Rozprawy doktorskie na temat „Intrapersonal intelligence”

Internal and personal strengths are associated with positive academic outcomes in the higher educational setting and are particularly relevant to the 21st century learner in the modern complex and global society. There is limited research addressing the connection between intrapersonal intelligence, resilience, and academic success. This information is important to better assist students in developing qualities that foster academic success and sustainability. The purpose of this study was to investigate the correlations between intrapersonal intelligence, as measured by the Multiple Intelligences Development Assessment Scales (MIDAS); resilience, as measured by the Connor-Davidson Resilience Scale (CD-RISC); and academic success, as measured by the Scale of Implicit Theory of Intelligence (SITI), grade point average (GPA), and grade level. Ninety-one undergraduate students recruited through an online research pool and flyers distributed on campus participated in the study. Participants were asked to complete 3 surveys and a demographic questionnaire. Constructivist and transformative learning theories were used to frame the study and address self-development in the learning process. Results of a multiple regression analysis revealed a significant correlation between intrapersonal intelligence and GPA (a component of academic success). This research study promotes positive social change by emphasizing the intrinsic strengthening and transformation of the learner for a sustainable education. To enhance academic outcomes, academic leaders could focus on developing curricula with objectives that support the increase of intrapersonal intelligence. Building awareness of the significance of intrapersonal intelligence and resilience is important for the development of a sustainable education and to equip students for the problem solving challenges of the 21st century.

This study investigated eight and nine year old children’s capabilities to develop skills in the intrapersonal intelligence domain as defined by Howard Gardner. A group of twenty-seven, seven to nine year olds were introduced to a program specifically designed to foster their self-knowledge as learners and their self-management skills in the English learning environment. The students were introduced to activities that would help them to identify their own relative strengths and limitations and use this knowledge to negotiate a learning environment that would best suit their own learning needs. This program included developing skills in goal setting and identification of personal learning strategies. It also sought to improve work habits and student on- task behaviours and encourage self-monitoring, self-evaluation and self-reflection. The results obtained evidenced a considerable improvement in the students’ self knowledge and how this impacted on their perceptions of themselves as learners. The students grew increasingly aware of their own relative strengths and used this information to negotiate their learning environment, to identify strategies that worked for them and to take increasingly more responsibility for their own learning. As a result of the findings of this study, there are clear implications that if students are provided with opportunities to develop accurate intrapersonal intelligence, this improved awareness of ‘self’ can have an impact on successful learning. This study indicates that if teachers provide students with opportunities to investigate and learn about themselves as learners, to build skills in goal setting and to identify personal learning strategies, then an increase in self-knowledge and self-management will impact positively on the students’ capacity to learn successfully. Consequently, programs and strategies designed to promote students’ intrapersonal intelligence may become a valuable part of school practice and curricula.

