Дисертації з теми "Computer-mediated chat"

Thesis (Ph. D.)--University of Nebraska--Lincoln, 2000.
PDF text: [4] leaves table of contents and acknowledgments, [3] leaves abstract, 244 leaves dissertation : col. ill. Includes bibliographical references (leaves 218-239 of dissertation).

This thesis examines the use of computer-mediated communication for lie-detection and interpersonal deceit. The literature within the fields of lie-detection and mediated communication are reviewed and it is proposed that there is a lack of knowledge surrounding how people use CMC to deceive one another. Qualitative research was carried out in order to address this shortcoming, exploring the self-reported experiences of chat room users who have been exposed to online deceit. Reports were provided that describe the misrepresentation of age, gender, vocation, affection, and appearance. The importance of stereotypes in driving suspicions is also emphasised within the reports. It is suggested that this key characteristic has more dominance in CMC than it would do face-to-face because of the occlusion of the traditional nonstrategic clues to deceit. Evidence for an alternative set of nonstrategic leakage clues was examined further by conducting a variant of the Guilty-Knowledge test within the context of a CMC based crime. It was found that participants exhibited a response time inhibition effect when presented with 'guilty knowledge' and that this effect was detectable through a standard two-button mouse. The use of such nonstrategic cues to deceit was explored further in a study that examined how CMC might be used to add additional control to a Statement Validity Assessment truth-validation test. It was found that the content analysis technique used by SVA was unable in its present form to correctly distinguish between truthful and fabricated statements of participants interviewed using a CMC chat program. In addition, it was found that the deletion-behaviours of participants fabricating a story within CMC provided no quantitative or qualitative evidence that they were lying.

The aim of this essay is to determine where on a continuum between speech and writingwritten computer-mediated communication (chat language) would be placed. The essay makes use of a methodology based on Biber (1988). This was done using a quantitative research methodology based on counting and comparing specific linguistic features in different texts. The data for chat language came from the NPS Chat Corpus. Other data used were transcripts of spoken discourse as well as a popular scientific text as material for comparison. This essay is mainly focused on four features: the use of pronouns, passives, ellipsis and the type/token ration of each individual text. Despite the limited size of the material sampled, the results showed that chat language had more in common overall with speech than with writing.

This study investigates the phenomenon of impression management in computer-mediated communication (CMC), particularly chat rooms. Past research has overlooked the occurrence of this phenomenon; however, connections can be drawn from the body of research on impression management in face-to-face communication as well as the body of research on CMC. Indeed, impression management is an integral part of chat room interaction.A screening survey was administered to 382 college students to identify those students who interacted in chat rooms regularly and admitted to engaging in impression management and misrepresenting their identities. Ten such students were interviewed. Their accounts were recorded, transcribed, and analyzed using the grounded theory methodology. The analysis revealed that a set of antecedent conditions influence the phenomenon of impression management, which is managed by two action/interactional strategies and results in an outcome.
Department of Speech Communication

Abstract  The present work is a quantitative and qualitative analysis of pragmatic strategies for delivering critique, and types of politeness, used by undergraduate L2 students of English at different stages of peer-review discussion. The material examined consists of four corpora of authentic conversations between students, the main purpose of which was to give feedback on each other’s contributions during an English A-level course, at Mid-Sweden University. The conversations explored were carried out electronically, and represent four different online environments, or modes of computer-mediated communication (CMC). The material from the two asynchronous modes of CMC is comprised of L2 students’ written discussion board messages and spoken posts recorded using online software. The two synchronous environments under investigation are text-based and voice-based chat. Taking Brown and Levinson’s (1987) framework of politeness as a point of departure, the present study uses a combination of corpus and conversation analytical methods. The basic unit of analysis has been defined as the shortest message of peer-review critique that constitutes a thematic unit: these have been examined in terms of their content and politeness features associated with them, and analyzed in terms of the pragmatic strategy and type of politeness adopted. The types of pragmatic strategies or message organization patterns at different stages, i.e. initial versus subsequent feedback, of the peer-review discussion have also been analyzed. The results of the study show that the pragmatic strategies aimed at praise and agreement prevail in the corpus data produced by predominantly native speakers of Swedish. Even though the pragmatic strategies used for disagreement and negative evaluation are rich in propositional content, their occurrences and distribution vary across the four modes of CMC examined. These results seem to have wider implications in the context of online L2 learning activities, providing insights about the language of peer-review critique in a Swedish academic setting.   Keywords: computer-mediated communication (CMC), Conversation Analysis (CA), conversation management, discussion boards, feedback category, mode of CMC, peer-review discussion, politeness theory, pragmatic strategy, speech act of critique, text-based chat, type of politeness, voice-based chat, VoiceThread

