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Interaction Style (interaction + style)

Distribution by Scientific Domains

Humanities and Social Sciences	33%

Selected Abstracts

The Secret Lives of Liberals and Conservatives: Personality Profiles, Interaction Styles, and the Things They Leave Behind

POLITICAL PSYCHOLOGY, Issue 6 2008
Dana R. Carney
Although skeptics continue to doubt that most people are "ideological," evidence suggests that meaningful left-right differences do exist and that they may be rooted in basic personality dispositions, that is, relatively stable individual differences in psychological needs, motives, and orientations toward the world. Seventy-five years of theory and research on personality and political orientation has produced a long list of dispositions, traits, and behaviors. Applying a theory of ideology as motivated social cognition and a "Big Five" framework, we find that two traits, Openness to New Experiences and Conscientiousness, parsimoniously capture many of the ways in which individual differences underlying political orientation have been conceptualized. In three studies we investigate the relationship between personality and political orientation using multiple domains and measurement techniques, including: self-reported personality assessment; nonverbal behavior in the context of social interaction; and personal possessions and the characteristics of living and working spaces. We obtained consistent and converging evidence that personality differences between liberals and conservatives are robust, replicable, and behaviorally significant, especially with respect to social (vs. economic) dimensions of ideology. In general, liberals are more open-minded, creative, curious, and novelty seeking, whereas conservatives are more orderly, conventional, and better organized. [source]

Infants' Attention and Responsiveness to Television Increases With Prior Exposure and Parental Interaction

INFANCY, Issue 1 2008
Rachel Barr
This study examined the relation between early television exposure and parental interaction style during infant-directed television programs on 2 outcomes: infant looking time and infant responsiveness. By quasi-experimental design half of the 12- to 18-month-old infants had prior exposure to the program content and the other half did not. Cluster analysis based on parental verbalizations revealed 3 types of parental coviewing style: high, medium, and low scaffold. Looking time was significantly higher for infants previously exposed to these videos than for those who were not. Infant looking time was also significantly higher, and infants responded more, when parents provided high levels of scaffolding in the form of questions and labels or descriptions. The results suggest that both prior exposure and parental style are associated with infant attention and responsiveness to television and have important implications for both parents and television producers. [source]

Impact of mother interactive style on infant affect among babies exposed to alcohol in utero

INFANT MENTAL HEALTH JOURNAL, Issue 4 2006
Jean Lowe
This study examined the ability of infants prenatally exposed to alcohol to regulate their affect during and after a stressor. Specifically, the Still-Face Paradigm (Tronick, Als, Adamson, Wise, ' Brazelton, 1978) was used as a stress induction paradigm to assess both mother-infant interaction and infant self-regulation. In addition to the mothers' interactive style, the effect of mothers' drinking during and after pregnancy on the infant was explored. Participants were 76 six-month-old infants and their mothers. Infant affect and maternal interaction style was coded second-by-second for the 6 min of the Still-Face Paradigm. Results indicated that infants whose mothers made fewer attempts at engaging them during the play portion of the still-face (e.g., either watched their infant or paid minimal attention to their infant) showed greater negative affect in contrast to infants whose mothers played in an interactive manner. A gender effect was found among female infants. That is, female infants whose mothers drank more during pregnancy showed greater negative affect. The study demonstrates the possibility of early identification of negativity in infants with prenatal alcohol exposure. The impact of mother-child relationship on emotional regulation of infants prenatally alcohol exposed may be a target of future intervention and further study. [source]

Teens' consumer interaction styles: the impact of assertive and aggressive behaviour on attitudes towards marketing practices

INTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 2 2010
Christy Crutsinger
Abstract Over half-billion global teens between the ages of 13 and 18 years represent a dynamic opportunity for marketers who wish to grow their businesses and build consumer loyalty. Consumer interaction styles are the consistent behaviour patterns that individuals employ in transactions or exchanges in the marketplace. Assertiveness and aggressiveness represent two distinct interaction styles that enable individuals to achieve a desired outcome. Because teen consumers are an important consumer segment and subscribe to the notion that their voices must be heard, understanding their interaction styles is necessary for businesses and marketers. The purpose of this study was to examine teens' consumer interaction styles according to specific demographic and lifestyle characteristics and investigate the impact of assertive and aggressive interaction styles on attitudes towards marketing practices (i.e. product, retailing, advertising, and pricing). Data were collected from a US teen sample (n = 467) at both rural and urban high schools. Independent t -tests compared the propensity of teens' assertive and aggressive consumer interaction styles according to specific demographic and lifestyle characteristics. Structural Equation Modeling using AMOS 6.0 program was performed to test the hypothesized relationships. Results indicated that an assertive interaction style was pervasive among US teen consumers, while the aggressive interaction style had disparities according to unique demographic and lifestyle characteristics. Assertive and aggressive interaction styles demonstrated negative influences on teen consumers' attitudes towards products and retailing practices. By interpreting the negative impact of teens' assertive and aggressive consumer interaction styles, marketers can develop effective strategies that appeal to this demanding consumer. [source]