Mestrado em Gestão de Recursos Humanos
O conceito de inteligências múltiplas de Gardner (1993) levou a comunidade científica a repensar as formas de avaliar as capacidades cognitivas dos seres humanos. Nos anos noventa do séc. XX surge o conceito de Inteligência Emocional, que pretende identificar um novo tipo de inteligência, ligada com capacidades de identificar emoções e usá-las de forma produtiva. Pretendia-se avaliar capacidades de liderança e de desempenho profissional com a utilização da medida de Inteligência Emocional(IE) como inteligência autónoma. O trabalho de Goleman (1996) chamou a atenção dos media para esta questão, mas foram Mayer & Salovey (1993) os primeiros investigadores a abordar a questão da Inteligência Emocional, como uma nova forma de inteligência autónoma das capacidades cognitivas. O avanço do conhecimento científico acerca da Inteligência Emocional tem proporcionado mais informação sobre esta dimensão, em ligação com as capacidades cognitivas, mas continua em discussão qual a melhor escala de medida para avaliar as capacidades de IE, uma vez que se considera que as escalas de autorrelato são insuficientes para medir estas capacidades. Realizámos um estudo empírico, com 113 participantes (masculinos e femininos) numa empresa de serviços utilizando a escala de autorrelato de Schutte et al. (1989) e verificamos que é necessário complementar estas investigações com a escala de desempenho, para conseguir credibilidade científica na medida das capacidades de Inteligência Emocional, por forma a que estas possam assumir capacidade preditora de desempenho profissional.
Gardner´s concept of multiple intelligences made the scientific community to rethink, the different ways to evaluate the human being cognitive capacities. During the nineties, in the 20 th century, the emotional intelligence concept came out, as a procedure to identify a new type of intelligence, connected to the capacity to identify emotions and use it in a productive way. The goal was to evaluate leadership capacities and work performance, using EI measurement as an independent intelligence. Goleman's work (1996) called the media attention for this issue, but Mayer & Salovey (1993) were the first researchers to address the Emotional Intelligence as a new form of intelligence, autonomous from cognitive capacities The advance in scientific research about Emotional Intelligence gave us more information about this dimension, connected with cognitive capacities, but the discussion still occurs when it comes to the best measurement scale to be used in order to evaluate EI capacities, once the self-report scale are considered insufficient to measure these capacities. We made an empiric study with 113 participants (male and female) in a technology services company using Schutte et al. (1989) self -report scale and we verified that it's necessary to complement the investigation with a performance scale, to achieve scientific credibility in EI measurement, to suceed finding predictor variables for professional performance.
info:eu-repo/semantics/publishedVersion

Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning.
Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted

碩士
國立政治大學
教育研究所
99
The main purpose of this study was to explore the relationships among interpersonal intelligence, intrapersonal intelligence, creativity and adversity experience of elementary school students. A total of 642 children in the forth to sixth grade of elementary school students (314 male, 324 female) in Taiwan was sampled in this study. This study involved a survey that comprised of four sets of questionnaires: the Inventory of Interpersonal Intelligence, the Inventory of Intrapersonal Intelligence, the Inventory of Creative Behavior, and the Inventory of Creative Self-efficacy. The quantitative of data was analyzed by descriptive statistics, Pearson’s correlation, t-test, ANOVA, and regression analysis. The main findings of this study were as follows. (a)Elementary school students are rated above middle on their self-efficacy of interpersonal intelligence and intrapersonal intelligence, and also interested in relevance activities. In face of adversity, they tend to have negative emotions, but at the same time they know how to actively cope, adjust and reframe. They can also construct meaning from the adversity; (b) Elementary school students who has the higher interpersonal intelligence, intrapersonal intelligence, creative self-efficacy, and behaved more creative, would be more active to face adversity, but also can construct more positive life meaning from the adversity; (c) interpersonal intelligence, intrapersonal intelligence, creative self-efficacy and creative behavior significantly predicted negative emotions, coping methods, and meaning construction of adversity, and vice versa. According to the results of the study, some suggestions were made for educators and further studies. Key words: interpersonal intelligence, intrapersonal intelligence, creativity, adversity experience.

碩士
國立高雄師範大學
工業科技教育學系
94
Abstract The aim of this study was to discuss whether meditation practices as used in guiding fourth year students in elementary school to explore their intrapersonal intelligence and interpersonal intelligence are influential. This study used a class of 26 grade four students in Yung-ching Elementary School as instructing subjects of meditation practices. Qualitative research method was adopted to do the research. In the duration of four weeks, after 30 minutes' practices in the morning from Monday through Thursday, data were collected through interviews. We examined and discussed whether students, after undergoing meditation, were able to employ meditation method to deeply perceive their own intrapersonal intelligence and interpersonal intelligence. The major findings of this study are as follows: 1. Eighty-eight percent of students, after the instructors' guidance, can enter the state of meditation. 2. Meditation practices, when used to guide students to develop their intrapersonal intelligence, can help them handle their emotions, understand their inner selves, and find answers to their self pursuit through meditation. 3. When meditation practices are used to guide students to develop their interpersonal intelligence, they can help them find their most appropriate ways of interpersonal interactions. 4. Other benefits students can get from meditation are that they focus better and that their imaginative abilities are enriched. Key words: meditation，intrapersonal intelligence，interpersonal intelligence