After providing an historical overview of the French spelling system and orthographic variation, this study analyzes selected internal (i.e., linguistic) factors and one external (i.e., social) factor that can influence the use of diacritics in online French-language chat sessions. From a corpus of synchronous computer-mediated communication, 3,855 tokens of graphemes capable of bearing diacritics were coded with the following scheme: Letter, Diacritic, Grapheme (i.e., Letter and Diacritic combined), Date of Participation, and Age Group of Participant. A multivariate (VARBRUL) analysis determined that Grapheme exerts the most influence on variation.

The aim of this essay was to examine chat communication in the World of Warcraft on-line interactive game in order to place the chat on the formal/informal continuum using speech and writing as extremes, as well as to examine the linguistic context of the chat situation within a broadly Hallidayian perspective and tenor of the participants. A corpus of 3675 words was gathered from the game on the realm or game server of Bloodfeather. The data was analysed by counting the frequency of a few selected linguistic features and compared with examples of speech and writing. The research showed that the chat in World of Warcraft was highly informal and would on the continuum be placed as more informal than the speech extract used for comparison. The results also indicated that context plays a small role in shaping the chat conversation and that tenor have close to no significance at all.

In this study, individually written essays are compared with interactively written chat texts with the aim to investigate, describe and to some extent explain what happens to the language and the writing during a chat session. Students in a Swedish upper secondary school studying Spanish A2 completed two jigsaw tasks through writing and the texts were analyzed from a descriptive grammatical and stylistic perspective through variable analysis. In the results, the essays tended to be more complex syntactically whereas the chat texts showed more variation and accuracy regarding verb conjugation. As to fluency (text length), number of clauses and verbal forms there were no major differences. Chatting in school environment seemed to become semiformal in this study, with many incomplete sentences and interjections, but with few extra-linguistic signs and only some decline in the usage of accents. A challenging feature of the chat practice is that the interactivity makes the final text result an inseparable entity of two individual texts both regarding content and language. At the same time the interactivity could be the reason for the higher variation and accuracy of the verb conjugation in the chat texts of this study.

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The Internet belongs to the quotidian of the society and it brings communicative and social references that request studies that can explain the establishment of this new support in the human development. From the theme Discontinued in the conversation: the reformulations in the constitution of the dialogue in the chat this research investigates, in a synchronous perspective, in the exploration in the interaction by means the language produced during the computer-mediated communication. The corpus in this study consists of two documented samples as of the thematic chat named Brazilian problems in which the interectants, spontaneously, dialogue in written. We investigate some aspects of the computer-mediated communication with the intention of corroborating with the scientific records that point to some regularities in the processing of the synchrounous interaction that is accomplished by means of the written language with evident marks from orality. In this study, we base theoreticaly in the socialinteractionist tendency from the linguistic studies. We investigate the extracted corpus from the Internet as of the application of the built theories in the set of the works that involves Analysis of Conversation and that deals with the topic organization and of the strategies of textual reformulation used by the speakers. From the attempt of assuring the intercomprehension of the conversational text and the construction of the social relation in the virtual interaction environment , the users of the chat accomplish to the use of the language, basing on the linguistc knowledge from their experiences as speakers in several situations in the face to face communication
A Internet faz parte do cotidiano da sociedade e traz consigo relações comunicativas e sociais que requerem estudos que possam explicar o estabelecimento desse novo canal no desenvolvimento humano. A partir do tema Descontinuidades na conversação: as reformulações na constituição do diálogo do chat esta pesquisa fundamenta-se, numa perspectiva sincrônica, na sondagem da interação por meio da linguagem produzida durante a interação mediada pelo computador. O corpus desta pesquisa consta de duas amostras documentadas a partir da sala temática denominada Problemas brasileiros na qual os interactantes, espontaneamente, dialogam por escrito. Investigamos alguns aspectos da comunicação mediada pelo computador com o intuito de corroborar com registros científicos que apontem algumas regularidades no processamento da interação síncrona que é realizada por meio de uma linguagem escrita com evidentes marcas da oralidade. Nesta pesquisa, apoiamo-nos teoricamente na tendência sociointeracionista dos estudos lingüísticos. Buscamos estudar o corpus extraído da Internet a partir da aplicação de teorias levantadas no conjunto das obras que envolvem a Análise da Conversação e que tratam da organização tópica e das estratégias de reformulação textuais utilizadas pelos falantes. Na tentativa de garantir a intercompreensão do texto conversacional e a construção da relação social no ambiente de interação virtual, os usuários do chat procedem ao uso da língua, baseando-se em seus conhecimentos lingüísticos provenientes de suas experiências como falantes nas diversas situações de comunicação face a face

