scholarly journals AIBO’s first words

2001 ◽  
Vol 4 (1) ◽  
pp. 3-32 ◽  
Author(s):  
Luc Steels ◽  
Frédéric Kaplan
Keyword(s):  
Social Learning ◽  
Learning Process ◽  
Strong Influence ◽  
Autonomous Robots ◽  
Language Game ◽  
Causal Role ◽  
Language Communication ◽  
First Words

This paper explores the hypothesis that language communication in its very first stage is bootstrapped in a social learning process under the strong influence of culture. A concrete framework for social learning has been developed based on the notion of a language game. Autonomous robots have been programmed to behave according to this framework. We show experiments that demonstrate why there has to be a causal role of language on category acquisition; partly by showing that it leads effectively to the bootstrapping of communication and partly by showing that other forms of learning do not generate categories usable in communication or make information assumptions which cannot be satisfied.

The trickle-down effect of empowering leadership: a boundary condition of performance pressure

2020 ◽  
Vol 41 (3) ◽  
pp. 399-414
Author(s):  
Gukdo Byun ◽  
Soojin Lee ◽  
Steven J. Karau ◽  
Ye Dai
Keyword(s):  
Boundary Condition ◽  
Social Learning ◽  
Task Performance ◽  
Learning Process ◽  
Empowering Leadership ◽  
Content Type ◽  
Performance Pressure ◽  
Hierarchical Levels ◽  
Trickle Down

PurposeBy taking a social learning perspective, this study examines the trickle-down effect of empowering leadership across hierarchical levels in an organization. Specifically, this study aims to demonstrate that the empowering leadership of higher-level leaders promotes the task performance of employees through the mediation of the empowering leadership of lower-level leaders. It also seeks to confirm the role of performance pressure as a boundary condition in social learning process.Design/methodology/approachUnder a moderated mediation framework, this study tests our hypotheses through a hierarchical regression analysis. The data used in the analysis is from the survey responses of 209 subordinate-supervisor dyads.FindingsThis study finds that the empowering leadership of higher-level leaders promotes the empowering leadership of lower-level leaders, which indirectly improves the task performance of employees. It also finds that performance pressure perceived by lower-level leaders moderates the relationship between the empowering leadership of higher- and lower-level leaders, thus moderating the proposed indirect effect.Research limitations/implicationsThis study complements the findings of previous studies by identifying the trickle-down effect of empowering leadership across different hierarchical levels in an organization and by highlighting its boundary condition. In addition, this study provides evidence for the presence of trickle-down effect of leadership in an Eastern culture.Practical implicationsThis study suggests the necessity of leadership education and training programs within organizations by revealing the importance of social learning process for promoting empowering leadership. In addition, it also suggests that performance pressure in an organization not only dampens empowering leadership but also has a negative effect on the task performance of employees.Originality/valueThis study demonstrates the influence mechanism of empowering leadership through a systematic verification of its trickle-down effect, which has been lacking in previous studies. It also highlights the moderating role of performance pressure, as a contextual factor, in the social learning and influence process of empowering leadership.

scholarly journals Properties of vocalization- and gesture-combinations in the transition to first words

2015 ◽  
Vol 43 (4) ◽  
pp. 890-913 ◽  
Author(s):  
EVA MURILLO ◽  
ALMUDENA CAPILLA
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Learning Process ◽  
Acoustic Properties ◽  
Acoustic Parameters ◽  
Early Stages ◽  
First Words ◽  
Structured Play

ABSTRACTGestures and vocal elements interact from the early stages of language development, but the role of this interaction in the language learning process is not yet completely understood. The aim of this study is to explore gestural accompaniment's influence on the acoustic properties of vocalizations in the transition to first words. Eleven Spanish children aged 0;9 to 1;3 were observed longitudinally in a semi-structured play situation with an adult. Vocalizations were analyzed using several acoustic parameters based on those described by Olleret al.(2010). Results indicate that declarative vocalizations have fewer protosyllables than imperative ones, but only when they are produced with a gesture. Protosyllables duration andf(0) are more similar to those of mature speech when produced with pointing and declarative function than when produced with reaching gestures and imperative purposes. The proportion of canonical syllables produced increases with age, but only when combined with a gesture.

