核心价值体系:社会资本的支撑性要素

从伦理学的角度看,社会资本是一种以社会交往为载体,通过信任规范机制以及成型化关系网络产生社会信任进而配置社会资源的社会活动方式,它既包括社会个体的行为方式,更折射社会整体的价值体系。社会资本生存并服务于人类的社会关系和交往活动。社会交往自身特质和社会资本匮乏使得核心价值体系构成了社会资本的支撑性要素和价值基础,指导着社会资本的合理发展。把核心价值体系纳入社会资本建设体系有助于社会资本的积聚和核心价值体系功效的发挥。核心价值体系作为社会资本的支撑性要素,有助于整合人们的认知、情感、意志和行为,有助于达成共识、减少纷争、扩大交流、增进互信与和谐。形成合理融洽的社会资本结构体系和良性互动的社会运行机制。     

社会交流中人际神经同步的认知机制

近年来,许多研究者开始关注社会交流中的人际神经同步机制,并将人际神经同步作为研究社会交流的一个神经指标,这对于揭示社会交流的本质和规律具有重要意义。本文从心理理论和镜像神经系统的角度,分析社会交流中神经同步的认知机制及其影响因素。未来的研究应关注这两套机制是否因交流目的、对象、形式或内容的不同,而在不同的脑区表现出神经同步,进而引发了不同认知机制的争议;以及这两套机制各自或协同工作适用的情景和任务。     

The application of computer systems to research in experimental social psychology

The application of a laboratory computer system to research in experimental social psychology is discussed. An experiment designed to study the nonverbal communication patterns in humans is discussed with special emphasis on the automation of data collecting and data scoring procedures through the utilization of programs written for an Apple II computer system.     

Assessment of social communication skills in preschoolers

This paper orients the reader to social communication assessment and reviews methods for assessing social communication behavior in children from toddlerhood through the preschool years. Most standardized, normed tests of language in this age range focus on morpho-syntactic and semantic comprehension and production abilities. While social communication is perhaps one of the most important skills for peer acceptance, these skills are often overlooked in language evaluation with children. However, there are a number of caregiver questionnaires, interviews, or direct social-communication sampling methods that are available to assist clinicians or researchers in documenting social-communication skills or behaviors. Since assessment of social communication is essential in clinical work with children with an autism spectrum disorder, some of the tools described below are outgrowths of autism research or provide autism-related scores. While many children receiving social communication assessments do not have autism, the need to assess social communication skills in children with language impairment is highlighted by the growing literature documenting social and pragmatic difficulties in this population (Bishop 2000 Causes, Characteristics, Intervention, and Outcome. Hove, UK: Psychology press). Regardless of whether the measures presented herein were initially designed for children with autism or not, they will provide insights into the social communicative behaviors or tendencies in young children.     

Emotional Competence Disorders and Social Communication in Young Victims of Abuse

This research analyses the emotional competence difficulties (measured through emotional intelligence and empathy) and social communication disorders of young victims of abuse. These minors are in residential care centres with protective measures after suffering maltreatment and/or neglect. The relation between their emotional competence and social communication is analysed, as well as the contribution of empathy and emotional intelligence in predicting their social communication. The results indicate that a lack of emotional competence is related to and can predict their difficulties in social communication. The study manifests a scarcity of emotional intelligence, affecting attention, emotional repair and clarity of feelings, as well as a deterioration in affective and cognitive empathy. The minors’ scarce ability to put themselves in the place of others, to understand others’ intentions and emotional states, limits their use of language in social interactions. The research stresses the need to set up intervention programmes aimed at training in interpersonal and intrapersonal emotional competences which can encourage social communication.     

浅析信息接受者认知调节在组织沟通中的作用

组织沟通是实现组织目标的基础,组织沟通效果受沟通要素、组织结构、个人因素以及组织文化和社会环境等众多因素的影响,而信息接受者的认知调节作用在沟通过程中起重要作用,决定着沟通有效的程度。本文旨在为今后研究沟通效果的改善策略提供依据。     

Posterior superior temporal cortex connectivity is related to social communication in toddlers

The second year of life is a time when social communication skills typically develop, but this growth may be slower in toddlers with language delay. In the current study, we examined how brain functional connectivity is related to social communication abilities in a sample of 12-24 month-old toddlers including those with typical development (TD) and those with language delays (LD). We used an a-priori, seed-based approach to identify regions forming a functional network with the left posterior superior temporal cortex (LpSTC), a region associated with language and social communication in older children and adults. Social communication and language abilities were assessed using the Communication and Symbolic Behavior Scales (CSBS) and Mullen Scales of Early Learning. We found a significant association between concurrent CSBS scores and functional connectivity between the LpSTC and the right posterior superior temporal cortex (RpSTC), with greater connectivity between these regions associated with better social communication abilities. However, functional connectivity was not related to rate of change or language outcomes at 36 months of age. These data suggest an early marker of low communication abilities may be decreased connectivity between the left and right pSTC. Future longitudinal studies should test whether this neurobiological feature is predictive of later social or communication impairments.     

