Cette étude exploratoire s’inscrit dans un projet d’analyse des (dis)fluences sur un corpus français oral spontané et préparé qui prend en compte les différentes modalités du discours (linguistique, ...vocal, visuel, gestuel) et qui s’inscrit dans une perspective de linguistique interactionnelle. Les (dis)fluences, caractérisées par une interruption du flux verbal et vocal, ont souvent été strictement analysées du point de vue de la production, et cette étude a pour objectif de dépasser cette approche formelle et de rendre compte de leur ambivalence fonctionnelle et de leur contribution à l’interaction. L’analyse porte sur une paire de locuteurs du corpus, et les résultats préliminaires indiquent un taux de (dis)fluence plus élevé en contexte de discours préparé en classe qu’en conversation semi-spontanée, ce qui servira de point de départ pour de futures analyses quantitatives plus détaillées sur l’ensemble des données. Cet article repose sur des analyses qualitatives fines d’un extrait de séquence narrative humoristique qui soulignent la dimension interactionnelle des (dis)fluences et la manière dont elles peuvent être employées par les locuteurs à des fins discursives et rhétoriques dans le cadre de tâche narrative.
Uh did you know? The role of (dis)fluencies in interactional contexts: an exploratory and qualitative study. The present study is part of a research project conducted on (dis)fluencies in a French oral corpus of spontaneous and prepared speech which takes into account the different modalities of discourse (linguistic, vocal, visual, and gestural). (Dis)fluencies, which are characterized by an interruption of the vocal and verbal channel, have often been strictly analyzed from a production perspective. Grounded in an interactional approach to language, the aim of the present study is to go beyond this formal approach and to take into account their functional ambivalence and their contribution to the interaction. The analysis is taken from one pair of the corpus, and the preliminary results indicate a higher rate of (dis)fluencies in prepared speech than in conversation. This finding will be used as a starting point for future quantitative analyses on the data. The point of this article is to focus on qualitative analyses on a video extract taken from a humorous sequence in order to stress out their interactional dimension and the way speakers make use of (dis)fluencies for discursive and rhetorical purposes.
Cognitive scientists have long been interested in the role that eye gaze plays in social interactions. Previous research suggests that gaze acts as a signaling mechanism and can be used to control ...turn-taking behaviour. However, early research on this topic employed methods of analysis that aggregated gaze information across an entire trial (or trials), which masks any temporal dynamics that may exist in social interactions. More recently, attempts have been made to understand the temporal characteristics of social gaze but little research has been conducted in a natural setting with two interacting participants. The present study combines a temporally sensitive analysis technique with modern eye tracking technology to 1) validate the overall results from earlier aggregated analyses and 2) provide insight into the specific moment-to-moment temporal characteristics of turn-taking behaviour in a natural setting. Dyads played two social guessing games (20 Questions and Heads Up) while their eyes were tracked. Our general results are in line with past aggregated data, and using cross-correlational analysis on the specific gaze and speech signals of both participants we found that 1) speakers end their turn with direct gaze at the listener and 2) the listener in turn begins to speak with averted gaze. Convergent with theoretical models of social interaction, our data suggest that eye gaze can be used to signal both the end and the beginning of a speaking turn during a social interaction. The present study offers insight into the temporal dynamics of live dyadic interactions and also provides a new method of analysis for eye gaze data when temporal relationships are of interest.
What happens to your brain you’re having a good conversation? Charles Duhigg, author of “Supercommunicators”, joins Alok Jha to delve into the topic on “Babbage”, our science and technology podcast.
Extensive prior research has shown that the perception of an emotional facial expression automatically elicits a corresponding facial expression in the observer. Theories of embodied emotion, ...however, suggest that such reactions might also occur across expressive channels, because simulation is based on integrated motoric and affective representations of that emotion. In the present studies, we examined this idea by focusing on facial and experiential reactions to nonverbal emotion vocalizations. In Studies 1 and 2, we showed that both hearing and reproducing vocalizations of anger, disgust, happiness, and sadness resulted in specific facial behaviors, as well as congruent self-reported emotions (Study 2). In Studies 3 and 4, we showed that the inhibition of congruent facial actions impaired listeners' processing of emotion vocalizations (Study 3), as well as their experiences of a concordant subjective state (Study 4). Results support the idea that cross-channel simulations of others' states serve facilitative functions similar to more strict imitations of observed expressive behavior, suggesting flexibility in the motoric and affective systems involved in emotion processing and interpersonal emotion transfer. We discuss implications for embodiment research and the social consequences of expressing and matching emotions across nonverbal channels.
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Since its inception, a core aspiration of deliberative democracy has been to enable more and better inclusion within democratic politics. In this article, we argue that deliberative democracy can ...achieve this aspiration only if it goes beyond verbal forms of communication and acknowledges the crucial role of non-verbal communication in expressing and exchanging arguments. The article develops a multidimensional approach to deliberative democracy by emphasizing the visual, sonic and physical dimensions of communication in public deliberation. We argue that non-verbal modes of communication can contribute to public deliberation when they (1) are used as part of reason-giving processes, (2) enable the inclusion of marginalized actors in public debates and (3) induce reflection and encourage new ways of thinking about the public controversies at hand.
Objectives
Therapists have experienced unique challenges and reported reduced competency when delivering teletherapy compared with in‐person therapy. This study aimed to examine the association ...between therapists' non‐verbal communication abilities and perceived skills in teletherapy.
Methods
Using a geographically diverse sample of 323 therapists, we assessed therapists' perceived skills in teletherapy and in‐person therapy and calculated the relative skills by subtracting one rating from the other. We performed multivariate regressions to explore whether and how therapists' non‐verbal communication abilities (i.e., emotion recognition ability, non‐verbal emotional expressiveness and affective communication) were associated with their perceived skills in teletherapy and in‐person therapy as well as the relative skills in teletherapy versus in‐person therapy.