This study analyzes negative particle variation (i.e., the variable presence or absence of the negative particle ne) in synchronous French chat discourse within a labovian-inspired framework. Selected morphosyntactic, lexical, and phonological constraints are considered. Multivariate analyses performed by GoldVarb 2001 revealed that subject type (i.e., NP, [- overt] subject environment, pronoun) and the phonological environment preceding the position of neregardless of its presence or absenceare determining factors in the variation. In addition, discursive-pragmatic effect was explored in a sub-sample of data. The results indicate that ne is seldom present in verbal negation during explanatory discourse style, yet it is very likely to be retained in ludic, emphatic, and proverbial styles.

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In this research, we describe how common sense knowledge with machine translation can help the communication among people with different cultural background. In order to evaluate this possibility, we developed a bilingual chat called Culture-to-Chat or C2C that provides a communication channel and has resources that help its user to create messages in a second language. In the computer-mediated communication field, it is possible to notice that people are crossing geographic borders and having opportunities to share experiences among different cultures. Sharing information in a non native language can be difficult to some users. Some computational tools that support communication uses machine translation to aid users that need to work with different language. C2C also uses this approach and adopts a semantic network of cultural knowledge, collaboratively built on the Web through the Open Mind Common Sense in Brazil project (OMCS-Br) to work with cultural expression, in other words, terms whose meaning depends on user‟s culture. Following a user-centered design approach that focuses on prototyping, we present the development of C2C passing by low, middle and high fidelity prototypes. In order to observe how this computational tool is used and collect the opinion of target users, we perform a pilot study involving Brazilian and Canadian users. This study showed some enhancements for the tool and pointed evidences that this chat contributes to the communication between people with different cultural backgrounds.
Neste trabalho é descrito como o conhecimento de senso comum em conjunto com a tradução automática pode apoiar a comunicação entre pessoas de diferentes culturas. Para verificar a viabilidade do senso comum foi desenvolvido um chat bilíngue chamado Culture-to-Chat ou C2C, que, além de prover um canal de comunicação, possui mecanismos que auxiliam o usuário na criação de mensagens em língua estrangeira. No campo da comunicação mediada por computador, percebe-se que as pessoas estão cruzando as fronteiras geográficas e tendo oportunidades de troca de experiências entre diferentes culturas. Para alguns usuários, essa troca de informações é feita em uma língua não nativa, o que pode ser uma tarefa difícil para eles. Algumas ferramentas computacionais que apoiam a comunicação propõem o uso de tradução automática para trabalhar com usuários falantes de diferentes línguas. O C2C, além de adotar tal estratégia, adota a rede semântica de conhecimento cultural construida colaborativamente via Web do projeto Open Mind Common Sense no Brasil (OMCS-Br) para trabalhar com expressões culturais, ou seja, termos cujo significado depende da cultura do usuário. Utilizando uma abordagem centrada no usuário focando-se em prototipação, o desenvolvimento do C2C e suas funcionalidades são apresentados por meio de protótipos de diferentes níveis de fidelidade (baixa, média e alta). Com o intuito de observar o uso dessa ferramenta computacional e coletar opiniões de usuários, foi realizado um estudo piloto envolvendo usuários brasileiros e canadenses. Tal estudo mostrou possíveis melhorias pra a ferramenta e apontou indícios de que este chat contribui na comunicação entre pessoas de diferentes culturas.

