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Gao, Jing, Tonglai Tao, Steven P. Arthurs, Mubasher Hussain, Fengxian Ye e Runqian Mao. "Saliva-Mediated Contrasting Effects of Two Citrus Aphid Species on Asian Citrus Psyllid Feeding Behavior and Plant Jasmonic Acid Pathway". Insects 14, n.º 8 (28 de julho de 2023): 672. http://dx.doi.org/10.3390/insects14080672.
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While herbivorous insect saliva plays a crucial role in the interaction between plants and insects, its role in the inter-specific interactions between herbivorous insects has received little attention. Pre-infestation of citrus plants with Aphis spiraecola Patch and Aphis (Toxoptera) citricidus (Kirkaldy) exhibited positive and negative effects on the performance (feeding and reproduction) of Diaphorina citri Kuwayama. We explored the role of saliva in this plant-mediated interaction by infiltrating fresh and boiled aphid saliva into plants and detecting D. citri feeding behavior and citrus plant defense response. Leaf infiltration of A. spiraecola saliva disrupted the subsequent feeding of D. citri, indicated by prolonged extracellular stylet pathway duration and decreased phloem sap ingestion duration. By contrast, infiltration of A. citricidus saliva decreased the duration of the extracellular stylet pathway and phloem sap ingestion of D. citri. Furthermore, gene expression analysis showed that several salicylic acid (SA)- and jasmonic acid (JA)-pathway-related genes were activated by A. spiraecola saliva infiltration. However, two SA-pathway-related genes were activated and three JA-pathway-related genes were suppressed following A. citricidus saliva infiltration. Treatment with boiled saliva did not similarly impact D. citri feeding behavior or plant defense response. This study suggests that salivary components (those that can be inactivated by heating) from two citrus aphid species differently affect plant defenses and that they were responsible for the contrasting plant-mediated effects of two citrus aphids on the feeding behavior of D. citri. This study indicates a novel three-way citrus aphid–plant–citrus psyllid interaction.
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Xue, Bingye, Noureddine Hamamouch, Chunying Li, Guozhong Huang, Richard S. Hussey, Thomas J. Baum e Eric L. Davis. "The 8D05 Parasitism Gene of Meloidogyne incognita Is Required for Successful Infection of Host Roots". Phytopathology® 103, n.º 2 (fevereiro de 2013): 175–81. http://dx.doi.org/10.1094/phyto-07-12-0173-r.
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Parasitism genes encode effector proteins that are secreted through the stylet of root-knot nematodes to dramatically modify selected plant cells into giant-cells for feeding. The Mi8D05 parasitism gene previously identified was confirmed to encode a novel protein of 382 amino acids that had only one database homolog identified on contig 2374 within the Meloidogyne hapla genome. Mi8D05 expression peaked in M. incognita parasitic second-stage juveniles within host roots and its encoded protein was limited to the subventral esophageal gland cells that produce proteins secreted from the stylet. Constitutive expression of Mi8D05 in transformed Arabidopsis thaliana plants induced accelerated shoot growth and early flowering but had no visible effects on root growth. Independent lines of transgenic Arabidopsis that expressed a double-stranded RNA complementary to Mi8D05 in host-derived RNA interference (RNAi) tests had up to 90% reduction in infection by M. incognita compared with wild-type control plants, suggesting that Mi8D05 plays a critical role in parasitism by the root-knot nematode. Yeast two-hybrid experiments confirmed the specific interaction of the Mi8D05 protein with plant aquaporin tonoplast intrinsic protein 2 (TIP2) and provided evidence that the Mi8D05 effector may help regulate solute and water transport within giant-cells to promote the parasitic interaction.
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Kádár, Dániel Z. "Identity Formation in Ritual Interaction". International Review of Pragmatics 7, n.º 2 (2015): 278–307. http://dx.doi.org/10.1163/18773109-00702006.
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This paper explores the (co-)construction of identities in ritual interaction, by focusing on the choice of interactional styles. ‘Interactional style’ describes a cluster of similar indexical actions within the interaction “frame” (Goffman, 1974) of a ritual. Ritual is a recurrent interaction type, which puts constraints on the individual’s “freedom” to construct their (and others’) identities, in a somewhat similar way to institutional interactions, which have been broadly studied in the field. However, the constraints posed by ritual interactions are different from institutional, and so by examining identity (co-)construction via interactional style choices in ritual contexts, this paper fills an important knowledge gap. I approach interactional style choices through the notions of “role” and “accountability”, and by placing ritual practices within Goffman’s (1981) participation framework. I use examples of heckling at performing arts events as data. By focusing on interactional style, the paper contributes to the present Special Issue dedicated to interactional styles across cultures.
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Dutta, Tushar K., Stephen J. Powers, Hari S. Gaur, Michael Birkett e Rosane H. C. Curtis. "Effect of small lipophilic molecules in tomato and rice root exudates on the behaviour of Meloidogyne incognita and M. graminicola". Nematology 14, n.º 3 (2012): 309–20. http://dx.doi.org/10.1163/156854111x612306.
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Plant chemicals in the rhizosphere originating from root exudates or sites of previous nematode penetration can influence nematode behaviour, and a number of plant compounds, some present in root exudates, have been shown either to attract nematodes to the roots, or to result in repellence, motility inhibition, or even death. The present work was conducted to isolate small lipophilic molecules (SLMs) emitted by root exudates of Solanum lycopersicum and Oryza sativa to investigate their effect on root-knot nematodes. SLMs extracted, through solid phase extraction, from hydroponically collected root exudates of 40 tomato and rice plants had an inhibitory impact on the motility of second-stage juveniles of Meloidogyne incognita and M. graminicola and showed a nematotoxic or nematostatic (upon dilution) effect on both species. The semiochemicals present in the SLMs induced a very small, albeit statistically significant, effect on stylet thrusting. A small quantity of salivary secretion around the stylet tip and a significant decrease in nematode head movement were observed. The semiochemicals negatively influenced behaviour of M. incognita and M. graminicola by strongly affecting their mobility. Therefore, it is proposed that SLMs present in both tomato and rice root exudates play important roles during the interaction of Meloidogyne spp. with their host plant, and that they might exert a repellent, or allellopathic, effect on these nematodes.
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Smant, Geert, Aska Goverse, Jack P. W. G. Stokkermans, Jan M. De Boer, H. (Rikus) Pomp, Jacoline F. Zilverentant, Hein A. Overmars, Johannes Helder, Arjen Schots e Jaap Bakker. "Potato Root Diffusate-Induced Secretion of Soluble, Basic Proteins Originating from the Subventral Esophageal Glands of Potato Cyst Nematodes". Phytopathology® 87, n.º 8 (agosto de 1997): 839–45. http://dx.doi.org/10.1094/phyto.1997.87.8.839.
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In preparasitic second-stage juveniles (J2) of potato cyst nematode Globodera rostochiensis, six proteins with molecular masses of 30, 31a/b, 32, 39, and 49 kDa were recognized on Western blots by a monoclonal antibody (MGR48) specific for the subventral esophageal glands. All of these subventral gland proteins (svp's) focused in the basic range (pI 6.8 to 8.6) of an immobilized pH gradient. Western blotting showed that the svp's were present in preparasitic and parasitic J2 and not in later juvenile stages and adult females. Minor svp quantities also were observed in adult males. Immunogold labeling of preparasitic J2 showed that the svp's were localized in the rough endoplasmic reticulum and secretory granules of the subventral esophageal glands. Potato root diffusate triggered the secretion of svp's through the stylet, and 5-methoxy-N,N-dimethyltryptamine-hydrogen-oxalate had only a quantitative, additional effect. The forward flow of svp's through the metacorporal pump chamber was confirmed by the presence of svp's in the circular lumen of the esophagus (procorpus), as established by immunoelectron microscopy. Our data provide conclusive evidence that secretory proteins of the subventral glands of G. rostochiensis can be secreted through the stylet and support the hypothesis that the subventral esophageal glands play an important role in the early events of this nematode-plant interaction.
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Anderson, Neil O., e Peter D. Ascher. "459 PB 338 SELF INCOMPATIBILITY (SI) IN DISTYLOUS LYTHRUM ALATUM, WINGED LOOSESTRIFE". HortScience 29, n.º 5 (maio de 1994): 497a—497. http://dx.doi.org/10.21273/hortsci.29.5.497a.
