How Social Interactions Demotivate Customer Participation in Creativity Tasks: From the Perspective of Social Exclusion Theory

2015 ◽  
Author(s):  
Xiucheng Fan ◽  
Jing Wang
Keyword(s):  
Social Interactions ◽  
Social Exclusion ◽  
Customer Participation

An Approach for Detecting Social Interactions on Mobile Devices

2018 ◽  
pp. 1-27
Author(s):  
Isadora Vasconcellos e Souza ◽  
William Bortoluzzi Pereira ◽  
João Carlos D Lima
Keyword(s):  
At Risk ◽  
Social Interaction ◽  
Social Interactions ◽  
Mobile Devices ◽  
Social Exclusion ◽  
Social Relations ◽  
Mobile Application ◽  
The Social ◽  
User Intervention

Social exclusion can occur in a variety of ways, one of which is lack of social interaction. The recognition of the social relations that occur in a group is fundamental to identify possible exclusions. This chapter proposes SocialCount, a mobile application that identifies social interactions performed by the user. In order not to interfere in the naturalness of relationships, the application was designed to infer social interactions without user intervention. The data of the interactions generated sociograms that represented the structure of the relations in a group in a simple way. Through the sociogram it was possible to visualize the users who may be socially at risk and alert the professionals responsible to solve the situation.

scholarly journals Habilidades Sociales y acoso escolar: un estudio en centros de Enseñanza Secundaria de Madrid

2014 ◽  
Vol 20 (1) ◽  
pp. 39
Author(s):  
Mª Luisa Dueñas Buey ◽  
María Senra Varela
Keyword(s):  
Social Skills ◽  
Social Interactions ◽  
Social Exclusion ◽  
Descriptive Study ◽  
Self Esteem ◽  
Global Index ◽  
External Attribution ◽  
Opposite Sex ◽  
The Impact ◽  
Different Levels

RESUMEN Este artículo es el resultado de un estudio de tipo descriptivo con una muestra de adolescentes de eda‐ des comprendidas entre los 13 y 14 años con la finalidad de analizar el fenómeno del acoso escolar, así como la incidencia de ciertas habilidades sociales relevantes en relación con el mismo. Se analiza el acoso escolar a tres niveles diferenciados: bajo, medio y alto en las 9 escalas que componen el instrumento utilizado. También se analizan: • Los niveles de acoso escolar según el sexo. • Las habilidades sociales en función del sexo y, finalmente,• El acoso escolar en función de las habilidades sociales.ABSTRACT The bullying phenomenon is a critically important subject in educational settings as well as in society. The studies conducted in this line show that people with tendency to aggressive behaviour are charac‐ terized by a distinguishable profile: instability, irritability, external attribution, high levels of anxiety, low self‐esteem and tendency to depression. This paper arises from a descriptive study with a sample of adolescents (age from 13 to 14). It is focused on the analysis of the bullying phenomenon and the impact of specific social skills on it. Nine scales of bullying are analysed: harassment, intimidation, threats, coercions, social boycott, social exclusion, social manipulation and aggressions. Likewise, we calculated a global index of bullying, taking three different levels into account: low, medium and high. Social skills measured by the instrument are subsumed by six dimensions: self‐expression in social interactions, defence of the own rights as a consumer, expression of annoyance or disagreement, saying “no” and interrupting social interactions, asking a favour, initiating opposite-sex peer interactions.Furthermore, we performed analysis concerning the following aspects: Levels of bullying by sex. Social skills by sex, and, finally, bullying according to social skills.

scholarly journals Impact of Social Exclusion on Customer Participation in Innovation: Role of Customer-Company Identification

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhang Hui ◽  
Mou Yupeng ◽  
Zhang Chenglong ◽  
Li Haiqin ◽  
Guo Daomeng
Keyword(s):  
Social Exclusion ◽  
Perceived Risk ◽  
Negative Impact ◽  
Experimental Studies ◽  
Innovation Process ◽  
Positive Influence ◽  
Customer Participation ◽  
Company Identification ◽  
The Relationship

In a social context, customer participation in the innovation process is often accompanied by social exclusion situations, which are generally believed to have a negative impact on individuals. However, research results and marketing practices show that social exclusion can also exert a positive influence on creativity, product selection, perceived risk, and so on. Through two experimental studies, this research explores the relationship between social exclusion and customer participation in innovation. It finds that social exclusion has a positive influence on customer participation in innovation and that customer-company identification mediates this relationship.

scholarly journals Mediação Cultural no contexto Francês trajetória histórica e evolução

2021 ◽  
Vol 16 ◽  
pp. 81-96
Author(s):  
Alessandro Rasteli
Keyword(s):  
Social Interactions ◽  
Social Exclusion ◽  
Research Method ◽  
Qualitative Approach ◽  
Public Institutions ◽  
Cultural Mediation ◽  
Information Professional

In contemporary logics, the concept of mediation gains prominence by its centrality in social interactions and symbolic mediations, becoming understood as an inherent process in all the work of the information professional. In view of this, the goal is to describe the trajectory of cultural mediation in France, observing its emergence, historyand evolution. The study hasa qualitative approach, of descriptive type, adopting the bibliographical research method. At first, cultural mediation was associated with book mediators and museum environments. Currently, its emergence in the French context is associated tocultural and artistic issues between information and culture and public institutions in order to reduce social fractures marked by social exclusion.

scholarly journals Neural, behavioural and real-life correlates of social context sensitivity and social reward learning during interpersonal interactions in the schizophrenia spectrum