En tant que forme émergente d'interaction médiatisée, la diffusion en direct (live streaming) est devenue une pratique en pleine expansion qui combine les caractéristiques techniques et interactionnelles de l'interaction vidéo-médiatisée et du chat multi-participants. Le live streaming à l'aide d'appareils mobiles sur plusieurs plateformes est donc une pratique dans laquelle les diffuseurs (streamers) et les spectateurs interagissent sous des formes hautement asymétriques: l'affichage vidéo du diffuseur et le texte écrit du spectateur. Cette thèse de doctorat s'intéresse au live streaming en tant que phénomène interactionnel d'un point de vue séquentiel. S'appuyant sur des données vidéo enregistrées d'activités advenant naturellement dans des live streams orientés vers la vie quotidienne sur Twitter (maintenant ‘X') et sur l'ethnométhodologie et l'analyse conversationnelle (EMCA) comme perspective théorique et méthodologique, la thèse explore comment l'utilisation de multiples ressources (par exemple, parlées, écrites et corporelles), ainsi que la manipulation des ‘affordances' des appareils permettent de produire les cadres de participation propres aux live streams et l'accomplissement de différentes actions conjointes de manière séquentielle. La dissertation se compose de quatre articles de recherche principaux, traitant quatre phénomènes interactionnels caractéristiques des live streams. Le premier analyse les séquences d'ouverture des live streams. Contrairement aux conversations téléphoniques et leur séquence ‘canonique' d'ouverture, les ouvertures de live streams apparaissent plus variables, avec de multiples cadres de participation stratifiés, bien qu'il y ait généralement une phase d'installation reconnaissable où l'activité de diffusion commence. La thèse identifie des préoccupations interactionnelles spécifiques aux ouvertures, à savoir l'attente d'un public adéquat, par les streamers, la manière dont ceux-ci gèrent les interactions avec le public à la fois dans son ensemble, et de manière individuelle dans le cadre d'une relation invité/hôte, et les préoccupations affichées par les participants concernant l'intelligibilité immédiate du stream. L'article II discute de la manière dont les diffuseurs et les spectateurs démontrent attention et engagement en formulant ce que les streams rendent remarquables. Il examine ainsi comment les streamers et les spectateurs produisent des des séquences initiées par des remarques (noticings), et comment l'affinité particulière des live streams avec cette pratique à la fois attentionnelle et interactionnelle peut conduire à une 'effervescence attentionnelle' caractéristique. L'article III inspecte l'activité de dégustation dans le live streaming, où la dégustation est accomplie comme un processus interactif et multimodal qui combine l'expérience sensorielle individuelle avec une dimension publique, et intersubjective. L'article IV enquête les séquences de clôture dans le live streaming. Nous montrons comment les participants s'y orientent vers l'organisation des clôtures caractéristique de la conversation ordinaire, mais d'une manière très sensible aux affordances des diffusions vidéo en direct. La thèse fournit donc une analyse systématique des propriétés interactionnelles les plus caractéristiques du live streaming
As an emerging form of mediated interaction, live streaming has become a rapidly growing practice that combines the technical and interactional features of video-mediated interaction and multi-party chat. Live streaming with mobile devices on multiple platforms has thus been a practice in which streamers and viewers interact in highly asymmetric forms—the streamer's video display and the viewer's written text. This doctoral dissertation focuses on live streams as interactional phenomena from a sequential perspective. Drawing on video-recorded data from ordinary users' naturally unfolding activities in daily life-oriented live streams on Twitter (now ‘X') and taking ethnomethodology and conversation analysis (EMCA) as its theoretical and methodological perspective, the thesis explores how the use of multiple (e.g., spoken, written and embodied) resources, as well as the manipulation of affordance of the devices in establishing the participation framework of live streaming interactions and achieving different joint actions stepwise. The dissertation consists of four main research articles, each focusing on a typical interactional phenomenon in live streaming. All of the articles have been published or are under review. Article I investigates the openings of live streaming. Unlike phone conversations with a canonical opening sequence, live stream openings appear more variable, with laminated participation frames, although there is usually a recognizable "installation" phase where the stream activity begins. We also identified interactional concerns in the opening, that is, the streamers' wait for an adequate audience, their collective and individual management of viewers within a guest/host relationship, and the concern of participants regarding the immediate intelligibility of the stream. Article II discusses how streamers and viewers manage attention and engagement through noticing-based actions. It looks at how streamers and viewers produce noticing sequences and noticing-based sequences, and how the orientation towards noticing may lead to a distinctive form of ‘noticing effervescence.' Article III inspects the activity of tasting in live streaming, re-examining tasting in this particular ecology as an interactive process that combines individual sensory experience with a public, witnessable, and intersubjective dimension. Article IV investigates the organization of closing sequences in live streaming. It shows that while participants can be seen to orient to the sequential organization of closings in ordinary conversation, they do so in a way that is particularly sensitive to the affordances of live video streams. The thesis thus provides a systematic analysis of the most characteristic interactional properties of live streaming