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Lythrum species (Lythraceae), found both in the Old and New Worlds, possess heterostyly (macroscopic differences in anther and style lengths). SI is linked with heterostyly in tristylous L. salicaria, allowing for visual identification of compatibility relationships. Five Minnesota populations of distylous L. alatum (short & long styles/anthers) were examined for fertility and linkage between distyly and SI. Pollen was not inhibited from germination, stigmatic penetration, or stylar growth in compatible crosses. Average cross-compatible seed set for each population was 7-33 seeds/capsule for short- and 27-69 for long-styled plants. With the exception of the Iron Horse Prairie population, there were no significant differences in mean seed set/capsule between genotypes, style morphs, or their interaction for compatible crosses. Zero self seed set predominated, although 0.8±1.8 seeds/capsule were produced by short styles and 1.2 ±2.3 by long styles from Iron Horse Prairie. In those individuals that were SI, pollen tube growth was inhibited following self pollinations.
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Hewezi, Tarek, e Thomas J. Baum. "Manipulation of Plant Cells by Cyst and Root-Knot Nematode Effectors". Molecular Plant-Microbe Interactions® 26, n.º 1 (janeiro de 2013): 9–16. http://dx.doi.org/10.1094/mpmi-05-12-0106-fi.
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A key feature of sedentary plant-parasitic nematodes is the release of effector proteins from their esophageal gland cells through their stylets into host roots. These proteinaceous stylet secretions have been shown to be crucial for successful parasitism by mediating the transition of normal root cells into specialized feeding sites and by negating plant defenses. Recent technical advances of purifying mRNA from esophageal gland cells of plant-parasitic nematodes coupled with emerging sequencing technologies is steadily expanding our knowledge of nematode effector repertoires. Host targets and biological activities of a number of nematode effectors are continuously being reported and, by now, a first picture of the complexity of sedentary nematode parasitism at the molecular level is starting to take shape. In this review, we highlight effector mechanisms that recently have been uncovered by studying the host–pathogen interaction. These mechanisms range from mediating susceptibility of host plants to the actual triggering of defense responses. In particular, we portray and discuss the mechanisms by which nematode effectors modify plant cell walls, negate host defense responses, alter auxin and polyamine signaling, mimic plant molecules, regulate stress signaling, and activate hypersensitive responses. Continuous molecular characterization of newly discovered nematode effectors will be needed to determine how these effectors orchestrate host signaling pathways and biological processes leading to successful parasitism.
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Wen, Jiaqi, Bogdan Gabrys e Katarzyna Musial. "Evolutionary Digital Twin-Oriented Complex Networked Systems driven by node features and the mutation of feature preferences". PLOS ONE 19, n.º 5 (16 de maio de 2024): e0303571. http://dx.doi.org/10.1371/journal.pone.0303571.
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Accurate modelling of complex social systems, where people interact with each other and those interactions change over time, has been a research challenge for many years. This study proposes an evolutionary Digital Twin-Oriented Complex Networked System (DT-CNS) framework that considers heterogeneous node features and changeable connection preferences. We create heterogeneous preference mutation mechanisms to characterise nodes’ adaptive decisions on preference mutation in response to interaction patterns and epidemic risks. In this space, we use nodes’ interaction utilities to characterise the positive feedback from interactions and negative impact of epidemic risks. We also introduce social capital constraint to harness the density of social connections better. The nodes’ heterogeneous preference mutation styles include the (i)inactive style that keeps initial social preferences, (ii) ignorant style that randomly mutates preferences, (iii) egocentric style that optimises individual interaction utility, (iv) cooperative style that optimises the total interaction utilities by group decisions and (v) collaborative style that further allows the cooperative nodes to transfer social capital. Our simulation experiments on evolutionary DT-CNSs reveal that heterogeneous preference mutation styles lead to various interaction and infection patterns. The results also show that (i) increasing social capital enables higher interactions but higher infection risks and uncertainty in decision-making; (ii) group decisions outperform individual decisions by eliminating the unawareness of the decisions of other nodes; (iii) the collaborative nodes under a strict social capital limit can promote interactions, reduce infection risks and achieve higher overall interaction utilities.
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Gross, Christoph, Theresa Schachner, Andrea Hasl, Dario Kohlbrenner, Christian F. Clarenbach, Forian V. Wangenheim e Tobias Kowatsch. "Personalization of Conversational Agent-Patient Interaction Styles for Chronic Disease Management: Two Consecutive Cross-sectional Questionnaire Studies". Journal of Medical Internet Research 23, n.º 5 (26 de maio de 2021): e26643. http://dx.doi.org/10.2196/26643.
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Background Conversational agents (CAs) for chronic disease management are receiving increasing attention in academia and the industry. However, long-term adherence to CAs is still a challenge and needs to be explored. Personalization of CAs has the potential to improve long-term adherence and, with it, user satisfaction, task efficiency, perceived benefits, and intended behavior change. Research on personalized CAs has already addressed different aspects, such as personalized recommendations and anthropomorphic cues. However, detailed information on interaction styles between patients and CAs in the role of medical health care professionals is scant. Such interaction styles play essential roles for patient satisfaction, treatment adherence, and outcome, as has been shown for physician-patient interactions. Currently, it is not clear (1) whether chronically ill patients prefer a CA with a paternalistic, informative, interpretive, or deliberative interaction style, and (2) which factors influence these preferences. Objective We aimed to investigate the preferences of chronically ill patients for CA-delivered interaction styles. Methods We conducted two studies. The first study included a paper-based approach and explored the preferences of chronic obstructive pulmonary disease (COPD) patients for paternalistic, informative, interpretive, and deliberative CA-delivered interaction styles. Based on these results, a second study assessed the effects of the paternalistic and deliberative interaction styles on the relationship quality between the CA and patients via hierarchical multiple linear regression analyses in an online experiment with COPD patients. Patients’ sociodemographic and disease-specific characteristics served as moderator variables. Results Study 1 with 117 COPD patients revealed a preference for the deliberative (50/117) and informative (34/117) interaction styles across demographic characteristics. All patients who preferred the paternalistic style over the other interaction styles had more severe COPD (three patients, Global Initiative for Chronic Obstructive Lung Disease class 3 or 4). In Study 2 with 123 newly recruited COPD patients, younger participants and participants with a less recent COPD diagnosis scored higher on interaction-related outcomes when interacting with a CA that delivered the deliberative interaction style (interaction between age and CA type: relationship quality: b=−0.77, 95% CI −1.37 to −0.18; intention to continue interaction: b=−0.49, 95% CI −0.97 to −0.01; working alliance attachment bond: b=−0.65, 95% CI −1.26 to −0.04; working alliance goal agreement: b=−0.59, 95% CI −1.18 to −0.01; interaction between recency of COPD diagnosis and CA type: working alliance goal agreement: b=0.57, 95% CI 0.01 to 1.13). Conclusions Our results indicate that age and a patient’s personal disease experience inform which CA interaction style the patient should be paired with to achieve increased interaction-related outcomes with the CA. These results allow the design of personalized health care CAs with the goal to increase long-term adherence to health-promoting behavior.
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Novita, Christine. "Interactional Styles Used by Lucinta Luna In Episode 1 #TheFamily YouTube Series". k@ta kita 12, n.º 2 (24 de setembro de 2024): 266–73. http://dx.doi.org/10.9744/katakita.12.2.266-273.
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This study aims to examine the feminine interactional styles and masculine interactional styles used by Lucinta Luna in the YouTube video Terbongkar: Lucinta Keceplosan Alasan Ayu Ting Ting Tolak Boy! Episode 1 #TheFamily. Besides, the writer employed a qualitative approach using Holmes’ (2006) theory on feminine interactional styles and masculine interactional styles.Moreover, the writer collected all utterances of Lucinta Luna in her interaction with the host and the participants. The analysis presented Lucinta utilized both feminine and masculine interactional styles, but she used more feminine interactional styles. Nonetheless, she did not use one feature of masculine interactional style at all, which is aggressive interruptions. She used more feminine language, which was related to her gender as a trans woman.
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Holmstrom, Amanda J., Reed M. Reynolds, Samantha J. Shebib, Travis L. Poland, Morgan E. Summers, Allison P. Mazur e Salena Moore. "Examining the Effect of Message Style in Esteem Support Interactions: A Laboratory Investigation*". Journal of Communication 71, n.º 2 (1 de abril de 2021): 220–45. http://dx.doi.org/10.1093/joc/jqab001.