Results
Non‐verbal emotional expressiveness and affective communication were positively associated with therapists' perceived skills in teletherapy. Therapists with stronger non‐verbal emotional expressiveness perceived their skills as relatively less reduced in teletherapy versus in‐person therapy compared to those with poorer non‐verbal emotional expressiveness.
Conclusion
More research and training are needed to address the unique challenges in teletherapy, particularly around the ability to express emotions and facilitate non‐verbal communication.
Oralidade no espaço acadêmico Zembruski, Soeli Staub; Dos Santos, Adelcio Machado
GeSec,
01/2023, Volume:
14, Issue:
1
Journal Article
Peer reviewed
Open access
O presente artigo se constitui como sequência do estudo denominado: O olhar da Pesquisadora sobre sua Trajetória Intelectual, no qual são apresentadas as primeiras considerações sobre o processo de ...formação de identidade linguística da pesquisadora e que se desdobram na análise das manifestações orais tanto da docente quanto dos estudantes de uma turma de mestrado na cidade de Lages, no estado de Santa Catarina. Com o objetivo de melhor compreender os mais diversos aspectos que compõem a comunicação oral, destacadamente no espaço acadêmico. Para responder a estas questões, realizou-se uma análise de material de gravação de aulas síncronas ofertadas durante o período pandêmico em 2020. Também se realizou pesquisa por meio de formulário google para conhecer a percepção dos estudantes em relação à comunicação oral em diferentes ambientes, de modo especial o acadêmico. Os participantes foram 22 estudantes com diferentes perfis profissionais e faixa etária de maioria entre 25 e 50 anos (apenas 01 respondente afirma ter mais de 50 anos). Os resultados revelam que a professora manteve marcas linguísticas de sua infância e adolescência e também que os estudantes, embora admitam a riqueza cultural das variações linguísticas e o uso de expressões coloquiais durante as aulas, consideram a norma culta o padrão linguístico mais apropriado a ser empregado no espaço acadêmico. Espera-se que tais resultados e reflexões contribuam para que ocorram mais investigações acerca do lugar da fala e da espontaneidade no espaço acadêmico, bem como reflexões sobre a centralidade do professor nas aulas.
Background:Individual healthcare plans (IHPs) are documents written in collaboration between children and young people (CYP), families, healthcare professionals (HCPs), and education professionals. ...Primarily aimed at informing schools, IHPs outline CYP’s individual health and wellbeing needs, and can facilitate conversations to identify CYP’s needs and priorities in school.Objectives:To explore how IHPs can be used as a shared-management tool for CYP with JIA.Methods:A secondary analysis of underused data from a UK-based qualitative study exploring JIA self- and shared-management support 1 was conducted. Thematic analysis of the data was undertaken using NVivo12.Results:Three themes emerged: 1) awareness of IHPs; 2) IHPs as a holistic communication tool of CYP’s needs; and 3) HCP influence over IHPs. There appeared to be a poor awareness of IHPs and the existence of a JIA-IHP template on the Health Conditions in School Alliance website. This lack of awareness applied across all stakeholder groups, including HCPs – some of whom were aware of IHPs, but had never used them or directed families to them. Similarly, some parents were aware of IHPs, but stated that their child had not been given one. When IHPs became part of the conversation, it appeared to be in response to when issues surfaced, particularly at school. Moreover, when IHPs were in place, additional challenges materialised in ensuring relevant members of staff were aware of IHPs, and then able to interpret the contents and apply the recommendations consistently and appropriately. Adapted versions of IHPs, in the form of disease passports and ‘all about me’ summaries, were also mentioned, where all the relevant information about CYP is appropriately detailed in a summarised fashion and would be utilised to educate new staff. IHPs were considered useful resources in helping CYP and their families document and articulate their needs. Ensuring IHPs were bespoke to individual CYP was highlighted, reflecting their unique and evolving needs and the way in which their condition impacts their life over time; ensuring they are maintained and regularly updated, at least annually. Extending beyond their utility in documenting CYP’s needs, IHPs were regarded as useful facilitators of communication and shared decision making; better equipping families in proactively engaging with their child’s school to help them learn, particularly if they were hesitant to approach and speak to staff members. The need for multidisciplinary input towards IHPs was also highlighted, though it was less clear as to who was responsible for initiating the conversation about IHPs amongst HCPs, and subsequent completion and implementation. Some parents described instances where the onus was on them to complete the IHP and co-ordinate the relevant input from HCPs before sharing with their child’s school. However, this was not the case for all families, and further, completion of IHPs could be difficult, especially in the immediate post-diagnosis timeframe. It became clear that there was a need for greater focus on IHPs from HCPs, with more regular discussions in clinic. One participant hypothesised that the IHP could guide the conversation between HCPs and CYP, by working through the IHP, addressing different topics such as participation at school, physical activity, psychosocial wellbeing, and socialising, which may or may not be asked during conventional consultations.Conclusion:IHPs play a potentially important role as a holistic, shared-management communication tool between CYP, families, HCPs, patient organisations, and education professionals. However, awareness of IHPs is variable, with no current, standardised approach for their application into routine practice. With templated IHPs for JIA already available, assignment of responsibility for their completion, and regular maintenance, could help CYP and families articulate their needs and preferences more consistently, thus enhancing their involvement in shared decision making to improve the way in which they manage their health and wellbeing.REFERENCES:1 Stones S, Swallow V, and Milnes L. Ann Rheum Dis 2022;81(1):79.Acknowledgements:NIL.Disclosure of Interests:Simon Stones Owns share options in Envision Pharma Group, Employee of Envision Pharma Group.
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