This research showed that online counselling has the potential to increase the help-seeking of secondary school students - especially those who suffer from high levels of psychological distress. An investigation of why school counsellors are currently reluctant to provide an online counselling service identified a number of barriers to implementing such a potentially vital service. Response to focus groups and surveys completed by students and school counsellors indicated that more distressed students prefer to use online counselling and they would use it for sensitive topics. School counsellors remain concerned about effectiveness, ethical, legal and privacy issues as well as potential misuse of the service. Recommendations for implementation are made.

La tesi si colloca nell'ambito di studi sulla fraseologia nell'inglese prodotto da apprendenti. Presenta uno studio empirico delle sequenze di parole più ricorrenti in un corpus di inglese prodotto da apprendenti di livello avanzato durante chat asincrone in contesto universitario italiano. Secondo la letteratura d'area, sia nella lingua scritta che in quella parlata, le sequenze di parole degli apprendenti rivelano una scarsa attenzione alla variazione del registro a seconda del mezzo di comunicazione usato. Al fine di verificare la presenza di questa caratteristica in un tipo di comunicazione che si trova in posizione intermedia tra i due poli del continuum esistente tra parlato e scritto, la presente ricerca ha analizzato quantitativamente e qualitativamente le sequenze di parole più frequenti nel corpus di comunicazioni mediate dal computer (CMC) raccolto nell'ambito della presente ricerca. Successivamente, le sequenze più frequenti sono state confrontate con quelle estratte da due corpora di interlingua inglese prodotta da apprendenti italofoni, uno di testi scritti (ICLE, Granger et al. 2002) e uno interviste orali (LINDSEI, Gilquin et al. 2010 ). Il confronto ha rivelato che le sequenze più ripetute dagli apprendenti hanno caratteristiche distintive nei vari media e supporta solo in parte i precedenti studi in materia. Ciò è probabilmente dovuto sia alle caratteristiche di informalità e immediatezza della comunicazione mediata dal computer, che ai vantaggi motivazionali e al diverso tipo di elaborazione linguistica connaturato alla CMC. Per l'apprendente la CMC non presenta la stessa pressione comunicativa del parlato e, allo stesso tempo, egli ha la possibilità di monitorare la propria produzione in quanto distanziata da sé dal mezzo elettronico.
The present dissertation contributes to studies of phraseology in learner English. It is an analysis of recurrent sequences of words in a corpus of learner Computer-mediated Communication. English, collected by means of asynchronous chats in an Italian university context. Previous research has argued that the use of recurrent word sequences plays a major role in learner English fluency both in writing and in speech, and is one of the factors behind learner English register failures. Using a corpus-driven approach, the study analyses the most frequent word sequences extracted from the specially compiled Learner Chat Corpus (LCC). To determine the level of adaptation of learner English to different registers, data regarding 3-word sequences from LCC is compared with the Italian subcomponents of a well-known corpus of learner writing (ICLE, Granger et al. 2002) and a corpus of learner speech (LINDSEI, Gilquin et al. 2010 ). The cross-corpus comparisons provide evidence that learners employ combinations which make their English suitable to the mode they are using for communication. Quantitative and qualitative findings from the present research support only in part previous studies of learner English in terms of recurrent sequences. This is probably due both to the informality and spoken-like quality of CMC, and to its motivational advantages and processing differences connected to the fact that learners can monitor their output while communicating because learner language production is distanced by the electronic means.