碩士
臺北市立教育大學
心理與諮商教學碩士學位班
97
The research investigated the relationship among parental raising attitude, children’s interpersonal intelligence and intrapersonal intelligence between students from a single-child family and a multiple-children family. The samples consisted of 863 fifth graders from 15 elementary schools in Taipei City and were drawn with a stratified cluster sampling method. The “Interpersonal intelligence scale”, “Intrapersonal intelligence scale”, and “Parental raising attitude scale” were developed by the researher. Data were analyzed using statistical methods such as two-way ANOVA, canonical correlation analysis and multiple simultaneous regression. The results were as follows： 1. In terms of interpersonal intelligence, there was no significant interaction effect between single-child students and other background variables such as gender, family types and parental education. Females had higher interpersonal intelligence than males, and a significant difference was found in “cooperation learning” between children with different family types. Moreover, a significant difference was found in “emotional awareness and expression” between children with different levels of parental education. 2. In terms of intrapersonal intelligence, there was no significant interaction effect between single-child students and variables such as gender, family types and parental education. Females had higher intrapersonal intelligence than males. 3. In terms of parental raising attitude, there is a significant interaction effect between sigle-child students and mother education on the subscale of mother’s demandingness. A significant difference was found in the subscale of “father’s responsiveness” between children of different family types. Moreover, a significant difference was found in all subscales of parental raising attitude between children with different parental education. 4.There were canonical correlations between interpersonal intelligence and intrapersonal intelligence of students from a single-child family or a multiple-children family. 5.The parental raising attitude of students from a single-child family or a multiple-children family can both predict their interpersonal intelligence and intrapersonal intelligence effectivelly. According to the results above, suggestions were provided for school administratives, teachers and parents.

碩士
美和科技大學
社會工作系碩士班
107
This study explores the relationship between children's intrapersonal and interpersonal intelligence among the disadvantaged families in institutions. The study is based on the care of underprivileged children in a southern after school welfare program. With cultural and economic disadvantages as the two independent variables measuring the two dependent variables, intrapersonal and interpersonal intelligence; using hierarchical regression to test the level between the two model groups, and from the empirical data to find out whether the independent variables have the power to impact the two dependent variables. The hypothesis of this study is that after the intervention of expressive art therapy, it impacts underprivileged children's intrapersonal intelligence and interpersonal intelligence. In this study, a total of 72 surveys were delivered to disadvantaged families with children in need of after school counseling. After deducting the invalid surveys, the effective number of surveys was 68, and the effective recovery percentage of surveys was 91.89%. The results of the study shows that through expressive art therapy on underprivileged children: cultural disadvantage has an impact on intrapersonal intelligence, and cultural disadvantage has a high impact on interpersonal intelligence; economical disadvantage variables have a high impact on intrapersonal intelligence, and economical disadvantage variables have can make an impact on interpersonal intelligence. Based on the results of this study, we discussed and suggest relevant implications, research limitations, and recommendations for follow-up studies.

The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach. A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom. A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods. It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach.
EDUCATIONAL STUDIES
MED (DIDACTICS)

