scholarly journals Humor as interactional affordances: an ecological perspective on humor in social interaction

2018 ◽  
Vol 22 (1) ◽  
pp. 238-259 ◽  
Author(s):  
Thomas Wiben Jensen
Keyword(s):  
Social Interaction ◽  
Couple Therapy ◽  
Real Life ◽  
Semantic Content ◽  
Human Interaction ◽  
Ecological Perspective ◽  
Video Recordings ◽  
Naturally Occurring ◽  
Cultural Expectations ◽  
Temporal Phenomenon

Abstract In adopting new theoretical advancements within linguistics and ecological psychology, this paper investigates humor from an ecological perspective in naturally occurring social interaction. In doing so, it is claimed that the notions of language as coordination and values-realizing can provide a new understanding of humor as it appears in human interaction. This argument will be unfolded as a rethinking of Wallace Chafe’s notion of nonseriousness (Chafe, 2007) that re-conceptualizes Chafe’s idea of a ‘mental state’ of nonseriousness in terms of interactional affordances and values realizing. This perspective is laid out in in-depth analyses of video recordings of two real-life examples from different settings: two siblings playing and a sequence from a couple-therapy session. It is claimed that both examples of interactional humor can be explained by re-conceptualizing humor as a distinct way of being together. Thus, the emergence of humor is enabled by a shift in the coordinative dynamics rather than by a transfer of semantic ‘content’ from a speaker to a hearer. Finally, humor is investigated as a temporal phenomenon integrating immediate ’here-and-now’ environmental features with socio-cultural expectations on a longer time-scale. In this way humor is viewed as a particular type of values-realizing activity that constrains our actions, re-directs our attention, and thereby enables us to act in a more playful and joyous manner.

Affect and affordances – The role of action and emotion in social interaction

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Thomas Wiben Jensen ◽  
Sarah Bro Pedersen
Keyword(s):  
Social Interaction ◽  
Conversation Analysis ◽  
Explanatory Power ◽  
Real Life ◽  
Human Interaction ◽  
Direct Perception ◽  
Organizational Goals ◽  
Organizational Settings ◽  
Complicated Nature

AbstractIn adopting new theoretical advancements within cognitive science, emotion studies, and ecological psychology, this paper explores how the notion of affordances gains strength and explanatory power by being linked to the notions of affect and emotion. In doing so, it is claimed that the notions of direct perception and affordances can be used to analyse and understand the trajectory of fast and on-going choices that underlies human interaction as an ecological alternative to the micro-sociological perspective of Conversation Analysis. This perspective is laid out in in-depth analyses of three real-life examples from three different organizational settings: an emergency ward at a hospital, a school for children with special needs, and a kindergarten. Inherent in each setting one finds a pre-defined set of expectations of how specific actions are carried out by the participants to achieve organizational goals. However, in each example, slightly different and surprising actions are accomplished during the on-going interaction. As the participants engage in the task, they use the affordances of the environment – including other individuals – differently, which highlights the complicated nature of affordances in relation to social interaction. The situations all entertain a number of potential affordances; yet only one (or at least few) is enacted. It is argued that this choice – a pull towards certain aspects at the expense of others – is saturated by emotionality and affective involvement. Finally, these findings are used to illustrate how emotion and cognition can be re-thought, not as distinct processes, but as intertwined in an organism-environment-system.

RELEVANSI PEMBELAJARAN IPA DAN PAI HUMANIS

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Subyanto ◽  
Kurniyatul Faizah
Keyword(s):  
Social Interaction ◽  
Real Life ◽  
Problem Based Learning ◽  
Role Playing ◽  
Natural Sciences ◽  
Discovery Learning ◽  
Islamic Education ◽  
Transfer Of Knowledge ◽  
The Real ◽  
Team Research

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.

The communicative import of gestures

Gesture ◽  
2009 ◽  
Vol 9 (1) ◽  
pp. 97-126 ◽  
Author(s):  
Lisette Mol ◽  
Emiel Krahmer ◽  
Fons Maes ◽  
Marc Swerts
Keyword(s):  
Social Interaction ◽  
Native Speakers ◽  
Semantic Content ◽  
Animated Cartoon ◽  
Pointing Gestures ◽  
Gesture Production

Does gesturing primarily serve speaker internal purposes, or does it mostly facilitate communication, for example by conveying semantic content, or easing social interaction? To address this question, we asked native speakers of Dutch to retell an animated cartoon to a presumed audiovisual summarizer, a presumed addressee in another room (through web cam), or an addressee in the same room, who could either see them and be seen by them or not.
We found that participants produced the least number of gestures when talking to the presumed summarizer. In addition, they produced a smaller proportion of large gestures and almost no pointing gestures. Two perception experiments revealed that observers are sensitive to this difference in gesturing. We conclude that gesture production is not a fully automated speech facilitation process, and that it can convey information about the communicative setting a speaker is in.