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Abstract The cognitive–emotional theory of esteem support messages predicts that message style will affect the outcomes of esteem support interactions. However, little research has focused on the effects of message style; that is, how esteem support messages are delivered. The present experiment addresses this lacuna by manipulating message style in a laboratory study examining face-to-face esteem support interactions. Confederates were trained to provide emotion-focused esteem support to naïve participants (N = 173) in four styles along the assertive–inductive dimension, in addition to a listening-only control condition. We then assessed the effect of the interaction on participants’ state self-esteem. Results indicated that emotion-focused esteem support improved state self-esteem more than listening support; however, there was no significant effect of message style. Post-interaction state self-esteem improvement was positively associated with the quantity of emotion-focused esteem support content provided during the interaction.
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Hamdan, Esraa J., e Ahmad Y. Al-Jawarneh. "The Relationship of Parenting Styles to Social Phobia among Early Adolescent Students". Journal of Educational and Psychological Studies [JEPS] 9, n.º 1 (1 de janeiro de 2015): 179–96. http://dx.doi.org/10.53543/jeps.vol9iss1pp179-196.
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This study aimed at investigating the relationship of parenting styles with social phobia among a sample of 1028 early adolescent students. To achieve the objective of the study, short forms of the parenting styles scale and a social phobia scale were used.Results showed that the participants' highest scores were on the father's authoritative and mother's authoritative parenting styles. In addition, there were significant interactions between gender and grade level on all parenting styles. The results also showed statistically significant differences in social phobia due to gender, grade level and the interaction between them, for gender was females scored higher than males. With regard to grade level seventh graders scored higher than eighth graders.The results indicated that there were significant relationships between parenting styles and social phobia, with the exception of the relationship between mother's authoritative parenting style and social phobia. Regarding the parenting styles predicting social phobia by gender, it was found that for males and females, the predictive parenting styles were: Mother's permissive parenting style and father's authoritarian parenting style. Regarding the parenting styles predicting social phobia by grade level, it was found that for seventh grade, the predictive styles were: Mother's permissive parenting style, father's permissive parenting style and father's authoritative parenting style, respectively. For eighth grade, the predictive styles were: Father's permissive parenting style, mother's permissive parenting style and father's authoritarian parenting style.
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Hamdan, Esraa J., e Ahmad Y. Al-Jawarneh. "The Relationship of Parenting Styles to Social Phobia among Early Adolescent Students". Journal of Educational and Psychological Studies [JEPS] 9, n.º 1 (1 de janeiro de 2015): 179. http://dx.doi.org/10.24200/jeps.vol9iss1pp179-196.
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This study aimed at investigating the relationship of parenting styles with social phobia among a sample of 1028 early adolescent students. To achieve the objective of the study, short forms of the parenting styles scale and a social phobia scale were used.Results showed that the participants' highest scores were on the father's authoritative and mother's authoritative parenting styles. In addition, there were significant interactions between gender and grade level on all parenting styles. The results also showed statistically significant differences in social phobia due to gender, grade level and the interaction between them, for gender was females scored higher than males. With regard to grade level seventh graders scored higher than eighth graders.The results indicated that there were significant relationships between parenting styles and social phobia, with the exception of the relationship between mother's authoritative parenting style and social phobia. Regarding the parenting styles predicting social phobia by gender, it was found that for males and females, the predictive parenting styles were: Mother's permissive parenting style and father's authoritarian parenting style. Regarding the parenting styles predicting social phobia by grade level, it was found that for seventh grade, the predictive styles were: Mother's permissive parenting style, father's permissive parenting style and father's authoritative parenting style, respectively. For eighth grade, the predictive styles were: Father's permissive parenting style, mother's permissive parenting style and father's authoritarian parenting style.
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Oten, K. L. F., G. R. Bauchan, J. Frampton e F. P. Hain. "Biophysical characteristics of the stem and petiole surface of six hemlock (Tsuga) species and a hybrid: implications for resistance to Adelges tsugae". Botany 90, n.º 11 (novembro de 2012): 1170–78. http://dx.doi.org/10.1139/b2012-095.
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Characteristics of the plant surface significantly affect host-plant selection by phytophagous insects. Surface morphology of six hemlock species (Tsuga spp.) and a hybrid was investigated using low-temperature scanning electron microscopy. Observations focused on trichome presence and placement and cuticle thickness. These characteristics were studied in the context of species-level host-plant resistance to the hemlock woolly adelgid, Adelges tsugae Annand (Hemiptera: Adelgidae), an exotic insect causing massive mortality to eastern hemlocks (Tsuga canadensis (L.) Carr.) and Carolina hemlock (Tsuga caroliniana Engelm.) in the eastern United States. Hemlocks in the native range of the insect do not succumb to infestations and the mechanism of resistance is unknown. We addressed the potential role of plant surface morphology in the adelgid–hemlock interaction by comparing four adelgid-resistant hemlock species and a hybrid with the two adelgid-susceptible hemlock species. We found that trichomes are likely not involved in conferring resistance to A. tsugae. Cuticle thickness may be involved in insertion site selection by A. tsugae and may therefore have implications for resistance. The cuticle is thinnest at the point of A. tsugae stylet insertion and thus may affect A. tsugae feeding.
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BHATT, Prachi. "INDIA-KUWAIT: INTER-CULTURAL SENSITIVITY, CULTURAL INTELLIGENCE AND CONFLICT-HANDLING STYLES IN CROSS-CULTURAL INTERACTIONS". Conflict Studies Quarterly, n.º 33 (5 de outubro de 2020): 20–41. http://dx.doi.org/10.24193/csq.33.2.
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The present explores inter-cultural sensitivity, cultural intelligence and conflict-handling style preferences of employees engaged in inter-cultural interactions. It further tests the influence of inter-cultural sensitivity, cultural intelligence on conflict-handling style preferences. Using self-report instruments, data was collected from respondents from India (N=103) and Kuwait (N=71) involved in work-related interactions with each other. Findings reveal that Indian and Kuwait respondents significantly differ on the three dimensions studied. The results also reveal that influence of cultural intelligence and inter-cultural sensitivity dimensions on conflict-handling style preferences vary for Indian and Kuwait employees. The present work contributes to the largely limited work in the area and offers valuable information facilitating better understanding and application of effective conflict handling styles in India–Kuwait cross-cultural work interactions. Keywords: Conflict, inter-cultural sensitivity, cultural intelligence, conflict handling styles, India, Kuwait, cross-cultural interaction, effective conflict handling, cross-cultural conflict
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Amna, Nimra, Khalid Mahmood e Zartashia Kynat Javaid. "The Mediating Role of Social Interaction Between Parenting Style and Academic Achievement Among University Students". Journal of Policy Research 10, n.º 3 (1 de setembro de 2024): 326–36. http://dx.doi.org/10.61506/02.00350.
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The purpose of this study is to explore the impact of parenting styles in social interaction and academic achievements among university students, with a specific focus on the mediating role of social interaction. Additionally, the study examines the impact of demographic variables such as gender on these relationships. A sample of 250 students (156 females and 94 males) age group 19 to 30 was selected by random sampling method from Government College University Faisalabad. In study the Parenting Authority Questionnaire (PAQ) with 30 items to assess parenting styles and the Social Provisions Scale (SPS) with 24 items to measure social interactions are used to collect the data.Correlational analysis run to measure the relationship of parenting behavior, social interaction and academic achievements. Correlation analysis demonstrated significant relationships among various parenting styles, academic and social interaction scales. Authoritative parenting emerged as the most beneficial style positively influencing both social interaction and academic achievement.Authoritarian parenting, while showing some positive correlation with social interaction, did not demonstrate a significant positive impact on academic achievement. This suggests that while the structured and disciplined environment created by authoritarian parents may foster certain social skills, it might also create an environment that restricts creativity, critical thinking, and the intrinsic motivation needed for academic success. To see the mediating role of social interaction, run the regression analysis. Analysis suggests that while parenting style significantly predicts social interaction, social interaction does not appear to mediate the relationship of parenting style and academic performance. To measure out the gender differences,run independent samples t-test that analysis suggests both males and females have similar levels of social interaction skills and there is no significant difference in PAQ scores between males and females (t = 0.589, p = .498). This indicates that there are no significant effects of parenting styles on gender differences.
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Stege Bjørndahl, Johanne, Riccardo Fusaroli, Svend østergaard e Kristian Tylén. "Agreeing is not enough". Coordination, Collaboration and Cooperation 16, n.º 3 (30 de dezembro de 2015): 495–525. http://dx.doi.org/10.1075/is.16.3.07fus.