碩士
國立高雄師範大學
英語學系
106
The present study aims to investigate the effects of an adolescent literature reading program (ALRP) on English reading, interpersonal, and intrapersonal intelligence developments for ninth graders in southern Taiwan. The subjects of this study consisted of 41 ninth-grade EFL students from two classes. The researcher teacher implemented the ALRP for 12 weeks. Later on, the students’ scores of the English reading comprehension pretest and post-tests and the student responses to the English reading before and after the ALRP were compared by paired-sample t-test. Additionally, their responses to the interpersonal intelligence development, the intrapersonal intelligence development, the instruction of the ALRP, and the selected adolescent fiction of the ALRP were analyzed by frequency and percentage in descriptive statistics. Finally, the students’ difficulties and suggestions for the ALRP were sampled and discussed. According to the data analyses, the major findings of the study are recapped as follows: 1. There is a significant difference in the students’ English reading comprehension before and after the ALRP. Moreover, the mean score of the post-test is higher than that of the pretest. Therefore, the ALRP had a positive effect on the students’ English reading comprehension. 2. There are six significant differences in the student responses to English reading development before and after the ALRP. In addition, the higher mean scores in the post-study questionnaire indicate that the students had positive responses to English reading. The students more perceived the importance of English reading after the ALRP. Moreover, they had more positive responses to English reading comprehension, English vocabulary and grammar learning, and confidence in English reading after the ALRP. In addition, they had a stronger motivation to read English supplementary reading materials than before. 3. Most of the students held positive responses to interpersonal intelligence development in the ALRP. Most of them expressed that Opal’s friends in the selected fiction Because of Winn-Dixie (DiCamillo, 2000) helped her to face difficulties and challenges of life positively. Moreover, they found that Opal would take the initiative to interact with her family. They also agreed that Opal enjoyed community activities and she liked to chat or discuss things with others. Additionally, most of the students expressed that Opal was able to put herself in other’s shoes and she could understand other people’s feelings via their facial expressions, voices, or actions. Thereby, most of the students in the ALRP found the ways that Opal interacted, maintained interpersonal relationship, and coped with interpersonal conflicts with her family, friends, and community neighbors in the selected fiction. They also understood other people’s needs, identified the core problems and offered effective solutions to the problems. Thus, the students’ interpersonal intelligence was developed after the ALRP. 4. The majority of the students expressed positive responses to intrapersonal intelligence development in the ALRP. Most of the students agreed that Opal communicated with her father well and dealt with things appropriately. Besides, most of the students agreed that Opal could examine the ways to express herself and she could reflect her own learning styles. Furthermore, they agreed that Opal could reflect on her own relationship with her neighbors. In addition, they thought that Opal could reflect on her ways to solve problems. What’s more, they considered that Opal could try her best to help community neighbors. Therefore, most of the students in the ALRP found that Opal could do self-reflection on various aspects of her life. Furthermore, most of the students expressed their willingness to explore their own inner feelings and reflect on the improper words by putting themselves in the shoes of Opal. Through the reflections, they could not only monitor their thoughts but also find optimal ways to solve problems. As a consequence, the students’ intrapersonal intelligence was developed after the ALRP. 5. The majority of the students held positive responses to the ALRP. To be specific, they expressed that making predictions of the plots in pre-reading enhanced their English reading comprehension and promoted their confidence in English reading. Under the guidance of prediction, the students generated the main idea of the texts through sampling, hypothesis, clarification and modification. In addition, the majority of the students were fond of unscrambling the story lines while reading; they not only used the linguistic knowledge but also applied metacognition to interpret the texts. As a result, the ALRP created an environment for the students to synthesize the texts and foster their English reading comprehension on a higher level of cognitive skills. Furthermore, most of the students expressed that they preferred to discuss and share opinions on some topics with group members in the post-reading. Through discussions, the students could view the same thing from different viewpoints and foster their critical thinking. Besides, group discussions benefited the students in interpreting the selected fiction and thus motivated their interests in English reading. 6. Most students exhibited positive responses to the selected fiction, Because of Winn-Dixie, of the ALRP. To begin with, most of the students expressed that the readability of the selected fiction was appropriate to them. Moreover, they agreed that the compacting plots and interesting content of the selected fiction stimulated their motivation for English reading. 7. As for the difficulties for the ALRP, some students expressed their top difficulty in figuring out the exact meanings of some English words and phrases in the contexts. Their second top difficulty was in reading a long English passage. Still, some students ascribed their difficulties to the finite prior grammatical knowledge. To deal with their reading difficulties, the students made some suggestions for the ALRP. To begin with, many of them suggested watching the movie of the selected fiction. Still others suggested that the teacher should offer them more time to discuss and share opinions on some topics with group members. Finally, some others suggested having illustrations in the selected fiction. According to the findings of the present study, some pedagogical implications are provided. First, EFL English teachers may adopt adolescent fictions in an EFL reading program. With teachers’ guidance, students may make a progress in English reading development step by step. Second, EFL English teachers may choose appropriate adolescent fictions for their students. While choosing adolescent fictions in an English reading program, teachers may take students’ English reading proficiency, diverse themes, compacting plots, and illustrations into consideration. Third, EFL students’ interpersonal and intrapersonal intelligence developments may be fostered by reading adolescent fictions. On one hand, while reading adolescent fictions, students may learn some interpersonal skills and the ways to cope with interpersonal problems. In addition, students may put themselves in some characters’ shoes and connect themselves with the social world. On the other hand, students may reflect on the words and behaviors of the fictional characters and construct their own values. Furthermore, they may develop their intrapersonal intelligence by hearing the inner voices of the fictional characters. Finally, publishers may publish some simplified English adolescent fictions for EFL students to read. Generally speaking, students tend to hesitate to read long and heavy English fictions and are impatient to read them. As a result, the publication of many simplified English adolescent fictions may be highly recommended.