Learning Real-Life Lessons From Online Games

2010 ◽  
Vol 6 (1) ◽  
pp. 17-37 ◽  
Author(s):  
Patricia G. Lange
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Interdisciplinary Research ◽  
Economic Value ◽  
Real Life ◽  
Online Games ◽  
Technical Knowledge ◽  
Life Lessons ◽  
Research Questions ◽  
Scholarly Attention

Games have received increased scholarly attention due to the economic value they generate. Yet, some studies still conceptualize games as ‘‘virtual’’ realms that are theoretically distinct from ‘‘real world’’ experiences. Based on an ethnographic investigation of two online, text-based gaming environments, this study analyzes dynamics such as technical acculturation, access to technical knowledge, and opportunities for self-expression by studying social interaction that occurred in non-revenue-generating games. Frameworks that focus on dynamics such as in-game conversation in broader game-centric domains or ecologies should be considered to accommodate a wider variety of gaming forms and related interdisciplinary research questions. Different games have different consequences, and it is important to understand the varying consequential contexts that games afford. Whether or not the consequences may be measured economically, it is nevertheless important to consider how social interactions may complicate forms of self-expression in ways that impact the human spirit.

Walking through the city soundscape: an audio-visual analysis of sensory experience for people with psychosis

2022 ◽  
pp. 147035722110526
Author(s):  
Sara Merlino ◽  
Lorenza Mondada ◽  
Ola Söderström
Keyword(s):  
Social Interaction ◽  
Conversation Analysis ◽  
Visual Analysis ◽  
Sensory Experience ◽  
Urban Environments ◽  
Noisy Environments ◽  
Urban Context ◽  
Video Recordings ◽  
The City ◽  
The Way

This article discusses how an aspect of urban environments – sound and noise – is experienced by people walking in the city; it particularly focuses on atypical populations such as people diagnosed with psychosis, who are reported to be particularly sensitive to noisy environments. Through an analysis of video-recordings of naturalistic activities in an urban context and of video-elicitations based on these recordings, the study details the way participants orient to sound and noise in naturalistic settings, and how sound and noise are reported and reexperienced during interviews. By bringing together urban context, psychosis and social interaction, this study shows that, thanks to video recordings and conversation analysis, it is possible to analyse in detail the multimodal organization of action (talk, gesture, gaze, walking bodies) and of the sensory experience(s) of aural factors, as well as the way this organization is affected by the ecology of the situation.

Communicating emotions in L2 Chinese: Talk in the dorm during study abroad

2018 ◽  
Vol 4 (2) ◽  
pp. 337-359
Author(s):  
Qian Wu
Keyword(s):  
Study Abroad ◽  
Native Speakers ◽  
Human Interaction ◽  
Emotional Expressions ◽  
Genetic Method ◽  
Naturally Occurring ◽  
Expression Of Emotion ◽  
History Of ◽  
Oral Interaction

AbstractCommunication of emotion is at the heart of human interaction. For second language (L2) learners, the ability to communicate one’s emotion is crucial, especially in the context of study abroad when they are in frequent contact with native speakers. The aim of the case study is to investigate how an American sojourner Puppies and her Chinese roommate Kiki (both pseudonyms) participated in conversational narratives in the dormitory to construct emotions, and how the contextualized interaction facilitated Puppies’ development of a linguistic repertoire for the expression of emotion in Chinese. Informed by Vygotskian sociocultural theory, the study followed the genetic method in tracing the history of Puppies’ Chinese emotional repertoire across the semester, thereby elucidating the language developmental processes in the situated oral interaction. Audio-recorded everyday interaction in the dorm is triangulated by Puppies’ responses to the pre- and post-Mandarin Awareness Interview and interviews with Puppies and Kiki. Analysis revealed that the contextualized dorm talk provided abundant L2 resources for Puppies to develop a L2 emotional repertoire, especially fear-related emotion expressions. A discrepancy in the product of development as gleaned from the Mandarin Awareness Interview, and the process of development as seen in the naturally occurring dorm talk, suggests that Puppies’ use or non-use of local emotional expressions could be mediated by her partial understanding of the forms and the speech style and identity she wished to assume.

scholarly journals The Gender Factor Effect on Saudi Learners’ Perceptions of Using Social Media on Their Social Interaction

2018 ◽  
Vol 11 (10) ◽  
pp. 30
Author(s):  
Boushra Abdul-Aziz AlGhamdi ◽  
Shorouq Ali AL-Garni ◽  
Maysa M. Qutob
Keyword(s):  
Social Media ◽  
Social Interaction ◽  
Time Management ◽  
Real Life ◽  
Point Of View ◽  
Factor Effect ◽  
Males And Females ◽  
The Difference ◽  
Gender Factor ◽  
Positive Point