People with intellectual disability as neighbours: Towards understanding the mundane aspects of social integration

JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2010
Laura M. van Alphen
Abstract Although people with intellectual disabilities (ID) are increasingly expected to relocate from traditional institutional care to ,regular' neighbourhood housing facilities and socially integrate in these neighbourhoods, little is known about how they are perceived and appreciated as neighbours. This paper reports on interviews carried out with 30 neighbours without ID who were neighbours of small-scale care facilities for people with ID. Interviews addressed the neighbours' everyday experiences of neighbouring in general, and neighbouring people with ID in particular. Neighbouring, for these informants, called for a fine balance between friendliness without over-involvement. While they were generally positive about their interactions with their neighbours with ID, it emerged that the formal nature of the care facility and the interaction style of some of the neighbours with ID often contravened informants' assumptions about neighbouring. Informants expressed concern about a possible lack of appropriate distance, reciprocity and accountability among their neighbours with ID. The nature of the care facility, with paid staff, often group activities, formal means of achieving the everyday small tasks which neighbours sometimes do for each other, and a high turnover of residents, all undermined the possibility of a typical neighbourly relationship. In conclusion, we suggest that integration of people with ID into everyday neighbouring relationships raises complex challenges for care organizations that need to find a balance between supporting the needs of people with ID they care for, adequate support and mediation for other neighbours when necessary, and all the while avoid becoming overly involved in neighbouring as a formal partner. Copyright © 2010 John Wiley & Sons, Ltd. [source]

Mediating between predetermined order and chaos: the role of the teacher in task-based language education

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2009
Kris Van den Branden
interactie; taakgericht onderwijs; leerkracht; taalleren Tasks are not blueprints for action. A number of empirical studies carried out in authentic classrooms have shown that teachers and students reinterpret the tasks they are offered by syllabus developers in ways that suit their own purposes, learning needs, and interaction styles. This observation has raised fundamental questions about the degree to which teachers who are working with tasks can make any prediction concerning the learning that will come of out of task-based interactional work. In addition, if learners' reactions to tasks are fairly unpredictable, teachers may be inclined to associate task-based work with organisational chaos and with the seemingly unattainable challenge of having to cater to every individual learner's personal whims. Drawing on classroom-based research carried out in Flanders, and describing two task-based lessons that were observed in authentic Dutch as a second language (DSL) classrooms, this paper shows that between the extremes of deterministic predictability on the one hand and complete chaos on the other lies a rich pedagogical space that teachers and learners who work with tasks can exploit to construct shared projects with clearly determined goals. Taaltaken zijn geen blauwdruk voor activiteit in de klas. Uit heel wat onderzoek naar klasinteractie blijkt dat leerkrachten en leerlingen de taken die ze krijgen voorgeschoteld, herinterpreteren, zodat ze beter aansluiten bij hun leerstijlen, interesses en interactiestijl. Dit roept de vraag op of leerkrachten die met taken werken nog wel enige voorspelling kunnen doen over wat hun leerlingen uit de taakuitvoering zullen leren. Bovendien dreigen heel wat leerkrachten taakgericht onderwijs te associëren met chaos in de klas, en met de schier onhaalbare uitdaging om op alle behoeften en reacties van alle individuele leerlingen te moeten inspelen. Op basis van onderzoek in Vlaamse klassen, en voortbouwend op 2 taakgerichte lessen die werden geobserveerd in Vlaamse NT2-klassen, illustreert dit artikel dat er tussen chaos en complete voorspelbaarheid een rijke pedagogische ruimte ligt. Binnen die pedagogische ruimte gaan leerkrachten en leerlingen samen aan de slag rond een gezamenlijk taakgericht project met duidelijke doeleinden. [source]