La tesi si colloca nell'ambito di studi sulla fraseologia nell'inglese prodotto da apprendenti. Presenta uno studio empirico delle sequenze di parole più ricorrenti in un corpus di inglese prodotto da apprendenti di livello avanzato durante chat asincrone in contesto universitario italiano. Secondo la letteratura d'area, sia nella lingua scritta che in quella parlata, le sequenze di parole degli apprendenti rivelano una scarsa attenzione alla variazione del registro a seconda del mezzo di comunicazione usato. Al fine di verificare la presenza di questa caratteristica in un tipo di comunicazione che si trova in posizione intermedia tra i due poli del continuum esistente tra parlato e scritto, la presente ricerca ha analizzato quantitativamente e qualitativamente le sequenze di parole più frequenti nel corpus di comunicazioni mediate dal computer (CMC) raccolto nell'ambito della presente ricerca. Successivamente, le sequenze più frequenti sono state confrontate con quelle estratte da due corpora di interlingua inglese prodotta da apprendenti italofoni, uno di testi scritti (ICLE, Granger et al. 2002) e uno interviste orali (LINDSEI, Gilquin et al. 2010 ). Il confronto ha rivelato che le sequenze più ripetute dagli apprendenti hanno caratteristiche distintive nei vari media e supporta solo in parte i precedenti studi in materia. Ciò è probabilmente dovuto sia alle caratteristiche di informalità e immediatezza della comunicazione mediata dal computer, che ai vantaggi motivazionali e al diverso tipo di elaborazione linguistica connaturato alla CMC. Per l'apprendente la CMC non presenta la stessa pressione comunicativa del parlato e, allo stesso tempo, egli ha la possibilità di monitorare la propria produzione in quanto distanziata da sé dal mezzo elettronico.
The present dissertation contributes to studies of phraseology in learner English. It is an analysis of recurrent sequences of words in a corpus of learner Computer-mediated Communication. English, collected by means of asynchronous chats in an Italian university context. Previous research has argued that the use of recurrent word sequences plays a major role in learner English fluency both in writing and in speech, and is one of the factors behind learner English register failures. Using a corpus-driven approach, the study analyses the most frequent word sequences extracted from the specially compiled Learner Chat Corpus (LCC). To determine the level of adaptation of learner English to different registers, data regarding 3-word sequences from LCC is compared with the Italian subcomponents of a well-known corpus of learner writing (ICLE, Granger et al. 2002) and a corpus of learner speech (LINDSEI, Gilquin et al. 2010 ). The cross-corpus comparisons provide evidence that learners employ combinations which make their English suitable to the mode they are using for communication. Quantitative and qualitative findings from the present research support only in part previous studies of learner English in terms of recurrent sequences. This is probably due both to the informality and spoken-like quality of CMC, and to its motivational advantages and processing differences connected to the fact that learners can monitor their output while communicating because learner language production is distanced by the electronic means.