This study compares males and females perception of the effect of social media on their social interaction to understand the difference between both genders. The study follows a mixed-method methodology using a questionnaire with closed-ended items and open-ended questions. Responses to the questionnaire are collected form 207 male and female students from a public university in Saudi Arabia. In general, the results of the questionnaire are insignificant which indicate that there are no differences between both genders. However, the results of the open-ended questions show that females have a negative view of the effect of social media on human relations while males have a positive point of view. However, both genders have a positive point of view regarding balancing between friends and family in real life and virtual world through time management.

scholarly journals Rules at Play: Correcting Projectable Violations of Who Plays Next

Human Studies ◽  
2021 ◽  
Author(s):  
Hanna Svensson ◽  
Burak S. Tekin
Keyword(s):  
Conversation Analysis ◽  
Empirical Analysis ◽  
Practical Problem ◽  
Social Practices ◽  
Video Recordings ◽  
Naturally Occurring ◽  
The Social ◽  
Turn Taking ◽  
Interactional Perspective ◽  
The Empirical Analysis

AbstractThis study examines the situated use of rules and the social practices people deploy to correct projectable rule violations in pétanque playing activities. Drawing on Ethnomethodology and Conversation Analysis, and using naturally occurring video recordings, this article investigates socially organized occasions of rule use, and more particularly how rules for turn-taking at play are reflexively established in and through interaction. The alternation of players in pétanque is dependent on and consequential for the progressivity of the game and it is a practical problem for the players when a participant projects to break a rule of “who plays next”. The empirical analysis shows that formulating rules is a practice for indicating and correcting incipient violations of who plays next, which retrospectively invoke and establish the situated expectations that constitute the game as that particular game. Focusing on the anticipative corrections of projectable violations of turn-taking rules, this study revisits the concept of rules, as they are played into being, from a social and interactional perspective. We argue and demonstrate that rules are not prescriptions of game conduct, but resources that reflexively render the players’ conducts intelligible as playing the game they are engaging in.

scholarly journals Seven- to 11-Year-Olds’ Developing Ability to Recognize Natural Facial Expressions of Basic Emotions

Perception ◽  
2017 ◽  
Vol 46 (9) ◽  
pp. 1077-1089 ◽  
Author(s):  
Kathleen Kang ◽  
Laura Anthoney ◽  
Peter Mitchell
Keyword(s):  
Social Development ◽  
Facial Expressions ◽  
Real Life ◽  
New Technique ◽  
Chronological Age ◽  
Basic Emotions ◽  
Emotional Displays ◽  
Naturally Occurring ◽  
Emotional Display ◽  
A New Technique

Being able to recognize facial expressions of basic emotions is of great importance to social development. However, we still know surprisingly little about children’s developing ability to interpret emotions that are expressed dynamically, naturally, and subtly, despite real-life expressions having such appearance in the vast majority of cases. The current research employs a new technique of capturing dynamic, subtly expressed natural emotional displays (happy, sad, angry, shocked, and disgusted). Children aged 7, 9, and 11 years (and adults) were systematically able to discriminate each emotional display from alternatives in a five-way choice. Children were most accurate in identifying the expression of happiness and were also relatively accurate in identifying the expression of sadness; they were far less accurate than adults in identifying shocked and disgusted. Children who performed well academically also tended to be the most accurate in recognizing expressions, and this relationship maintained independently of chronological age. Generally, the findings testify to a well-developed ability to recognize very subtle naturally occurring expressions of emotions.

Will interfaces take over the physical workplace in higher education? A pessimistic view of the future

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dóra Horváth ◽  
Tamás Csordás ◽  
Katalin Ásványi ◽  
Julianna Faludi ◽  
Attila Cosovan ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Real Life ◽  
Physical Space ◽  
Human Interaction ◽  
Content Type ◽  
Group Of Seven ◽  
Working Space ◽  
Online Higher Education ◽  
Physical Setting

Purpose The purpose of this paper is to argue for the sustained need for the physical workplace and real-life encounters in higher education even in the digital age despite being seemingly transformable into the virtual sphere as seen during the COVID-19 situation. Design/methodology/approach This study is based on a collaborative autoethnography by a group of seven higher educators with an overall 2,134 student encounters during the study’s time span. The authors then connect these practitioner observations with relevant COVID-19-related studies thereby adding to research on higher education as a workplace. Findings The data suggest that the physical workplace strongly bolsters the personal experience and effectiveness of higher education through contributing to its dynamics. Spaces predetermine the scope and levels of human interaction of teaching and learning. In a physical setting, all senses serve as mediators, whereas, online, only two senses are involved: vision and hearing. The two-dimensional screen becomes a mediator of communications. In the physical space, actors are free to adjust the working space, whereas the online working space is limited and defined by platforms. Practical implications Although higher education institutions may indeed fully substitute most practices formerly in a physical setting with online solutions, real-time encounters in the physical working space belong to its deeper raisons d'être. Originality/value This paper highlights the necessity of the physical workplace in higher education and describes the depriving potential of the exclusively online higher education teaching setting.

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