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Collaborative interaction pervades many everyday practices: work meetings, innovation and product design, education and arts. Previous studies have pointed to the central role of acknowledgement and acceptance for the success of joint action, by creating affiliation and signaling understanding. We argue that various forms of explicit miscommunication are just as critical to challenge, negotiate and integrate individual contributions in collaborative creative activities. Through qualitative microanalysis of spontaneous coordination in collective creative LEGO constructions, we individuate three interactional styles: inclusive, characterized by acknowledgment and praise; instructional, characterized by self-repair; and integrative, characterized by widespread self- and other-repair. We then investigate how different interaction styles leave distinct material traces in the resulting LEGO models. The inclusive interaction style generally results in concatenations of individual contributions with little coherence and core narrative. The instructional style produces coherent, but largely individually driven models. Finally, the integrative style generates more innovative models, synthesizing individual contributions in shared narratives or schemas.
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Wati, Hafizhah Zahrah Hardinda, e Siti Ina Savira. "Pengaruh Secure Attachment Style Terhadap Interaksi Parasosial Pada Dewasa Awal". INCARE, International Journal of Educational Resources 5, n.º 1 (28 de junho de 2024): 065–79. http://dx.doi.org/10.59689/incare.v5i1.905.
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Early adulthood has the developmental crisis of forming interactions and relationships. Technological developments have facilitated interactions with media figures. A media figure is an individual, figure, or character that appears through media. Attachment styles are known to be one of the factors that influence the formation of parasocial interactions. A secure attachment style is one attachment style that indicates that individuals have a positive self-concept. This study aims to determine secure attachment style's effect on early adulthood parasocial interactions. The research method used is quantitative with a simple linear regression analysis technique. This research included 359 participants with an age range of 20 to 30 years. The results obtained a significance value of 0.000 (p<0.05), indicating that secure attachment style significantly influences parasocial interactions in early adulthood.
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Laia, Nurhasrat, Humaizi e Amir Purba. "Communication Style and Cultural Adaptation of Nias Students in the City of Medan". Journal of Social Interactions and Humanities 2, n.º 2 (31 de julho de 2023): 117–26. http://dx.doi.org/10.55927/jsih.v2i2.5220.
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Tuti Halawa, a student from Nias who migrated to the city of Medan to continue her education at university. However, in interactions with the Medan community, Tuti experienced shock, she felt the Medan community's communication style was like someone angry. As a newcomer, Tuti comes to a new area that has a different language, culture, and tribe, she definitely feels a culture shock, but she is also required to adapt to that environment so that her interactions with the surrounding community are more comfortable. Based on this phenomenon, researchers are interested in analyzing the communication styles of Nias students in Medan. The purpose of this study was to analyze the communication style and cultural adaptation of Nias students in the city of Medan and identify the obstacles students experience in adapting. This study uses the theory of communication styles and cultural adaptation. This research was conducted with a qualitative approach and descriptive method. Data collection was carried out using interview and observation methods. The subjects in this study were determined using a purposive technique. The data analysis technique in this study uses the Miles and Huberman interaction model. The results obtained from this study found that Nias students experienced a change in communication style from a high-context communication style to a low-context communication style. In interaction with the Medan community, Nias students experience culture shock in the process of cultural adaptation. Overall, Nias students have managed to adapt well.
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Jakic, Ana, Maximilian Oskar Wagner e Anton Meyer. "The impact of language style accommodation during social media interactions on brand trust". Journal of Service Management 28, n.º 3 (19 de junho de 2017): 418–41. http://dx.doi.org/10.1108/josm-12-2016-0325.
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Purpose Social media encourage interactions between customers and brands. Concerning the cues utilized during social media interactions, verbal cues (i.e. the language used) gain importance, since non-verbal and paraverbal cues are hard to convey via social media. Looking at interpersonal interactions, interlocutors adopt each other’s language styles or maintain their own language style during interactions to build trust. Transferring these insights to social media, the purpose of this paper is to test the effects of a brand’s language style accommodation in brand-customer interactions on brand trust and on its antecedents. Design/methodology/approach Two quantitative pre-studies (n1 (questionnaire)=32, n2 (laboratory experiment)=199), and one quantitative main study (n3 (laboratory experiment)=427) were conducted to determine the effects of a brand’s language style accommodation on brand trust. Findings In line with communication accommodation theory, this paper reveals that the impact of a brand’s accommodation strategy on brand trust is mediated by perceived relationship investments, such as perceived interaction effort, benevolence, and quality of interaction. This paper also underscores language style’s roles and its fit, and sheds light on situational factors such as purchase decision involvement and the valence of the content. Originality/value This paper is the first to transfer cross-disciplinary theories on interpersonal interactions to brand-customer interactions in social media. Thus, the authors derive the effects of language style accommodation on brand trust as well as further mediating effects.
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Kamaleeva, Alsu R., Elena G. Khrisanova, Natalya A. Nozdrina, Venera M. Nigmetzyanova e Elena B. Pokaninova. "Designing subject-subject relations on the basis of analysis of individual features of students’ thinking". SHS Web of Conferences 103 (2021): 01020. http://dx.doi.org/10.1051/shsconf/202110301020.
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This article discusses determination of prevailing thinking style of students with possible typology of the thinking styles. Determination of prevailing thinking style is required to determine strategy and tactics of teaching and maximum use of student-centered results of the performed diagnostics during designing further successful subject–subject interaction. The relevance of the considered problem is related with the necessity to resolve the issue of optimum use of individual features of students’ thinking, future lawyers, regarding development of analytical thinking style. It is proposed that the research method should be based on the diagnostics by A. Alekseev and L. Gromova, Individual Thinking Styles, its aim is analysis of individual thinking styles. It has been established that the proposed method provides analysis of basic thinking styles of the students: synthetic, idealistic, pragmatic, analytical, realistic. The obtained data would allow each teacher to design respective arrangement of subjectsubject interactions and to rearrange methods of teaching the involved discipline with orientation at personal features of cognitive tools of each student individually and in overall group.
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Younes, Mohamed, Ewa Kijak, Richard Kulpa, Simon Malinowski e Franck Multon. "MAAIP". Proceedings of the ACM on Computer Graphics and Interactive Techniques 6, n.º 3 (16 de agosto de 2023): 1–20. http://dx.doi.org/10.1145/3606926.
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Simulating realistic interaction and motions for physics-based characters is of great interest for interactive applications, and automatic secondary character animation in the movie and video game industries. Recent works in reinforcement learning have proposed impressive results for single character simulation, especially the ones that use imitation learning based techniques. However, imitating multiple characters interactions and motions requires to also model their interactions. In this paper, we propose a novel Multi-Agent Generative Adversarial Imitation Learning based approach that generalizes the idea of motion imitation for one character to deal with both the interaction and the motions of the multiple physics-based characters. Two unstructured datasets are given as inputs: 1) a single-actor dataset containing motions of a single actor performing a set of motions linked to a specific application, and 2) an interaction dataset containing a few examples of interactions between multiple actors. Based on these datasets, our system trains control policies allowing each character to imitate the interactive skills associated with each actor, while preserving the intrinsic style. This approach has been tested on two different fighting styles, boxing and full-body martial art, to demonstrate the ability of the method to imitate different styles.
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MURRAY, ANN D., e ARDETH V. HORNBAKER. "Maternal directive and facilitative interaction styles: Associations with language and cognitive development of low risk and high risk toddlers". Development and Psychopathology 9, n.º 3 (setembro de 1997): 507–16. http://dx.doi.org/10.1017/s0954579497001272.
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The purpose of this study was to examine the relation of maternal interaction styles to the development of a sample of 56 toddlers (19 low risk, 37 high risk) seen at 12 and 24 months of age. At 12 months, videotapes of mother–child interaction were coded for directiveness, sensitivity, and elaborativeness. At 12 and 24 months, cognitive and language measures were collected. A directive maternal style was negatively correlated with sensitivity and elaborativeness, whereas sensitive and elaborative ratings were positively correlated, suggesting a facilitative style. Regression models significantly predicted receptive language and cognitive development at 24 months but not expressive language. Maternal directiveness at 12 months was negatively related to later receptive language skills, whereas elaborativeness at 12 months was positively predictive of later cognitive development. Child status variables and maternal interactional styles contributed about equally to the prediction of later cognitive and language outcomes.