Text in English
Exploring the Impact of Emotional Intelligence Training in the Workplace. The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement.
Psychology
M.A. (Psychology)

The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement.
Psychology
M.A. (Psychology)

The purpose of this study was to explore and describe the possible facilitation of emotional intelligence with learners who experience verbal learning disabilities. An empirical study of limited extent was conducted from an interpretivist-positivist paradigm. I followed a multi-method approach and employed a case study design, involving two learners as participants, both of whom had been diagnosed with verbal learning disabilities. I utilised qualitative as well as quantitative data collection methods, including observation, informal interviews, analysis of documents, a reflective diary, field notes (qualitative strategies) and the Bar-On EQ-i:YV™ self-report questionnaire (quantitative technique). After having obtained baseline information with regard to the emotional intelligence of the two participating learners at the onset of the study, I identified two skills that could potentially be enhanced, namely intrapersonal and adaptability skills. I then planned and facilitated intervention with the two participants, focussing on these two skills. Upon completion of the intervention, I re-administered the Bar-On EQ-i:YV™ self-report questionnaire to compare the results of the pre- and post-tests. The findings of the study were, firstly, that learners with verbal learning disabilities often experience challenges in terms of the emotional intelligence skills identified by Bar-On and Parker (2000). Secondly, it seems possible to facilitate the improvement of emotional intelligence skills with learners who experience verbal learning disabilities. Besides improvement in terms of their intrapersonal and adaptability skills, the participants displayed enhanced interpersonal and stress management skills.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008.
Educational Psychology
unrestricted