L'intérêt pour l'utilisation de tablettes en classe se traduit par le développement d'un grand nombre d'applications éducatives. Cependant, peu de travaux prennent en compte le rôle de l'enseignant dans l'orchestration, c'est-à-dire la préparation en amont et la gestion en temps réel, de ce type de situation. Et lorsque des travaux de recherche proposent de fournir des outils informatiques pour supporter les enseignants dans cette orchestration, les logiciels développés sont souvent spécifiques à un exercice et ne peuvent donc pas être réutilisés pour l’orchestration d’exercices différents. Le travail de cette thèse se place dans ce contexte et vise à fournir une librairie d’outils logiciels pouvant servir de base pour le développement de technologies d’orchestration. Pour cela, je propose (1) une modélisation de l’orchestration d’un scénario pédagogique qui explicite les actions d’orchestration d’un enseignant et sur quoi portent ces actions ; (2) des modèles d’interface utilisateur offrant la possibilité aux enseignants de réaliser ces actions d’orchestration ; (3) un framework logiciel pour tablette facile à instancier implémentant ces modèles d’interface, et dont les instanciations ont pour objectif de supporter efficacement un enseignant dans l’orchestration d’une situation donnée
The use of tablets in classrooms is soaring. This phenomenon can be witnessed by the large amount of applications developed for educational purposes. Yet, little work has addressed the teacher’s role in the orchestration, which stands for the planning beforehand and the management at run-time, of such situations. When these works do address this issue, it often leads to the design of software applications that are too tied to a specific exercise, making these applications difficult to reuse in a different situation. This doctoral project falls within this context and attempts to build a software framework that can serve as a foundation for the development of orchestration technologies. To do so, I propose (1) a model of orchestration that make explicit the teacher’s orchestration actions and on what these actions; (2) abstract user interfaces that allow teachers to perform these orchestration actions; (3) an easy-to-instantiate software framework for tablets that implements these abstract user interfaces, and whose instantiations aim towards efficiently supporting teachers in the orchestration of a specific situation

Jag undersöker chattmeddelandet i forumet Facebook Messenger för att se om jag kan finna mönster i de språkliga egenskaper som återfinns. Jag undersöker om egenskaperna innehar mest talspråkliga eller mest skriftspråkliga egenskaper, alternativt om egenskaperna kan anses vara unika för internetchatt. Syftet är att betrakta om chattspråk kan anses vara en självständig varietet i svenska språket.   Materialet består av chattkonversationer från tio informanter födda på 1990-talet samt sju informanter födda på 1960-talet. Genom att söka språkliga mönster hos två olika åldersgrupper går det att belysa huruvida konventionella språkegenskaper i chatt kan vara en generationsfråga. Jag använder en kvantitativ innehållsanalys för att analysera mitt material då jag har valt att kvantifiera de chattspråksegenskaper som jag har funnit. Jag har kvalitativa inslag i min analys för att ha möjlighet att tolka mitt resultat.   Det går att finna mönster i informanternas chattspråk. Det är vanligt att informanter brukar två utropstecken på rad, ”!!”, när de vill betona något i sitt meddelande. Det är också vanligt att utelämna information från chattmeddelanden: framförallt subjektspronomen eller prepositioner.   Det finns skillnader åldersgrupperna emellan. De yngre informanterna brukar många emoticoner medan de äldre gör det vid enstaka tillfällen. De yngre informanterna brukar emoticoner som satsavdelare – i stället för punkt och kommatecken – medan de äldre skriver enligt mer formella skriftspråksnormer. De äldre informanterna skriver ofta inledningar och avslutningar på sina meddelanden vilket de yngre inte gör.   Chattspråk, eller internetspråk, kan sägas vara en självständig språkvarietet även om de flesta språkliga egenskaperna inte är genuint nya. Verksamheten för kommunikation styr språket. Syftet med var och varför människor skriver till varandra har förändrats på grund av internet, vilket påverkar språket.

