of control. There has been little investigation between social interest and marital satisfaction and, additionally, the possible relationship to religious participation. The results of this study support a positive relationship between social interest and marital satisfaction, a positive relationship[ between social interest and religious participation, and a positive relationship between marital satisfaction and religious participation.
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Rousseau, 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.
Full textAbstract:
Phocid seals (true seals, Order Carnivora, Family Phocidae) use a diverse array
of breeding habitats and strategies, and produce many vocalizations. Therefore, phocids
are well suited as subjects for study of reproductive strategies and the role of
vocalizations in species mating at sea. However, the amount of information is still
limited for aquatically breeding pinnipeds. Using underwater audio and video recordings
of Weddell seals (Leptonychotes weddellii) interacting in McMurdo Sound, I compared
the frequencies of vocalizations and behaviors of males and females during the mating
season. I also investigated differences in these frequencies based on the social context.
Finally, I identified patterns of vocalizations and behaviors to help determine the
behavioral context of calls and used this information as a basis for considering the
degree of ritualization in Weddell seal displays. Mews, growls, knocks, and trills were
found to be almost exclusively male-specific. The territorial male produced chirps more
often when another male was present in its territory; whereas, mews and growls were
more frequent when one or more free-ranging females were present. Several vocal and
behavioral padeparture of the territorial male into or from the breathing hole. In the context of an
evolutionary-based model of communication, these findings suggest that low-frequency
vocalizations and stereotyped displays produced by territorial males may have been
favored by sexual selection: they may provide reliable information to females about the
fitness of the signaler and influence their choice of mate. They may also help in limiting
conflicts between the territorial male and females over access to the breathing hole.
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Kitching, 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.
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South African schools face many challenges as they are inundated with dysfunctional
behaviour. The research on South African schools indicates that behavioural
challenges such as disobedience, swearing, truancy violence and bullying are evident
in many school contexts. From a reductionist, individualist approach, the focus when
addressing these challenges is often on causal factors and dysfunctional individuals
rather than on ways in which people relate and interact in schools. It is however
evident from a social ecological perspective, that in order to facilitate social change,
we need to understand people’s experiences of social interaction in schools as an
important context for the enhancement of wellbeing.
The first phase of the PhD project is a base‐line exploration of the learners’,
educators’ and parents’ experiences of relating and interacting in school
communities. A qualitative phenomenological investigation was applied in
combination with a cross‐sectional descriptive survey design. 1170 learners, ages
ranging from 11 to 18 years, 150 parents and 85 educators, from 12 South African
schools, participated in the research. The participants completed written
assignments that were analysed through the application of global analysis followed
by thematic analysis. The findings indicated that enabling ways of relating and
interacting were patterned by active engagement and acknowledgement of people.
Disenabling social interaction was patterned by disengagement and disregard for
people. The findings indicated that both enabling and disenabling ways of relating
and interacting, play a crucial role in the enhancement of mental wellbeing in
schools, and suggest that schools need to focus more seriously on the ways in which
people in schools relate and interact on the everyday micro‐levels of social
interaction, as suggested by complexity theory.
The second phase of the study comprised a more in‐depth investigation into
nurturing and restraining relationships between parents, learners and educators in a
school community. A single instrumental case study design was applied to gain an indepth
understanding of the complex dynamic interactions between the members of
the school community. All the learners and educators in the school were involved during the work sessions. Nominal group technique was applied to obtain
information about their perceptions of relationships in the school community. The
work sessions were followed by focus group interviews with 18 educators, 40
learners, the management team, six members of the administrative and terrain staff
and two parents. A thematic analysis of the data indicated that nurturing
relationships could be understood with reference to connectedness: respect, care
and transparent communication; whilst restrained relationships could be understood
with reference to limited connectedness between people: abuse of power, shifting
of responsibility and disrespect for one another. The findings indicated the need for
a sensitive, empathic and non‐patronising approach to people in school communities
that acknowledge that restrained relationships are inevitably part of the human
interaction and understand schools in terms of inter‐subjective recursive processes
that pattern the relationships between the members of the school community.