scholarly journals [RETRACTED:] Proses Relasi Gender Pada Single Parent dalam Membentuk Identitas Gender Anak

2021 ◽  
pp. 239-252
Author(s):  
Camelia Arni Minandar ◽  
Siti Komariah ◽  
Tutin Aryanti
Keyword(s):  
Social Learning ◽  
Gender Identity ◽  
Identity Formation ◽  
Learning Process ◽  
Gender Norms ◽  
Single Parents ◽  
Single Parent ◽  
Double Burden ◽  
The Social

[This article is retracted because the authors have already submitted and published it elsewhere. The authors submitted it to another journal while the article was in the editorial process of Yinyang: Jurnal Studi Islam Gender dan Anak.] [Editor-in-chief: Vivi Ariyanti] ******************************    The problem of the status of being a single parent who experiences a change in role and has a double burden in the formation of a child’s gender identity, becomes a separate difficulty for single parents. The formation of gender identity itself is an important part of recognizing the concept of gender as a boy (masculine) or female (feminine) which is influenced by biological, social and cognitive factors during the socialization process of their parents. To describe this situation, this research study focuses on examining how gender relations between children and single parents of different sexes provide an understanding of children’s gender identity using social learning theory. In this study, a qualitative approach was used based on a critical review of the literature, both theoretical and empirical. The results showed that, the process of forming a gender identity in the socialization stage was considered to be an imbalance in the social learning process of gender identity. The domination of gender norms when the socialization of gender identity formation obscures the role of one gender, so that the meaning of gender is considered biased. The results showed that in single parent families, there tends to be an imbalance in the social learning process of gender identity because of the vacuum of gender roles. The domination of gender norms during the socialization of gender identity formation can obscure the role of one gender, so that the meaning of gender is considered biased.

The Role of Local Agencies in Developing Community Participation in E-Government and E-Public Services

2010 ◽  
pp. 286-305 ◽  
Author(s):  
Bridgette Wessels
Keyword(s):  
Social Learning ◽  
Community Participation ◽  
Learning Process ◽  
Public Services ◽  
Learning And Development ◽  
Implementation Processes ◽  
Planning Processes ◽  
Local Agencies ◽  
Research And Design

This chapter discusses the way in which understanding of participation in e-services has evolved through a social learning process within planning and implementation processes. The chapter traces the development of methodologies, partnerships and design constituencies in pilot projects that inform the development of inclusive e-services. It draws on case studies of e-services between 1995 and 2009 to show how planning processes become embedded in cycles of learning and development. E-services involve change in services as well socio-technological change and relate to change in forms of participation. This has led to the development of partnerships to plan and implement e-services and to the development of research and design methodologies that foster participation in the design and use of e-services.

Social Capital, Learning and EU Regional Policy Networks: Evidence from Greece

2001 ◽  
Vol 36 (2) ◽  
pp. 253-278 ◽  
Author(s):  
Christos J. Paraskevopoulos
Keyword(s):  
Social Capital ◽  
Social Learning ◽  
Learning Process ◽  
Regional Policy ◽  
Policy Networks ◽  
Level System ◽  
Structural Funds ◽  
The Third ◽  
Multi Level

This Article Discusses The Importance Of Social Learning For Eu public policy-making in general and regional policy in particular. The first section analyses the implications of the learning process for EU regional policy and examines its social and institutional prerequisites. Section two introduces the concepts of social capital and institutional networks as components crucial for the learning process and socialization function. The third section, based on the analysis of the role of social learning, delineates the multi-level system of governance in EU regional policy. The fourth section presents empirical evidence from Greek regions on the role of social learning in the implementation of EU regional policy (Structural Funds) programmes. Finally, the last section draws conclusions on the role of social learning in EU regional policy and lessons from the Greek experience.