2021 ◽  
pp. 000486742110103
Author(s):  
Esther Hanssen ◽  
Mariët van Buuren ◽  
Nienke Van Atteveldt ◽  
Imke LJ Lemmers-Jansen ◽  
Anne-Kathrin J Fett
Keyword(s):  
Social Context ◽  
Social Interactions ◽  
Social Functioning ◽  
Social Exclusion ◽  
Contextual Information ◽  
Real Life ◽  
Reward Learning ◽  
Social Reward ◽  
Schizophrenia Spectrum ◽  
Processing Deficits

Objective: Recent findings suggest that diminished processing of positive contextual information about others during interactions may contribute to social impairment in the schizophrenia spectrum. This could be due to general social context processing deficits or specific biases against positive information. We studied the impact of positive and negative social contextual information during social interactions using functional neuroimaging and probed whether these neural mechanisms were associated with real-life social functioning in schizophrenia spectrum disorders. Methods: Patients with a schizophrenia spectrum disorder ( N = 23) and controls disorder ( N = 25) played three multi-round trust games during functional magnetic resonance imaging scanning, with no, positive and negative information about the counterpart’s trustworthiness, while all counterparts were programmed to behave trustworthy. The main outcome variable was the height of the shared amount in the trust game, i.e. investment, representing an indication of trust. The first investment in the game was considered to be basic trust, since no behavioural feedback was given yet. We performed region-of-interest analyses and examined the association with real-life social functioning using the experience sampling method. Results: Social contextual information had no effect on patients’ first investments, whereas controls made the lowest investment after negative and the highest investments after positive contextual information was provided. Over trials, patients decreased investments, suggesting reduced social reward learning, whereas controls increased investments in response to behavioural feedback in the negative context. Patients engaged the dorsolateral prefrontal cortex less than controls during context presentation and showed reduced activity within the caudate during repayments. In patients, lower investments were associated with more time spent alone and social exclusion and lower caudate activation was marginally significantly associated with higher perceived social exclusion. Conclusion: The failure to adapt trust to positive and negative social contexts suggests that patients have a general insensitivity to prior social information, indicating top-down processing impairments. In addition, patients show reduced sensitivity to social reward, i.e. bottom-up processing deficits. Moreover, lower trust and lower neural activation were related to lower real-life social functioning. Together, these findings indicate that improving trust and social interactions in schizophrenia spectrum needs a multi-faceted approach that targets both mechanisms.

scholarly journals A third-person perspective on phubbing: Observing smartphone-induced social exclusion generates negative affect, stress, and derogatory attitudes

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Tania Roxana Nuñez ◽  
Theda Radtke ◽  
Sabrina Cornelia Eimler
Keyword(s):  
Negative Affect ◽  
Social Interactions ◽  
Social Exclusion ◽  
Cognitive Outcomes ◽  
Negative Effects ◽  
The Public ◽  
Person Perspective ◽  
Third Person ◽  
Third Person Perspective ◽  
Subject Experiment

Phubbing (phone-snubbing) has become a pervasive public communication phenomenon which adversely affects its targets and sources. Yet, research on phubbing is not built on a consistent theoretical basis and examinations on its effects on the public are still missing. This study aimed at addressing these research gaps by conceptualizing the behavior as an act of smartphone-induced social exclusion and investigating whether phubbing impacts its observers. In a between-subject experiment, N = 160 participants observed photos of dyadic interpersonal interactions in different everyday contexts which depicted one-sided, reciprocal, or no phubbing. Results revealed that observers of phubbing experienced negative affect and stress. Observers also derogated individuals who used their smartphones in social interactions regarding their warmth and competence; these effects were mediated by observers’ perceived relationship quality between the observed persons. Affective and cognitive outcomes emerged independently of observers’ gender. As these findings are in line with the effects and processes outlined in the temporal need-threat model of ostracism (i.e., social exclusion), they support the assumptions that phubbing is a form of smartphone-induced social exclusion and that its negative effects go beyond social interactions in which the behavior occurs. With this, the present study expands research regarding a modern communication phenomenon by strengthening its theoretical foundation and arriving at important theoretical and practical implications concerning targets, sources, and observers of phubbing.

Perceived Voice Disorders in Older Adults and Impact on Social Interactions

2021 ◽  
pp. 1-8
Author(s):  
Connie K. Porcaro ◽  
Clare Singer ◽  
Boris Djokic ◽  
Ali A. Danesh ◽  
Ruth Tappen ◽  
...  
Keyword(s):  
Older Adults ◽  
Social Interactions ◽  
Social Engagement ◽  
Leisure Activities ◽  
Treatment Strategies ◽  
Voice Disorders ◽  
Community Dwelling ◽  
Vocal Performance ◽  
Older Individuals ◽  
Cross Sectional

Purpose Many aging individuals, even those who are healthy, report voice changes that can impact their ability to communicate as they once did. While this is commonly reported, most do not seek evaluation or management for this issue. The purpose of this study was to investigate the prevalence and differences in voice disorders in older adults, along with the effect of fatigue on their social interactions. Method This is a cross-sectional investigation of a community-dwelling sample of individuals aged 60 years or older. Participants completed the Questionnaire on Vocal Performance, the Social Engagement Index subset “Engagement in Social or Leisure Activities,” and the Fatigue Severity Scale. Results Results indicated 32.5% of the 332 participants reported symptoms of voice problems with no difference found between male and female respondents. A slight increase in report of voice problems was noted with each year of age. Participants who self-reported voice problems indicated less interaction in social activities involving communication than those who did not. Finally, as severity of self-reported voice problems increased, an increase was reported by the same individuals for signs of fatigue. Conclusions Voice problems and resulting decreased social interaction are commonly experienced by older individuals. Voice symptoms in older adults have been found to benefit from evidence-based treatment strategies. It is critical to provide education to encourage older individuals to seek appropriate evaluation and management for voice issues through a speech-language pathologist or medical professional.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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