In the third phase, the findings of the first two stages of the study were integrated
with theoretical perspectives and critical reflections on the findings to conceptualise
a relationship‐focused approach to the co‐construction of an enabling school
community. The approach encompasses the facilitation of continuous conversations
using identified facets of interrelatedness as focal points for the understanding of
being together in school communities on a meta‐level. It is recommended that the
implementation of a relationship‐focused approach conceptualised in this study,
should be considered as an alternative approach for dealing with the challenges
associated with human behaviour that currently prevail in schools. Further research
on the implementation of the approach in schools is recommended.Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011
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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.
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This thesis examines the relationships between different social contexts of video game play, the player experience and wellbeing. In doing so it challenges the notion that video game play is socially isolating and shows that there are potential benefits to all contexts of play, including solitary play. Four studies utilizing different methodologies (survey, interview, experiment) collectively demonstrate how different social contexts of play provide distinct opportunities to maintain or enhance wellbeing.
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Bailey-Hughes, Brenda. "An examination of information seeking tactics in professional relationships." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560302.
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The purpose of this study was to investigate the ways in which employees attempt to gain information about the relationship they have with their immediate supervisor. Uncertainty level and gender were predicted to be related variables. Prisbell and Andersen's uncertainty measurement scale, revised Baxter and Wilmot relational information-seeking tactics, and an original information-seeking frequency scale were utilized to examine 50 emergency service personnel on uncertainty level, frequency of information-seeking effort, and specific tactic utilization. Pearson product-moment correlations revealed no significant relationship between amount of uncertainty and frequency of information-seeking. Utilization of t-tests revealed no significant difference by gender in the frequency of information-seeking. The MANOVA results indicated no significant differences in the specific tactic utilization of males and females. However, Chi square values and univariate analyses identified the public presentation, joking, and hinting tactics as being used significantly more by males than females. It was recommended that research be continued in the area of working relationships.Department of Speech Communication
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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.
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Susi, 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.
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Elliott, 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.
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Johnson, 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.
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This thesis explores caregiving ideology and social interaction in Tanzanian families with a focus on guidance and control of young children. The study is set within a context of social change in terms of urbanization as well as the implementation of the Convention on the Rights of the Child. The aim of the study was to explore how the conditions for children’s participation are shaped within local deology and situated practice. A qualitative study was undertaken inspired by the traditions of language socialization, sociocultural theory and discursive psychology. Data was collected in one urban and one rural district in the coastal region in Tanzania. The thesis contains four articles. Article one and two are based on data from focus group discussions with parents and grandparents exploring caregiving responsibilities. The first study explores caregivers’ discourses regarding the responsibility of guidance and control of children related to social change. The analysis constructed two interpretative repertoires: guidance and control as a community matter and guidance and control as a family matter. These repertoires are related to an ideological caregiving dilemma regarding parental authority and individual rights. The second study investigates caregivers’ discourses regarding early childhood discipline strategies. The analysis suggested a model illustrating various levels of power asymmetries related to corporal punishment, conceptualized in terms of to beat with care, to treat like an egg, as if beating a snake and the non-care of non-beating. Article three and four are based on video recorded data and present analyses of moment-to-moment, multimodal sequences of interaction. The third study explores how siblings in Tanzania actively engage in their own socialization concerning caregiving responsibilities through the negotiation of guidance and control between younger siblings, older siblings and adults. The forth article presents findings from analyses of naturally occurring literacy events. The analysis shows how participation is negotiated in terms of symmetries and asymmetries between younger and older siblings. Norms and values belonging to the social order of the formal school are enacted parallel to the social order of participatory learning with roots in everyday interaction in the home. The four studies illustrate conditions of participation in terms of symmetries and asymmetries in early childhood relationships. The findings are also discussed in terms of a caregiving dilemma regarding individual rights versus parental authority. This dilemma is identified both in lived and theoretical ideology as presented in caregivers’ discourses and the ideology of children’s rights.Avhandlingen 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.
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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.
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Hanasono, Lisa Kiyomi. "A Dialectical Approach to Rethinking Roommate Relationships." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1187033891.
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Wilson, 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.