Social learning in cluster initiatives

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Malgorzata Rozkwitalska ◽  
Anna Lis
Keyword(s):  
Social Learning ◽  
Learning Process ◽  
Information Transfer ◽  
Content Type ◽  
Level Of Involvement ◽  
Raising Awareness ◽  
Research Questions ◽  
In Cis ◽  
Practical Implications

Purpose The purpose of this paper is to portray social learning in cluster initiatives (CIs), namely, to explore, with the lens of the communities of practice (CoPs) theory, in what ways social learning occurs in CIs and discover how various CoPs emerge and evolve in CIs to facilitate a collective journey in their learning process. Subsequently, the authors address the following research questions: In what ways does social learning occur in CIs? How is social learning facilitated through the emergence and evolution of various CoPs in CIs? Design/methodology/approach The study applies the abduction approach for the interpretation of the collected data and attempts to create the best explanations for the observations on the basis of the CoP theory. The qualitative study of four CIs helped to identify various ways that social learning occurs in CIs and the role of the identified CoPs in the process. Social learning is portrayed as a collective journey within and between CoPs, where the interactions of their members deepen their level of involvement and help them to enhance learning in their CoP. Findings The paper shows ways that social learning occurs in CIs and describes the role of CoPs. It identifies three types of CoPs in CIs: participants, cooperators and locomotives. Additionally, it documents different ways of social learning in CIs, namely, one-way or two-way information transfer and raising awareness; demonstrating and inspiring; or motivating and educating. It also shows that while potentially every member of a CI has access to these practices, only a limited number of members are actually involved. Social learning in CIs is selective and some CI members accept their role as more peripheral in their CI. Research limitations/implications The research shows the application of the CoP theory to the analysis of social learning in CIs, a peculiar type of clusters. It describes how CoPs in the studied CIs varied in terms of the occurrence of learning. Furthermore, it reveals how social learning related to the level of involvement of CI members, namely, with an increase of involvement, the members formed more selective CoPs and strengthened their social learning. Nevertheless, the qualitative approach in the study and the specific sample of the CIs chosen for the analysis do not allow a generalization of the findings. Practical implications Although in different CoPs social learning occurs in different ways, at each stage of the development of CIs, the learning process is carried out on the basis of interactions created among members. Therefore, it is important to support the “soft” forms of cooperation within CIs – involving members in activities and developing interactions. In addition, to ensure the growth of their entire CI, coordinators should create conditions for the development of existing CoPs into higher forms, which better support learning. They should also adopt boundary-spanning roles between various CoPs to strengthen social learning in CIs. Originality/value The literature on CIs, which are peculiar forms of clusters, is still underdeveloped. The research fills in the gap concerning the ways social learning occurs in CIs. It shows that selectiveness can be observed in this process, and emphasizes the role of interactions developed through CoPs and the benefits offered by them. The study applies the CoP approach. Consequently, it expands the theoretical base in view of the generally lacking studies on social learning in CIs in the literature on clustering. Because the CoP theory has rarely been applied in the management literature, it also augments this specific field.

Revisiting Communities of Practice – the case of Egyptian graffitists

2015 ◽  
Vol 5 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Amal Abou-Setta
Keyword(s):  
Social Learning ◽  
Communities Of Practice ◽  
Learning Process ◽  
Social Practice ◽  
Driving Force ◽  
Accurate Description ◽  
Content Type ◽  
Depth Analysis ◽  
Identified Regulation