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Kim, Kyung-Nyun. "The Influence of Teachers’ Instructional Styles as Hidden Curriculum on Building Children’s Sense of Community". Korean Educational Research Association 61, n.º 6 (31 de outubro de 2023): 185–215. http://dx.doi.org/10.30916/kera.61.6.185.
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The formation and enhancement of children’s sense of community was specified in the revised curriculum in 2009, and creative experiential activities as well as subjects are being utilized in schools’ intentional plans. However, not all learning occurs through deliberate planning; unintended hidden curriculum may exist. The purpose of this study is to investigate the effect of teachers’ permissive and authoritarian instructional styles based on children’s sense of community as hidden curriculum and the interacting effects of children’s home background and instructional styles. This study set up a research model based on the emergence process o fthe self and mind, i.e., the sense of community presented in Mead's symbolic interaction theory. This study uses longitudinal data from the 4th and 6th grades of elementary school to control the endogeneity of instructional styles measured through children’s responses, and the fixed effect model was applied to increase the possibility of causal explanations. The analysis in this study shows that a teacher’s permissive instructional style significantly improves the child’s sense o fcommunity, and there is a significant interaction effect between a teacher’s permissive instructional style and the child’s social background. However, an authoritarian instructional style was found to significantly reduce a child’s sense of community. The building of children’s sense of community by the teacher’s choice of instructional styles is not perceived by the teacher because it is not intended, and therefore, it can be said to be a hidden curriculum. The results of this study were interpreted based on the symbolic interaction theory.
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Juhásová, Andrea, e Viktor Gatial. "INTERACTION STYLES OF TEACHERS WITH CHARACTERISTICS OF THE DARK TRIAD". International Journal of Professional Business Review 9, n.º 11 (22 de novembro de 2024): e05134. http://dx.doi.org/10.26668/businessreview/2024.v9i11.5134.
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Objective: The objective of this study is to investigte a relationship between the dimensions of the dark triad (Machiavellism, Psychopathy, Narcissism) and the individual interaction styles of a teacher (Leadership, Helpful, Understanding, Student-teacher responsibility, Uncertain, Dissatisfied, Objecting, Strict) Theoretical Framework: The dark triad is a set of three personality traits, namely narcissism, machiavellianism, and psychopathy, which are associated with manipulative and exploitative behaviors in interpersonal relationships. This paper examines the relationship between the dark triad and teachers' interaction styles. Specifically, it explores how teachers with high levels of dark triad traits may interact with students in ways that are detrimental to the students' academic and social development. Method: The battery of questionnaires used contained demographic questions at the start, concerning age and gender, teaching profession (preschool/primary teacher, lower or higher secondary teacher, teaching assistant, school principal). The preferred interaction styles of teachers were measured via the Questionnaire of teacher interaction style – self-evaluation, which leans of the teacher interaction behaviour model according to Wubbels et al. (1987) stemming from Leary´s personality model (Leary, 1957) and it measures eight sectors of teacher behaviour: Leadership, helpful, understanding, student-teacher responsibility, uncertain, dissatisfied, objecting, strict. To measure the presence of the so-called dark triad in the personality of the participants we used the Dark Triad Dirty Dozen questionnaire (Jonason, Webster, 2010). Results and Discussion: We found that all three dimensions of the dark triad – Machiavellism, Psychopathy and Narcissism show a medium strength negative relationship to the interaction styles Leadership, Helpful, Understanding and Student-teacher responsibility. All the dimensions of the dark triad – Machiavellism, Psychopathy and Narcissism had a medium strength positive relationship with the interaction styles Uncertain, Dissatisfied, Objecting. A weak positive relationship between the dark triad dimension Machiavellism and the interaction style Strict. Between the dark triad dimensions Psychopathy and Narcissism and the interaction style Strict, no relationship was found. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of education. In relation to this, researchers emphasise the importance of prevention and interventions aimed mainly at the development of emotional intelligence, communicational skills and the creation of positive relationships. This can help minimise the negative influence of the dark triad on teacher interactions and relationships to students. Originality/Value: This study contributes to the literature by showing correlations between the dimensions of the dark triad and teachers' preferred interaction styles. In addition to the importance of prevention, we also highlight issues in the selection of candidates for the teaching profession.
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Ames, Pat C. "Gender and Learning Style Interactions in Students' Computer Attitudes". Journal of Educational Computing Research 28, n.º 3 (abril de 2003): 231–44. http://dx.doi.org/10.2190/m8cu-de21-bjf1-84mn.
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University students' attitudes toward computers were assessed as a function of learning style. Analyses of responses provided by 232 students to a learning style assessment instrument and a computer attitude survey revealed that specific learning styles were associated with an affinity for (liking of), confidence in, and anxiety about the use of computers. Within those learning styles, gender differences were discovered when students manifested a clearly dominant style. The findings indicate that computer-based or computer-assisted instruction may not be appropriate for all students and that curriculum modifications to account for learning style differences may increase the effectiveness of and reduce the aversion to computers in the classroom. Additional research into the relationship between learning styles and computer attitudes may also provide assistance relative to increasing the enrollment of females in technology-oriented courses of study.
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Oni, MD, MS, Olurinde, Emily W. Harville, PhD, Xu Xiong, MD, DrPH e Pierre Buekens, MD, PhD. "Impact of coping styles on post-traumatic stress disorder and depressive symptoms among pregnant women exposed to Hurricane Katrina". American Journal of Disaster Medicine 7, n.º 3 (1 de julho de 2012): 199–209. http://dx.doi.org/10.5055/ajdm.2012.0095.
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Objective: Experiencing natural disasters such as hurricanes is associated with post-traumatic stress disorder (PTSD) and depression.We examined the role played by perceived stress and coping styles in explaining and modifying this association among pregnant women exposed to Hurricane Katrina.Design: The study comprised 192 women (133 from New Orleans and 59 from Baton Rouge) who were pregnant during Hurricane Katrina or became pregnant immediately after the hurricane. Women were interviewed regarding their hurricane experience, perceived stress, and mental health outcomes. Coping styles was assessed using the Brief COPE, PTSD symptoms using the Post-Traumatic Checklist, and depressive symptoms using the Edinburgh Depression Scale. Multivariable regression models were run to determine the effects of coping styles on mental health and the interactions among coping styles, hurricane experience, and perceived stress on mental health.Results: Apart from the positive reframing and humor coping styles, all coping styles correlated positively with PTSD or depression (p 0.05). The instrumental support, denial, venting, and behavioral disengagement coping styles were significantly associated with worsened PTSD symptoms among those who reported higher perceived stress (p 0.05). Use of a humor coping style seemed to reduce the effect of perceived stress on depressive symptoms (p = 0.02 for interaction) while use of instrumental support (p = 0.04) and behavioral disengagement (p 0.01) were both associated with more symptoms of depression among those who perceived more stress. There were no strong interactions between coping style and hurricane experience.Conclusion: Coping styles are potential moderators of the effects of stress on mental health of pregnant women.
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Fionika, BT Yosi Olda, Kamid Kamid e Evita Anggereini. "The Influence of the SAVI Approach and Learning Styles on Student’s Creative Math Skills". Mathematics Education Journal 2, n.º 2 (28 de agosto de 2018): 106. http://dx.doi.org/10.22219/mej.v2i2.6495.
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Learning technique at school should concentrate on developing studentscreativity. Creative thinking ability will be the determinant of individualsuccess. But in fact, students are familiar with routine and simple learning.The SAVI approach is an approach that combines physical movement withintellectual activity. Learning style is the capital of a student to absorbinformation. The method used in this research is quantitative method, whichis the purpose is to know the influence of SAVI approach and learning styleto students' creative thinking ability in mathematics when compared withdirect learning. The instruments used are tests of creative thinking abilitiesand learning styles of students. The result of data analysis using statistical testthat is (1) there is influence of SAVI approach and learning style to studentcreative thinking ability. (2) there is influence of SAVI approach to SAVIcreative thinking ability. (3) there is influence of student learning style tostudent creative thinking ability. (4) there is an interaction between SAVIapproach and learning style to students' creative thinking ability.
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Chien, Yu-Hung. "Technology-Enhanced Learning: An Optimal CPS Learning Application". Sustainability 11, n.º 16 (15 de agosto de 2019): 4415. http://dx.doi.org/10.3390/su11164415.