Full textAbstract:
In recent years there have been efforts to assess associations between personality, longevity and well-being in nonhuman primates. Currently, findings indicate that, as in humans, personality traits such as extraversion are associated with both higher well-being (in monkeys and apes) and longevity (in gorillas). Why certain traits seem to have a protective effect is not yet well understood. One hypothesis is that more extraverted individuals rely on the company of others to alleviate stress, and thus mediate physiological stressors, increasing potential life span. Individual differences in social behaviour are therefore an important consideration for increasing our understanding of the protective effects of personality traits. The role of personality in social interactions and well-being is the main focus of this thesis. In Chapter 2, I assess personality and well-being in two species of New World monkey - common (Saimiri sciureus) and Bolivian squirrel monkeys (Saimiri boliviensis) - for which these associations have not previously been studied. I assess differences in personality trait structure between the two species, and compare them to a close relative, Sapajus apella (brown capuchins). I also correlate personality with well-being. Results show that both squirrel monkey species are similar in personality structure, but Bolivian squirrel monkeys share more similar traits with brown capuchins than common squirrel monkeys do. Well-being is associated with low Neuroticism and high Openness. These comparisons inform our understanding of the phylogeny of personality traits, as well as the ancestral links between personality and well-being. In Chapter 3 I focus on examining individual differences in chimpanzee (Pan troglodytes) traits, through the use of previously collected personality data, which may reflect something akin to autism in nonhuman primates. In Chapter 4 I examine behavioural correlates of these traits, and assess personality in relation to behaviour. Results indicate that personality is a stronger predictor of individual differences in social behaviour than the scale measuring autism-like traits. Continuing with a focus in chimpanzees, in Chapter 5 I examine whether personality predicts how individual chimpanzees perceive emotion in conspecifics, using both behavioural and experimental data. Findings show that individuals differ in their attention and arousal in response to emotions in others, and that personality plays a role in these responses. I also report different ‘levels’ of response indicative of separate arousal and attention based processes. This is an understudied but important area of research that might help to elucidate differences in coping with stressful situations in a group environment. In Chapter 6 I shift from a focus of personality as a predictor of response, to potential signals of personality, by examining personality correlates of facial morphology in brown capuchins, Sapajus apella. Results indicate that face width is associated with higher Assertiveness, whilst lower face height is associated with higher Neuroticism/lower Attentiveness. To assess the theory that these associations may act as social cues, such as signals of status or mate quality, in Chapter 7 I assess whether capuchins perceive differences in face width of conspecifics by measuring response to facial images. Results suggest that capuchins do not differ between wide and narrow faces. I discuss the possibility that perception of these associations may be dependent on other variables such as age or knowledge of the signal receiver. Overall, this thesis takes a broad approach to understanding personality, by examining its role in social interactions, perception of others and well-being. These findings are discussed in light of both evolutionary theory and potential benefits to welfare.
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Yarborough, 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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Teotihuacan was founded in a side valley of the Basin of Mexico during the first centuries of the common era and at its height reached a size of approximately 20 square kilometers. During A. D. 400-700, the Middle Classic period, architecture and portable artifacts in the Teotihuacan style are distributed throughout Mesoamerica. The distribution of Teotihuacan style material culture is often cited as evidence that Teotihuacan had the social and political complexity characteristic of early expansionistic states, and was in fact the first empire of highland Mexico. This study traces patterns of Teotihuacan influence in Gulf Coast ceramic assemblages in order to reconstruct relationships between Teotihuacan and various Classic period Gulf Coast polities. Here influence is defined as all archaeological indications of contact between two culturally or ethnically distinct populations. Variation in the timing and patterning of influence indicates variation in the nature of the relationships sustained between the two populations. To control for temporal and geographic variation, ceramic sequences and assemblage descriptions currently in use both at Teotihuacan and on the Gulf Coast are discussed and evaluated. Patterns of Teotihuacan influence in the ceramic assemblages of the Gulf Coast are shown to vary considerably from area to area and reflect clear differences in the timing and duration of Teotihuacan contact. Variation also occurs in the fidelity with which local imitations adhere to Teotihuacan stylistic conventions, the depositional context in which Teotihuacan imitations occur, and the range and types of Teotihuacan ceramic artifacts copied. The resulting patterns are interpreted to be meaningful in terms of past relationships between Teotihuacan and various Gulf Coast polities. The existence of Teotihuacan imperial control over part of the Gulf Coast is suggested.