With the propagation of individuals' presence in various online environments from social networks (e.g., Facebook, Twitter) and dating websites (e.g., Match.com, eHarmony.com) to personal blogs (e.g., WordPress.com) and employment websites (e.g., linkedIn.com), the need to understand online social dynamics has grown. In many cases, people are experiencing introductions online rather than in-person. In the absence of non-verbal information, one potentially important source of information available in virtual environments and communication is in the way people use language. With the development of computerized word count tools, it has become increasingly feasible to analyze large samples of text-based stimuli (e.g., Ireland, et al., 2011; Mehl, Gosling, & Pennebaker, 2006; Pennebaker, Mehl, & Niederhoffer, 2003; Tausczik & Pennebaker, 2010). These analyses have been able to reliably reveal a number of traits (e.g., Big Five, gender) and states (e.g., depression) about the authors of the texts. In a study of approximately 500 dyads, participants were asked to spend 10 minutes in an online chat room getting to know an individual for whom they were unacquainted. Participants then rated one another on a number of personality and individual difference traits. Analyses focused on sample-level, pair-level, and trait-level self-other agreement within the sample. Additionally, linguistic mediators of the self-other agreement were investigated. A Brunswick Lens Model was employed in order to interpret the relationship between linguistic cues and overall judgmental accuracy. Results revealed that self-other agreement in the online chat environment was achieved slightly above chance. Traits that were perceived accurately included Extraversion, Political Liberalism, and Tradition. Results also revealed that there were a number of valid linguistic markers to predicting accurate personality judgment. These cues, however, were rarely utilized to achieve accuracy. Also, counter to hypotheses, linguistic style matching (or the degree to which individuals were mimicking each other linguistically) was not predictive of self-other agreement. It was, however, significantly related to interaction quality. Taken together, the findings revealed that computer-mediated environments are a valid context for forming impressions. However, valid cues are either not available or not detected by perceivers. Theoretical and practical implications are discussed as well as areas for future research.
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Coincidental increases in online instruction at institutions of higher education and in online social networking generally in the U.S. have created opportunities for research into how digital interpersonal connectivity affects online learning. This study examined interactive webcasts, or webcasts plus chat, that were part of an online undergraduate course covering Internet knowledge and skills at a large public university. Symbolic interactionism served as the theoretical framework for explicating interactive webcasts as useful online learning environments by exploring the complex processes that instructional staff employed to manage their actions and interactions as moderators in the webcasts and chats. A constructivist grounded theory approach guided the collection and analysis of empirical data in the form of webcast media and transcripts, chat logs, students‘ reflective writing, and semi-structured, intensive interviews with instructional staff. From the study emerged theoretical categories in three tiers related to a generalized moderator process called minding the verge: moderators minded the verge in three conditions of interaction– converging, attending, and diverging; in three loci of interaction – webcasts, chats, and webcasts+chat; and through six actions of moderating – bonding, orientating, guiding, tending, validating, and branching. The results of this study provide moderators for the course with insights into their actions in the interactive webcasts and with concepts moderators can use to explore how to manage interactive webcasts more effectively. Beyond effecting substantive changes to interactive webcasts for the course, the study may guide others who wish to pursue further studies of webcasts+chat as they occur in the course or elsewhere, or of other mixed-media environments, or who wish to adopt mixed-media environments for instruction. Other potential areas for research that emerged from this study include the affective states of participants in the webcasts+chat and the use of affective devices, such as emoticons and abbreviations, for showing affective states; the effect that format has on the efficacy of webcasts+chat used for computer-mediated instruction; and the processes students employ to manage actions and interactions in the webcasts and chats.
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The purpose of the study was to investigate the prevalence and quality of on-line friendships, to find which individual characteristics differentiate people who look for and form on-line friendship(s) from those who don't, and to discover factors which are of importance for the development of on-line friendship(s). 574 Internet users completed an on-line questionnaire. The results showed that: (1) almost 50% of respondents had on-line friendship(s); (2) off-line friendships were better developed than on-line friendships. However, there was only a minor difference between the quality of the best off-line and best on-line friendships; (3) the Internet was a safe place for building personal relationships, especially for shy individuals; (4) people who felt lonely were more likely to turn to the Internet to find friends; (5) Internet usage and attitudes to the Internet were significant factors that differentiated those who looked for and formed friendship(s) on-line from those who didn't.
Psychology
M.A. (Psychology)