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Collaborative problem-solving (CPS) is highly valued in the sustainability of learning to foster the key soft power of talent for the future. In this study, a CPS learning application was built to train and assess individuals with the aim of increasing CPS skills. For effective learning to take place, several issues need to be carefully considered, and these were investigated while testing the proposed application. This study examined the impact of collaborative interactions (CIs) (human–computer agent (HCA) and human–human (HH) interactions) on the CPS performance of students. Gender and learning styles, which may have interaction effects with CIs on CPS performance, were also explored. The results show that the students’ CPS performance in HCA was significantly greater than that in HH. The interaction effect between gender and CI was not significant. The impact of learning style on CPS performance in HH was not significant. In contrast, in HCA, students with verbal, global, and reflective learning styles performed significantly better on CPS tasks than did students with visual, sequential, and active learning styles. Finally, we discussed the optimal ways to teach CPS and the practical effects of a CPS learning application.
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Mahmoud Hawa, Hala, e Fılız Yalçın Tılfarlıoğlu. "Students’ Learning Styles, Self-efficacy and its Correlation with their Social Interaction". Advances in Language and Literary Studies 10, n.º 4 (31 de agosto de 2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.42.
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This cross-sectional study has been prepared to investigate the self-efficacy levels and preferred learning styles of EFL learners at Gaziantep University School of Foreign Languages GUSFL along with revealing the relationship between these two variables and the learners’ social interaction. The present study was conducted in March of 2017-2018 academic year. The participants are students, who are learning English as a foreign language. The total number of participants is 312 from different nationalities, but mainly Turkish and Syrian, male and female. Before start applying the questionnaire, the tool’s three variables were checked and proved their reliability (Learning Styles =, 732; Social Interactions =, 799; Self-Efficacy =, 900). The next step was conducting the questionnaire. It’s worth mentioning that elements such as gender, nationality, proficiency level and age were taken into consideration while collecting and analyzing the data. The results indicated that learners use various learning styles and don’t rely on a particular one. However, the logical learning style registered the highest score (20,416) whereas, the lowest learning style was the reading and writing learning style (16,737). As for the student’s self-efficacy level, the participants showed a high level of self-efficacy (30,096 with a standard deviation of 6,498) especially the male participants where the results indicated a statistically significant difference in favour for men (p>, 05). Furthermore, as the study is concerned with uncovering any possible relationship between these three variables, the analyzed data has shown that there is a positive relationship between the learners’ preferred learning styles, their self-efficacy, and their social interaction. The article highlights how these variables are correlated with each other. Additionally, the results showed a major difference between Turkish and non-Turkish participants in terms of their social interaction.
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Lin, Xiao. "Learning Style Preferences, Strategies and Interaction Qualities Among Chinese Mathematics Learners". Asia Pacific Journal of Management and Sustainable Development 12, n.º 2 (30 de novembro de 2024): 121–30. https://doi.org/10.70979/qbsm5788.
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This study explores learning styles, strategies, and interaction among Chinese high school math learners (n unspecified) in Anshan City. Descriptive research methods including surveys, interviews, and classroom observations were used. Students (ages 16-18, grades 9-11) showed a preference for hands-on and visual learning styles. They favored formal seating, bright environments, and digital learning tools. Interestingly, no significant differences in learning style preferences were found based on gender, grade level, or location. The study also examined learning strategies and interaction quality. Students valued cognitive, affective (emotional), and social interactions, demonstrating high engagement. Importantly, positive correlations emerged between learning strategies (environmental, affective, social) and interaction quality. However, the link between learning styles and these factors was not as strong. Based on these findings, a Mathematics Learning Enhancement Program is proposed. This program focuses on personalized learning guidance, optimized learning strategies, and a learning environment tailored to student needs. The study emphasizes the importance of student-centered teaching, personalized learning strategies, and collaborative learning environments for improved math achievement and critical thinking skills.
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Hasri, Kharis Sulaiman. "Analisis Gaya Mengajar Guru Dalam Proses Pembelajaran Al-Qur’an Hadis Di MAN 1 Kendari". Al-Riwayah : Jurnal Kependidikan 1, n.º 1 (15 de abril de 2021): 1–18. http://dx.doi.org/10.47945/al-riwayah.v1i1.330.
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The monotonous teaching style and cooking have made students ineligible for learning. While choosing the right teaching style is the key to an effective learning process. The purpose of this study was to examine the teaching style of teachers in learning the Qur'an Hadith in MAN 1 Kendari. The method used is a qualitative method. The results of this study indicate that the dominant teaching style used by teachers of the Qur'an in MAN 1 Kendari is that all the teachers of al-Al-Hadis use the classical teaching style. However, all teachers issue or integrate classical teaching styles with other teaching styles. Namely using a classical teaching style that is combined with interactional teaching styles and technological teaching styles that are combined with interactional teaching styles
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Ray, Andrew William, e Nani Indrajani Tjitrakusuma. "Features of Interactional Styles Used by Toru Muranishi in The Naked Director Series". K@ta Kita 10, n.º 2 (27 de outubro de 2022): 399–406. http://dx.doi.org/10.9744/katakita.10.2.399-406.
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This study focuses on analyzing the features of interactional style used by a character in the Netflix TV series. This study aims to find the features of interactional style used by Toru as the main character of The Naked Director Netflix series on business topics and in what business contexts Toru uses the features of interactional styles. The writers used the theory of interactional styles by Holmes (2006). This study employed a qualitative approach. This study showed that Toru used both feminine and masculine interactional styles in The Naked Director Netflix series. Toru also used different kinds of interactional style features in different business contexts. Toru used feminine interactional style features mostly when talking to people with similar power and authority to his and used masculine features of interactional style when he was talking to people who have lower authority and power than his.
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Fahdilla, Noviyanti, Abdul Wahab e Retna Siwi Padmawati. "The relationship between peer interaction and adolescent’s dating behavior aged 15 – 24 years in Indonesia (IDHS 2017 analysis)". BKM Public Health and Community Medicine 39, n.º 10 (27 de outubro de 2023): e5063. http://dx.doi.org/10.22146/bkm.v39i10.5063.
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Purpose: This study aims to determine the relationship between peer interaction and risky dating style behavior in adolescents aged 15-24. Methods: A quantitative method using secondary data from the Indonesia Demographic and Health Survey (IDHS) 2017 with a cross-sectional study design. The research sample population used in this study includes male and female adolescents aged 15-24 years in Indonesia who are unmarried and currently or have been in a relationship. Results: The behavior of adolescent dating style in Indonesia is in the low-risk dating style category, including holding hands and hugging. Bivariate analysis showed that there was a relationship between risky peer interactions and high-risk adolescent dating behavior, including kissing, touching and being touched on sensitive body parts, and sexual intercourse (p<0.05 and OR=1.42). The multivariable results showed that no external variables interfere with the relationship between peer interactions and dating style in adolescents. Conclusion: Peer interaction in risky reproductive health issues is associated with high-risk adolescent dating behavior, including kissing, touching sensitive areas, and sexual intercourse. Promotion and increasing education for adolescents related to reproductive health issues need to be done to minimize the incidence of high-risk dating styles among adolescents.
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Gage-Bouchard, Elizabeth A. "Culture, Styles of Institutional Interactions, and Inequalities in Healthcare Experiences". Journal of Health and Social Behavior 58, n.º 2 (1 de fevereiro de 2017): 147–65. http://dx.doi.org/10.1177/0022146517693051.
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In this study, I examine how parents’ cultural knowledge shapes experiences navigating the healthcare system after a child is diagnosed with cancer and the extent to which differential styles of health-related advocacy contribute to inequalities in healthcare experiences. I combine data from parents’ perspectives, physicians’ perspectives, and direct observation of clinical interactions and find three overarching styles of health-related advocacy. Findings show that cultural dispositions and competencies shape parents’ abilities to effectively navigate the healthcare system, and physicians differentially reward each style of health-related advocacy. Parents’ styles of advocacy shape relationships with clinicians, physicians’ perceptions of families, and physicians’ strategies for interacting with families. These findings refine understanding of the mechanisms through which social class manifests in clinical interactions, shapes patient–physician relationships, and contributes to unequal healthcare experiences.
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Sudirman, Suharni, Haryanto Atmowardoyo e Kisman Salija. "Communication Styles used by Effective EFL Teachers in Classroom Interaction". ELT Worldwide: Journal of English Language Teaching 5, n.º 2 (22 de novembro de 2018): 97. http://dx.doi.org/10.26858/eltww.v5i2.7332.