Virtual reality and related media and communication technologies have a growing impact on professional application fields and our daily life. Virtual environments have the potential to change the way we perceive ourselves and how we interact with others. In comparison to other technologies, virtual reality allows for the convincing display of a virtual self-representation, an avatar, to oneself and also to others. This is referred to as user embodiment. Avatars can be of varying realism and abstraction in their appearance and in the behaviors they convey. Such userembodying interfaces, in turn, can impact the perception of the self as well as the perception of interactions. For researchers, designers, and developers it is of particular interest to understand these perceptual impacts, to apply them to therapy, assistive applications, social platforms, or games, for example. The present thesis investigates and relates these impacts with regard to three areas: intrapersonal effects, interpersonal effects, and effects of social augmentations provided by the simulation. With regard to intrapersonal effects, we specifically explore which simulation properties impact the illusion of owning and controlling a virtual body, as well as a perceived change in body schema. Our studies lead to the construction of an instrument to measure these dimensions and our results indicate that these dimensions are especially affected by the level of immersion, the simulation latency, as well as the level of personalization of the avatar. With regard to interpersonal effects we compare physical and user-embodied social interactions, as well as different degrees of freedom in the replication of nonverbal behavior. Our results suggest that functional levels of interaction are maintained, whereas aspects of presence can be affected by avatar-mediated interactions, and collaborative motor coordination can be disturbed by immersive simulations. Social interaction is composed of many unknown symbols and harmonic patterns that define our understanding and interpersonal rapport. For successful virtual social interactions, a mere replication of physical world behaviors to virtual environments may seem feasible. However, the potential of mediated social interactions goes beyond this mere replication. In a third vein of research, we propose and evaluate alternative concepts on how computers can be used to actively engage in mediating social interactions, namely hybrid avatar-agent technologies. Specifically, we investigated the possibilities to augment social behaviors by modifying and transforming user input according to social phenomena and behavior, such as nonverbal mimicry, directed gaze, joint attention, and grouping. Based on our results we argue that such technologies could be beneficial for computer-mediated social interactions such as to compensate for lacking sensory input and disturbances in data transmission or to increase aspects of social presence by visual substitution or amplification of social behaviors. Based on related work and presented findings, the present thesis proposes the perspective of considering computers as social mediators. Concluding from prototypes and empirical studies, the potential of technology to be an active mediator of social perception with regard to the perception of the self, as well as the perception of social interactions may benefit our society by enabling further methods for diagnosis, treatment, and training, as well as the inclusion of individuals with social disorders. To this regard, we discuss implications for our society and ethical aspects. This thesis extends previous empirical work and further presents novel instruments, concepts, and implications to open up new perspectives for the development of virtual reality, mixed reality, and augmented reality applications
Virtual Reality und weitere Medien- und Kommunikationstechnologien haben einen wachsenden Einfluss auf professionelle Anwendungsbereiche und unseren Alltag. Virtuelle Umgebungen haben das Potenzial, Einfluss darauf zu nehmen, wie Mensche sich selbst wahrnehmen und wie sie mit anderen umgehen. Im Vergleich zu anderen Technologien ermöglicht Virtual Reality die überzeugende Visualisierung einer virtuellen Selbstdarstellung, eines Avatars, sichtbar für den Nutzer/die Nutzerin selbst aber auch für andere. Dies bezeichnet man als Nutzerverk¨orperung. Avatare können von unterschiedlichem Realismus und Abstraktion in Bezug auf ihr Aussehen sowie der Darstellung von Verhaltensweisen geprägt sein. Solche nutzerverkörpernde Schnittstellen wiederum können die Wahrnehmung des Selbst sowie die Wahrnehmung von Interaktionen beeinflussen. Für Forscher/-innen, Designer/-innen und Entwickler/-innen ist es von besonderem Interesse, diese Wahrnehmungseffekte zu verstehen, um sie beispielsweise auf Therapie, assistive Anwendungen, soziale Plattformen oder Spiele anzuwenden. Die vorliegende Arbeit untersucht und bezieht sich auf diese Auswirkungen in drei Bereichen: intrapersonelle Effekte, zwischenmenschliche Effekte sowie Effekte durch soziale Augmentierungen, die durch die Simulation bereitgestellt werden. Im Hinblick auf intrapersonelle Effekte widmet sich die vorliegende Arbeit insbesondere der Frage, welche Simulationseigenschaften die Illusion des Besitzens/Innehabens und der Kontrolle eines virtuellen Körpers sowie eine wahrgenommene Veränderung des Körperschemas beeinflussen. Die vorgestellten Studien führen zur Konstruktion eines Instruments zur Erfassung dieser Dimensionen und die Ergebnisse zeigen, dass die empfundene Verkörperung besonders von dem Grad der Immersion, der Simulationslatenz sowie dem Grad der Personalisierung des Avatars abhängt. Im Hinblick auf zwischenmenschliche Effekte vergleicht diese Dissertation physische (realweltliche) und virtuelle soziale Interaktionen sowie unterschiedliche Freiheitsgrade in der Replikation nonverbalen Verhaltens. Die Ergebnisse deuten darauf hin, dass die funktionalen Ebenen der Interaktion aufrechterhalten werden, während Aspekte der Präsenz durch avatarvermittelte Interaktionen beeinflusst werden und die kollaborative motorische Koordination durch immersive Simulationen gestört werden kann. Die soziale Interaktion besteht aus vielen unbekannten Symbolen und harmonischen Mustern, die das menschliche Verst¨andnis und zwischenmenschliche Beziehungen definieren. Für erfolgreiche virtuelle soziale Interaktionen mag eine bloße Replikation von physikalischenWeltverhaltensweisen auf virtuelle Umgebungen m¨oglich erscheinen. Das Potenzial computervermittelter sozialer Interaktionen geht jedoch über diese bloße Replikation hinaus. Im dritten Bereich dieser Arbeit werden alternative Konzepte vorgeschlagen und evaluiert, wie Computer genutzt werden können, um eine aktive Rolle in sozialen Interaktionen einzunehmen. Diese Technologien werden als hybride Avatar-Agenten-Technologien definiert. Insbesondere wird untersucht, welche Möglichkeiten das soziale Verhalten zu erweitern emtstehen, indem die Verhaltensweisen der Benutzer/-innen entsprechend sozialer Ph¨anomene und Verhaltensweisen modifiziert und transformiert werden. Beispiele sind die nonverbale Spiegelung, der Fokus des Blicks, eine gemeinsame Aufmerksamkeit und die Gruppenbildung. Basierend auf den Ergebnissen argumentiert diese Arbeit, dass solche Technologien für computervermittelte soziale Interaktionen von Vorteil sein könnten, beispielsweise zum Ausgleich fehlender Sensorik, Störungen bei der Datenübertragung oder zur Verbesserung sozialer Präsenz durch visuelle Substitution oder Verstärkung des sozialen Verhaltens. Basierend auf verwandten Arbeiten und präsentierten Ergebnissen wird abgeleitet, dass Computer als soziale Mediatoren fungieren können. Ausgehend von Prototypen und empirischen Studien kann das Potenzial der Technologie, ein aktiver Vermittler in Bezug auf dieWahrnehmung des Selbst sowie dieWahrnehmung sozialer Interaktionen zu sein, unserer Gesellschaft zugutekommen. Dadurch können beispielsweise weitere Methoden zur Diagnose, der Behandlung und Ausbildung sowie der Inklusion von Menschen mit sozialen Störungen ermöglicht werden. In diesem Zusammenhang werden die Auswirkungen auf unsere Gesellschaft und ethische Aspekte diskutiert. Diese Arbeit erweitert frühere empirische Arbeiten und präasentiert darüber hinaus neue Instrumente, Konzepte und Implikationen, um neue Perspektiven für die Entwicklung von Virtual Reality, Mixed Reality und Augmented Reality Anwendungen zu beleuchten