Purpose – The Egyptian Revolution gave birth to an intriguing community of graffiti artists that have been going through successful social learning processes. The naturally formed learning groups provided a fertile substance for social learning research and called for a comparison between the nature and elements of social learning and those of the learning taking place in the more traditional settings in an attempt to magnify factors of success. The purpose of this paper is to draw upon Wenger’s (1998) theory of Communities of Practice (CoP) and examines three major elements of learning in relation to it; namely, motivation, social practice, and the role of experts. Design/methodology/approach – The paper offers an in-depth analysis of perceptions of six Egyptian graffiti artists of their learning experiences. Findings – The paper argues that the motivational factor is underdeveloped in Wenger’s theory and that a concept that encompasses a combination of intrinsic motivation (IM) and identified regulation would provide a more accurate description of the driving force of a successful social learning process. Research limitations/implications – Although a snowballing approach was adopted, reaching the interviewees was not an easy task for security reasons; therefore, limiting the number to six was forced upon the researcher. Yet, a sense of saturation was reached. The paper underlines the vital role of social practice, which places meaning at the centre of learning, calls for revisiting the role of experts in Wenger’s theory and claims its marginality. Originality/value – Conclusions of this study suggest that the idea of a combination of passion and goal as core components of a CoP is an underdeveloped concept in Wenger’s (1998) theory and that outward motivational factors need to be discarded from the equation. This research proposes that a combination of IM and identified regulation provide a more accurate description of the driving force of a successful social learning process.

Do Writing Directions Influence How People Map Space onto Time?

2018 ◽  
Vol 77 (4) ◽  
pp. 173-184
Author(s):  
Wenxing Yang ◽  
Ying Sun
Keyword(s):  
Mental Representations ◽  
Space Time ◽  
Horizontal Axis ◽  
Causal Role ◽  
Writing Systems ◽  
Temporal Cognition ◽  
Japanese Speakers ◽  
Psychological Experiments ◽  
Vertical Up

Abstract. The causal role of a unidirectional orthography in shaping speakers’ mental representations of time seems to be well established by many psychological experiments. However, the question of whether bidirectional writing systems in some languages can also produce such an impact on temporal cognition remains unresolved. To address this issue, the present study focused on Japanese and Taiwanese, both of which have a similar mix of texts written horizontally from left to right (HLR) and vertically from top to bottom (VTB). Two experiments were performed which recruited Japanese and Taiwanese speakers as participants. Experiment 1 used an explicit temporal arrangement design, and Experiment 2 measured implicit space-time associations in participants along the horizontal (left/right) and the vertical (up/down) axis. Converging evidence gathered from the two experiments demonstrate that neither Japanese speakers nor Taiwanese speakers aligned their vertical representations of time with the VTB writing orientation. Along the horizontal axis, only Japanese speakers encoded elapsing time into a left-to-right linear layout, which was commensurate with the HLR writing direction. Therefore, two distinct writing orientations of a language could not bring about two coexisting mental time lines. Possible theoretical implications underlying the findings are discussed.

The Role of The Students Association in The Promotion of Students' Speech Skills at The Khalid Bin Al Walid Institute at University of Muhammadiyah Mataram (ar)

2019 ◽  
Vol 7 (2) ◽  
pp. 59-72
Author(s):  
Erwin Erwin ◽  
Nasarudin Nasarudin ◽  
Husnan Husnan
Keyword(s):  
Student Organizations ◽  
Language Game ◽  
Qualitative Approach ◽  
The Media ◽  
Role Based ◽  
The University ◽  
Good Deeds ◽  
Speaking Skills

The purpose of this research is to explain the importance of the student organizations and describe their efforts to improve the speaking skills of students at the Mahad Khalid Bin Al Waleed at the University of Muhammadiyah Mataram. This research uses the qualitative approach with the descriptive type. The result shows the student organizations play an important role based on their objectives and functions. The objectives are to help the foundation and all parties in the Ma'had develop the students’ potential and qualification, and to be the place for the students to share their problems and complaints, while the functions are as one of the media to develop students’ quality, both the members of the non-member, and as the good examples and pioneers of any good deeds. The efforts done by student organizations in improving speaking skills are such as by making activities that lead to improving students' speaking skills like sticking vocabularies in each class and Friday activities such as language game, Arabic debate and short lecture.

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