Experimental study on co-evolution of categorical perception and communication systems in humans

In this paper, we present an experiment that integrates a semiotic investigation with a dynamical perspective on embodied social interactions. The primary objective is to study the emergence of a communication system between two interacting individuals, where no dedicated communication modalities are predefined and the only possible interaction is very simple, non-directional, and embodied. Throughout the experiment, we observe the following three phenomena: (1) the spontaneous emergence of turn-taking behaviour that allows communication in non-directional environments; (2) the development of an association between behaviours and perceptive categories; (3) the acquisition of novel meaning by exploiting the notion of complementary set theory.     

Thinking outside the cortex: social motivation in the evolution and development of language

Alteration of the organization of social and motivational neuroanatomical circuitry must have been an essential step in the evolution of human language. Development of vocal communication across species, particularly birdsong, and new research on the neural organization and evolution of social and motivational circuitry, together suggest that human language is the result of an obligatory link of a powerful cortico-striatal learning system, and subcortical socio-motivational circuitry.     

COMMUNICATION AS AN INTENTIONAL,SOCIAL SYSTEM

The argument is presented that taking communication as intentional and as a social system is necessary although not sufficient for defining the concept of communication for scholarly and research purposes. To illustrate the tendency and the error of ignoring the sociality of communication the notion of “intrapersonal communication” is examined. It is contended that many authors reject “intention” as a defining attribute of communication as a result of a strong tendency toward seeing the concept only in a defective form, represented as “speaker's purpose” and that the sense of “intention” needs to be grounded in a prior notion of “intentionality.”     

TEACHING CHOICE MAKING DURING SOCIAL INTERACTIONS TO STUDENTS WITH PROFOUND MULTIPLE DISABILITIES

We taught 4 students with profound multiple disabilities to use a microswitch communication system to request a change in recreational stimuli during social interactions with nondisabled peers. In Study 1, we conducted a preference assessment across a range of stimuli for each student. The most and least preferred stimuli were incorporated into microswitch communication system training in Study 2. During the second study, 3 of the 4 students (a) learned to use the microswitch communication system to control stimulus presentation, (b) more clearly differentiated their time among stimuli, and (c) increased their level of general alertness. Study 3 extended the use of the microswitch communication system to social interactions with nondisabled peers. Two students were more engaged in interactions when they chose when to change stimuli; 1 student was more alert when a peer chose when to change activities; a 4th student showed an undifferentiated pattern. The outcomes of the investigation are discussed in terms of the effects of controlling stimulus presentation on the behavior of students with profound multiple disabilities and the stability of preference hierarchies over time.     

A sequential analysis of private and social speech in children's dyadic communication

The purpose of this study was to perform a sequential analysis of private and social speech in children's dyadic communication. To investigate the communication patterns, a category system was applied to the communication of 64 paired third (M = 8 years and 8 months) and fifth (M = 10 years and 8 months) graders, while playing with a Lego-set (construction material). The results revealed that: (a) at both grades, when one child addresses the other child about the task, it is highly probable that the latter will address the first child immediately afterwards and will adapt to task-related semantic content; (b) at both grades, children's private speech about the task stops them from communicating a task-related production to their partner immediately afterwards; (c) at third grade, task-relevant private speech favors the prolongation of the break in interpersonal communication and the use of inner speech by both children; and (d) at fifth grade, children are more able to distinguish private speech from social speech than at third grade.     

Putting the social back into physical distancing: The role of digital connections in a pandemic crisis

During the COVID-19 pandemic, physical distancing is necessary to reduce the spread of the coronavirus. To compensate for the lack of social encounters, people have been advised to connect with others via digital communication channels. Drawing on a psychological framework combined with assumptions from communication science, we therefore investigated whether technology-mediated communication can actually meet individuals' social needs to foster compliance with distancing measures and whether there are differences between distinct communication channels. Based on an online survey (N = 301) during the first national lockdown in Germany, we found that the impact of audio-visual communication is limited. Instead, the data showed that text-based communication indirectly fostered willingness to adhere to physical distancing through the pathway of increased feelings of social support and life satisfaction. Three follow-up surveys (N = 180) revealed that while feelings of social support increased, people's technology-based communication and willingness to adhere to distancing measures decreased. Our results challenge the assumption that audio-visual communication compensates for lack of physical contact more effectively than text-based communication. This study highlights the potential of text-based communication to increase feelings of social support, which may be particularly important during a pandemic.     

Toward the clarification of classroom contexts: Pragmatic aspects of effective instruction

Recent research and theory devoted to developing the socio-historical context of educational innovation may be enhanced and invigorated by considering some overlooked theoretical precursors in the educational and child development literature. These sources converge on the centrality of communication in clarifying recent advances in both experimental and school-based research and development. Focusing on student sensitive communication, a basic developmental process called intellectualization is proposed to establish that there are social agent-intellectual system relations to be investigated just as with the social agent-personality relations intrinsic in the ubiquitous socialization process. Relevant background literature is identified, and exemplary recent research is noted.     