碩士
國立高雄師範大學
教育學系
101
The main purpose of the study was to explore the relationship among parenting styles, children’s intrapersonal intelligences and parent-child relationship (“P-I-C”). In the approach of quantitative research, to investigate the current situations of 884 valid respondent students in grade 5 and 6 through the questionnaire survey. These data were analyzed by descriptive statistics and one-way ANOVA in comparison of the different status of above-mentioned 3 factors on background variables. Besides, to predict the explanatory power and to examine the appropriate module proposed on the basis of the theory, the following methods were applied including simultaneous and stepwise multiple regression analysis, path analysis, SEM-Amos, and association analysis of categorical variables, dummy-variable regression, and ATI hierarchical regression analysis. The main findings of the study were as follows: i. The parenting style of responsiveness had the much explanatory power to children’s intrapersonal intelligences and parent-child relationship than that of demanding. ii. In all the dimensions of children’s intrapersonal intelligences, the self-managed emotion should be promoted, and self-reflection could mostly predict the performance of parent-child relationship. iii. The current situation of parent-child relationship was great at grade 5 and 6 of the elementary education in Kaohsiung city, but communication and respect need to be reinforced. iv. “Authoritative” type was used most frequently among the parents in Kaohsiung city. Either “Authoritative type” or “Authoritarian type” wouldn’t only interact with children’s intrapersonal intelligences, but served as a powerful predictor of parent-child relationship. v. The differences on the performances of parenting styles, children’s intelligences, and parent-child relationship were manifested on the background variables of family structures and male parents’ jobs. vi. There was a relevance between family structures and parenting types, and both variables could be related to parent-child relationship. vii. Both the parenting types and children’ genders were associated with children’s intrapersonal intelligences as well as both parenting types and male parents’ jobs. viii. There was the path relationship among “P-I-C”, and the module of was empirically verified. Based on the conclusions of the research, some suggestions were as references to parents, school educators, educational authorities, and future researches.