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This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.
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Viladrich, Maria Carme, e Eduardo Doval. "¿Estilos interactivos o la psicometría de sujeto único?" ACTA COMPORTAMENTALIA 6, n.º 3 (1 de setembro de 1998): 113–25. http://dx.doi.org/10.32870/ac.v6i3.18252.
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Se analiza la producción científica relacionada con el concepto de estilos interactivos, uno de los factores disposicionales descritos en la Teoría de la Conducta (Ribes y López, 1985), con el fin de señalar tanto los logros como las cuestiones que siguen abiertas después de un decenio. Hemos estructurado este análisis por comparación con los supuestos y la metodología desarrollados en el marco de las teorías psicométricas de la personalidad. Dicha comparación se realiza en tres niveles: el primero, se refiere al papel que se atribuye a los estilos en el campo psicológico, el segundo, a la metodología desarrollada para su identificación por lo que hace referencia al diseño de obtención de datos, y el tercero a la metodología de análisis de datos. Al igual que en el caso de las teorías psicométricas, la identificación de estilos interactivos comporta la búsqueda de consistencias en el comportamiento individual a lo largo del tiempo y en situaciones diversas. La divergencia entre los dos planteamientos se refleja en aquellos aspectos del comportamiento en los que se predice consistencia, en las situaciones en las que se manifestará esta, en el tipo de medidas pertinentes, y en las inferencias que permiten. La cuestión es hasta qué punto el concepto de estilos interactivos permite dar nuevas respuestas a una antigua pregunta y hasta dónde se encuentran limitaciones antiguas al plantear nuevas preguntas.
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Liu, Xulan. "The Influence of Family Upbringing on Children's Peer Interaction Behavior and Peer Interaction Relationship". Lecture Notes in Education Psychology and Public Media 78, n.º 1 (3 de janeiro de 2025): 43–49. https://doi.org/10.54254/2753-7048/2025.19189.
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With development of society, more and more parents pay attention to the problem about peer intercourse of children, but maladaptive parenting style is likely to have a negative impact on children's peer interaction. In order to explore the influence of parenting style on children's peer interaction behavior and peer interaction relationship, this study uses the literature review method to research and analyze the past Chinese and foreign survey results. Children under authoritative parenting style perform better in peer interaction. Children under authoritarian or neglected parenting style are more likely to be timid in peer interaction and be neglected. Children with indulgent parenting style produce more aggressive behavior in peer interaction and are often rejected by other children. Parents can change their parenting styles by changing their parents' educational concepts. At the same time, parents should maintain consistency in the upbringing of children. The parents also can provide children with opportunities for peer interaction, correctly guide them, and help children improve their level of peer interaction.
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Wendimu, Gebissa Yigezu. "Cyst Nematode (Heterodera glycines) Problems in Soybean (Glycine max L.) Crops and Its Management". Advances in Agriculture 2022 (31 de março de 2022): 1–12. http://dx.doi.org/10.1155/2022/7816951.
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Soybean is a leguminous crop that originated from Southeast Asia, and it was domesticated in the northeastern parts of China. Recently, it has been highly produced in the United States of America, Brazil, and Argentina for cooking oil, protein, fiber and for the manufacturing of plastics, lubricants, candles, varnishes, soaps, and biodiesel. Nevertheless, in warm, moist, sandy soil conditions, its production is highly challenged by soybean cyst nematodes (Heterodera glycines). It caused more than 30% of soybean yield loss either alone or associated with other soybean pests under suitable environmental conditions. The second-stage juvenile (J2) of this pest inserted its stylet and penetrated into the cells to get its nourishment, shelter, and reproduction site on the soybean roots. Economically, the damage it caused was highly important because it had a wide host range and lacked adequate management methods. Hence, the reason behind the writing of this chapter is to explore the different published scientific papers related to soybean cyst nematode’s economic importance, distribution, symptoms, biology, life cycle, interaction with other pathogens, different management approaches, and its prospects. This chapter shall also embrace the advanced biotechnological innovations that help in achieving effective soybean cyst nematode management that will mitigate its infections in soybean production and will also serve as an asset for the researchers. This review chapter, in addition, plays a vital role in exploring necessary information concerning soybean cyst nematode management.
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Alharthi, Sultan A., George E. Raptis, Christina Katsini, Igor Dolgov, Lennart E. Nacke e Z. O. Toups. "Investigating the Effects of Individual Cognitive Styles on Collaborative Gameplay". ACM Transactions on Computer-Human Interaction 28, n.º 4 (31 de outubro de 2021): 1–49. http://dx.doi.org/10.1145/3445792.
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In multiplayer collaborative games, players need to coordinate their actions and synchronize their efforts effectively to succeed as a team; thus, individual differences can impact teamwork and gameplay. This article investigates the effects of cognitive styles on teams engaged in collaborative gaming activities. Fifty-four individuals took part in a mixed-methods user study; they were classified as field-dependent (FD) or independent (FI) based on a field-dependent–independent (FD-I) cognitive-style-elicitation instrument. Three groups of teams were formed, based on the cognitive style of each team member: FD-FD, FD-FI, and FI-FI. We examined collaborative gameplay in terms of team performance, cognitive load, communication, and player experience. The analysis revealed that FD-I cognitive style affected the performance and mental load of teams. We expect the findings to provide useful insights on understanding how cognitive styles influence collaborative gameplay.
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Alaboody, Ali Abd Al Razaq, Dhrgham Ibrahim AL. Shukri e Mohammed Hamed Albander. "Analysis of Leadership Styles of Blake and Mouton: A Comparative Study of Leadership Interactions in Different Environments". Integrated Journal for Research in Arts and Humanities 4, n.º 3 (6 de maio de 2024): 18–23. http://dx.doi.org/10.55544/ijrah.4.3.4.
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The study aimed to identify the impact of leadership styles according to the leadership network model developed by Blake & Mouton (1978), which are: permissive leadership style, strict leadership style, moderate leadership style, social club management style, and team management style - in choosing business strategies. Followed by insurance companies according to the classification of Michael Porter (1985), who classified them into three strategies: cost leadership strategy, differentiation strategy, and focus strategy. To achieve this goal, a questionnaire was developed and distributed to a sample of 100 iraqi insurance company managers. 79 valid questionnaires were retrieved, with a recovery rate of -79%. After conducting the necessary statistical analysis, the study reached the following results: There is no effect of the leadership styles according to the Blake and Mouton model in choosing the cost leadership strategy, as the study showed no effect of the permissive style, the moderate style, the social style, and the team leadership style in choosing the cost strategy, and it showed an effect - only - of the strict style in choosing the cost leadership strategy There is an effect of leadership styles according to the Blake and Mouton model on choosing a differentiation strategy, as the study showed an effect of the permissive, moderate, sociable leadership style and the team leadership style on choosing a differentiation strategy, while no effect was shown For the strict style in choosing a differentiation strategy There is an effect of leadership styles according to the Blake Moton model in choosing the focus strategy, as the study showed the presence of this effect of the strict, moderate, social, and team leadership styles in choosing the focus strategy
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Yuan, Lexin. "The Influence of Parenting Styles on the Motivation of Private College Students". Journal of Education and Educational Research 4, n.º 3 (24 de agosto de 2023): 36–38. http://dx.doi.org/10.54097/jeer.v4i3.11340.
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Parenting styles are formed and developed in the course of parent-child interactions. The results of this interaction are reflected not only in the physical parenting process of the child but also in the transmission of parental behavioural norms to the child. Behaviours such as students' willingness to learn, attitudes, emotions, attention and thinking are the direct drivers of motivation. Parenting styles, as an important part of the home environment, support the development of students' motivation to learn. Taking private colleges and universities as an example, this paper explores the characteristics of learning motivation of college students in private colleges and universities, the characteristics of parenting styles, and the influence of parenting styles on students' learning motivation. The study found that good parenting style has a significant positive impact on the learning motivation of students in private colleges and universities.
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Sheng Wen, Liu. "The Effects of interaction of leadership and followership based on followers’ perceptions: Relationships among leader-member exchange, organizational citizenship behavior, work engagement, and job performance". Journal of Neurology, Neurological Science and Disorders 9, n.º 1 (9 de maio de 2023): 022–32. http://dx.doi.org/10.17352/jnnsd.000053.