The Persistence of Status Differentials in Computer Conferencing

One feature of electronic communication media is its potential to remove the effects of occupational role identity. For better or for worse, electronic communication technologies may reduce occupational status differentials and allow individuals to communicate as equals. This article reports results from a study of health-care professionals engaged in an educational program using computer conferences over a five-month period. Results show that the content and network of communication among health-care professionals using the computer conference were significantly related to occupational roles. Specifically, physicians and hospital administrators were afforded higher status in computer conferences than nurses. The effects of occupational status differentials were manifest and became more established with greater use of the computer conferencing system. Status characteristics derived from the educational task also appeared to affect communication patterns. The importance of considering multiple social contexts when implementing information technology is discussed.     

Social Context in HCl: A New Framework for Mental Models,Cooperation, and Communication

This article considers current research in computer-supported cooperative work (CSCW), computer-mediated communication (CMC), and distributed artificial intelligence (DAl). These areas need an articulated model of social contexts to bridge the persisting gap between social and technological dimensions in computer system design and use. A conceptual model of context is presented to account for both cooperation-conflict and communication-negotiation processes. The model conceives of contexts as including not only physical objects and other people but also social norms which influence both individuals and organizations. It assumes that computer system use occurs in social scenarios in which the features cannot be reduced to any type of input or data in the world that designers and users can process along with other information coming from the current task. The model is built on three levels: from social contexts as normative order (Level 1), to specific and intrinsically complex situations (Level 2), to person-computer interactions for the performance of particular tasks (Level 3). The model has three main implications. First, Human-Computer Interaction (HCl) studies—especially scenario-based design—may profit from a fresh topdown approach to designers' and users' mental models taking into account normative social processes which have been neglected in previous research. Second, CSCW may realize how deeply discrepant perspectives affect multi-agent environments and why in real working life negotiation is intertwined with cooperation. Designers may use this insight to design systems allowing more place for negotiation among actors. Third, we should dismiss the view that CMC lacks adequate social cues and fosters impulsive behavior. Cognitive processes such as categorization, stereotype construction, and social identification can make electronic environments even more strongly sensible to social norms than face-to-face communication. Context, according to our model, is not restricted to the physical copresence of other people but consists mainly of processes providing situations with socially recognizable meaning.     

The role of human body movements in mate selection

It is common scientific knowledge, that most of what we say within a conversation is not only expressed by the words' meaning alone, but also through our gestures, postures, and body movements. This non-verbal mode is possibly rooted firmly in our human evolutionary heritage, and as such, some scientists argue that it serves as a fundamental assessment and expression tool for our inner qualities. Studies of nonverbal communication have established that a universal, culture-free, non-verbal sign system exists, that is available to all individuals for negotiating social encounters. Thus, it is not only the kind of gestures and expressions humans use in social communication, but also the way these movements are performed, as this seems to convey key information about an individual's quality. Dance, for example, is a special form of movement, which can be observed in human courtship displays. Recent research suggests that people are sensitive to the variation in dance movements, and that dance performance provides information about an individual's mate quality in terms of health and strength. This article reviews the role of body movement in human non-verbal communication, and highlights its significance in human mate preferences in order to promote future work in this research area within the evolutionary psychology framework.     

The formation of group norms in computer‐mediated communication

The formation of group norms in computer‐mediated communication (CMC) was examined among students who used e‐mail as part of a course. A network analysis of group structures revealed that (a) content and form of communication is normative, group norms defining communication patterns within groups, (b) conformity to group norms increases over time, communication outside the group is governed by different social norms. Results show that norms prescribing a particular use of technology are socially constructed over time at the level of locally defined groups and also show that the influence of these norms is limited to the boundaries of the group. It is concluded that the process of social construction is restrained by social identities that become salient over the course of interaction via CMC. These findings complement experimental evidence that stresses the importance of normative influence in CMC.     

A theoretical frame of reference for family systems therapy? An introduction to Luhmann's theory of social systems

The starting point for this paper is that family therapy lacks a theoretical frame of reference of its own; thus a stepwise search for such a frame of reference is described. First, social systems are defined as communication systems. Second, it is shown in what way a family can be seen as a social system. With the help of the theory of social systems of the sociologist Luhmann, a theoretical frame of reference for systems therapy is drafted. Finally, we hint at the implications such a theoretical framework could have for clinical practice.     

Verbal and nonverbal communication in at-risk mother-child dyads: Implications for relationship quality and developing positive social behaviours in middle-childhood

Factors that promote healthy relationships have been understudied. The objective of this study is to examine mother–child verbal and nonverbal communication (separately), relationship quality and children's positive social behaviours in an at-risk sample framed within the developmental psychopathology approach. Mothers are part of a 35-year longitudinal prospective study who, as children, were rated by peers on measures of aggression and social withdrawal. These mothers, with their own 9- to 13-year-old children, participated in conflict and game-playing tasks. Verbal and nonverbal communication were coded separately using systematic observational measures. Maternal childhood histories of aggression and withdrawal predicted poorer dyad verbal communication, relationship quality and children's positive social behaviours. Frequently displayed positive verbal and nonverbal communication were associated with better relationship quality and children's positive social behaviours. The results highlight the unique contributions of verbal and nonverbal communication to adaptive development and to promoting healthy relationships in at-risk families during middle-childhood.