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The success of an organization cannot depend solely on leaders or followers. In past research, more attention has been paid to leaders. However, the success of an organization may depend more on followers; and even a harmonious relationship between leaders and followers. This study aims to focus on the Interaction of Leadership and Followership (ILF) perceived by different types of followers; the behavioral patterns generated by such interaction; and the impact of their interpersonal interaction on organizational citizenship behavior, work engagement, and job performance. Furthermore, the mediating effect of Leader-Member exchange (LMX) on the relationship among ILF, Organizational Citizenship Behavior (OCB) and Job Performance (JP); ILF, Work Engagement (WEng) and job performance. There were four styles of followership matched with four styles of leadership, and 16 groups of leadership and followership style interaction combinations were obtained in this study. The study found the interaction of different leadership and followership had positive, negative, and non-impact on OCB, WEng and JP. Future research can examine the interactions between more different types of leadership and followership characteristics to understand their impact on different working variables, Sand to better understand the impact of the interaction between leaders and followers.
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Siburian, Sabrina Anjelina, Jubilezer Sihite e Rony Arahta Sembiring. "An Analysis of Language Styles Used by Tour Guides in Huta Siallagan: A Study of International Tourist Satisfaction". ELT Worldwide: Journal of English Language Teaching 11, n.º 1 (1 de maio de 2024): 134. http://dx.doi.org/10.26858/eltww.v11i1.61244.
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This research delves into an examination of the language styles employed by tour guides in Huta Siallagan when interacting with international tourists. The primary objectives of this study were twofold: first, to categorize and identify the various types of language styles used by tour guides during their interactions with tourists, and second, to assess the overall satisfaction of international tourists with the services provided by these tour guides. To achieve these objectives, a descriptive qualitative method was employed. The research methodology followed the framework outlined by Miles and Huberman, encompassing data reduction, data display, and drawing conclusions from the collected information. The data collection process involved the transcription of voice recordings of tour guides and foreign tourists, which were then transformed into written scripts. Subsequently, these scripts were closely examined to identify specific linguistic elements, allowing for a detailed analysis of the language styles present in the tour guide-tourist interactions. For the analytical framework, Martin Joos' theory was utilized, providing a structured framework for understanding and categorizing the language styles used by tour guides. In total, the study analysed 77 utterances from the collected data. The findings of this research reveal that the most prevalent language style utilized by tour guides in Huta Siallagan when interacting with international tourists is the casual style. This outcome sheds light on the communicative preferences and practices of tour guides in this cultural and touristic context. These insights can be invaluable for tour operators, policymakers, and other stakeholders in the tourism industry, aiming to enhance the experiences of international tourists visiting Huta Siallagan.
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Hani, Ummu, e Leli Lismay. "THE LEARNING STYLE OF MILLENIAL STUDENTS AT ENGLISH EDUCATION DEPARTMENT OF IAIN BUKITTINGGI". Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 7, n.º 2 (26 de dezembro de 2020): 84–91. http://dx.doi.org/10.36706/jele.v7i2.12982.
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This research was conducted based on some problems found related to the learning style of milenial students in the classroom interaction. Most of the students did not follow the instructions given by the lecturer when working on assignment. So that, analysing milenial learning style is needed in order to found out some appropiate styles and strategies in teaching. This research was qualitative research. The instrument used in this research was observation and interview. The result showed that there were three categories of millenial learning styles namely; team learning, experiencing, and uses technologies in learning. Especially for students in the 2nd year at English Education Department of State Islamic Institute of Bukittinggi, Most of the students applied team learning and uses technologies as learning styles during classroom interaction. They did not like the style of experiencing, while in the language classroom, experincing, should be the crucial factor to help the students mastering the target language. In coclusion, millenial learning styles at English Education Department of State Islamic Institute of Bukittinggi need to be improved in order to achieve the learning objectives.Keywords: Learning Style, Millenial, classroom interaction.
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Parry, Sarah L., Jane Simpson e Ste Weatherhead. "Changing Relationships through Interactions: Preliminary Accounts of Parent–Child Interactions after Undertaking Individual Parent Training". Child and Adolescent Social Work Journal 35, n.º 6 (7 de maio de 2018): 639–48. http://dx.doi.org/10.1007/s10560-018-0547-3.
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AbstractParent and child interaction training has been increasingly investigated over recent years. However, the mechanisms of change within individual training programmes are not well understood. To explore the factors that can facilitate or inhibit meaningful changes in interactions and ultimately relationships, the current study employed semi-structured interviews to obtain first person accounts from parents who had undertaken an individualised parent-training programme. Three participants provided accounts of the training programme and their perceived impact upon interactions with their children were analysed using inductive thematic analysis. The analysis resulted in three themes, which illustrate how participants adjusted their interactional style with their child to varying degrees through enhanced personal awareness, increased understanding of their child’s emotional and interactional needs, and accepting the reciprocity of interactional accountability. Changes in interactional style enabled participants to alter their perceptions of their own behaviours, their child’s behaviours, and how they influenced one another through interactions. Recommendations for future research and therapeutic practice are discussed in the context of the findings and the existing evidence base.
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Rachmat, Rachmat. "Exploring language styles of teacher and students' verbal interaction". International Journal of Humanities and Innovation (IJHI) 5, n.º 3 (30 de setembro de 2022): 80–85. http://dx.doi.org/10.33750/ijhi.v5i3.155.
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This research aims to find out the teacher in the classroom uses the verbal interaction between students and teacher, and language styles. The research was conducted at one of the Islamic Boarding High Schools in Maros regency, South Sulawesi, Indonesia. This research used a descriptive qualitative method, and the data was collected using observation and interviews of the teaching and process in the classroom. The results of this study demonstrated that verbal interaction and language style in a classroom are functioning effectively because the instructor can manage the situation and make the situation function properly by asking largely students for feedback. Nine types were explained in the findings: intrapersonal interaction, intrapersonal interaction, small group interaction, public interaction, formal style, informal style, group project, peer instruction, and discussion or debates. Based on the result above, it could be concluded that the verbal interaction between students and teacher and language styles in the classroom was running well.
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Miehle, Juliana, Wolfgang Minker e Stefan Ultes. "When to Say What and How: Adapting the Elaborateness and Indirectness of Spoken Dialogue Systems". Dialogue & Discourse 13, n.º 1 (11 de abril de 2022): 1–40. http://dx.doi.org/10.5210/dad.2022.101.
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With the aim of designing a spoken dialogue system which has the ability to adapt to the user's communication idiosyncrasies, we investigate whether it is possible to carry over insights from the usage of communication styles in human-human interaction to human-computer interaction. In an extensive literature review, it is demonstrated that communication styles play an important role in human communication. Using a multi-lingual data set, we show that there is a significant correlation between the communication style of the system and the preceding communication style of the user. This is why two components that extend the standard architecture of spoken dialogue systems are presented: 1) a communication style classifier that automatically identifies the user communication style and 2) a communication style selection module that selects an appropriate system communication style. We consider the communication styles elaborateness and indirectness as it has been shown that they influence the user's satisfaction and the user's perception of a dialogue. We present a neural classification approach based on supervised learning for each task. Neural networks are trained and evaluated with features that can be automatically derived during an ongoing interaction in every spoken dialogue system. It is shown that both components yield solid results and outperform the baseline in form of a majority-class classifier.
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Luz Tortorella, Guilherme, Rogério Miorando, Diego Fettermann e Diego Tlapa Mendoza. "An empirical investigation on learning and teaching lean manufacturing". Education + Training 62, n.º 3 (1 de fevereiro de 2020): 339–54. http://dx.doi.org/10.1108/et-11-2018-0232.
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PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.
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Eyal, Ori, e Doron Yosef-Hassidim. "Managing Educational Champions: Entrepreneurship in Schools". Journal of School Leadership 22, n.º 1 (janeiro de 2012): 210–55. http://dx.doi.org/10.1177/105268461202200109.
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This study explores how educational champions—teachers who initiate unsolicited innovation—construct their entrepreneurial endeavors while interacting with principals’ management styles and how that interaction influences the sustainability of teachers’ initiatives. Through semistructured interviews ( N = 71) and analysis anchored in grounded theory, champions revealed three entrepreneurship strategies: semiautonomous entrepreneurship while interacting with a facilitative managerial style, loosely coupled entrepreneurship with directive management, and sponsored entrepreneurship with consolidative management. Analyses of these entrepreneurial endeavors illuminate teachers’ strategies for negotiating the ongoing tension between autonomy and control in schools and their influence on the sustainability of champions’ innovations.