Tests of a Theory of Communicative Responsibility

Aune, R. Kelly; Levine, Timothy R.; Park, Hee Sun; Asada, Kelli Jean K.; Banas, John A.

doi:10.1177/0261927x05281425

Cited by 20 publications

(19 citation statements)

References 14 publications

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“…Exposure to these recommendations can have positive effects, ie, supporting the decision to buy the stock (Zielske, ). Thus, we hypothesize:H6a More stock touts published positively influences the traded volume.H6b More stock touts published positively influences the stock return.Although a high number of stock touts published can generally be assumed to have a positive influence on the decision to buy a stock, this relationship should be curvilinear: an excessive number of stock touts published might also raise suspicion (Aune, Levine, Park, Asada, & Banas, ; Vrij, ; Vrij, Edward, Roberts, & Bull, ). When deceivers try too hard to convince investors, the behaviour might be the reverse: the market reaction will be reduced.…”

Section: Background and Research Hypothesesmentioning

confidence: 99%

The economics of stock touting during Internet‐based pump and dump campaigns

Siering

2018

Information Systems Journal

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Information systems have facilitated the increase in relevance of financial markets. Nevertheless, the rise of the Internet has eased information-based financial market manipulations. In this study, we examine the phenomenon of stock touting during pump and dump campaigns, in which deceivers advertise stocks to profit from an increased price level. We observe that the positive prospects promised are not confirmed by corporate disclosures and financial news.Furthermore, manipulators select targeted financial instruments based on specific stock and company characteristics.Manipulators avoid signals of anomaly and prefer unknown stocks. We find that stock touting has a positive market impact but that it is followed by a large decline in stock price in the subsequent days, causing investors to lose substantial amounts of their investments. We consider the impact of information generation, information content, and information presentation on the corresponding market reaction. Interestingly, information generation influences the demand for the stock, but information content and information presentation drive the willingness to pay. Our results are highly relevant for Internet users, software vendors, and market surveillance authorities, as a deep understanding of such information-based manipulations is necessary to develop appropriate countermeasures.KEYWORDS content analysis, deceptive information practices, event study, financial market manipulation, pump and dump manipulation, stock touting

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Section: Background and Research Hypothesesmentioning

confidence: 99%

The economics of stock touting during Internet‐based pump and dump campaigns

Siering

2018

Information Systems Journal

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“…In the case of the peer listener, assuming her to be less knowledgeable than the adult listener prompted the narrators to give more information. This tendency can be related to some form of conversational responsibility (Aune, Levine, Park, Asada and Banas ): as the listener is less knowledgeable, it is the job of the narrator to be more elaborate. As accepting this responsibility asks more of their communicative abilities, the storytellers lose some of their fluency.…”

Section: Discussionmentioning

confidence: 99%

Does assumed knowledgeableness cause differences in stories told by children from different cultural groups?

Jaspaert

Gysen

2015

Int J App Linguistics

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Narratives play an important role in education, both as a genre which is used to test language proficiency and as a way of transmitting educational context. Therefore, it is important to have a clear idea of how children approach narrative tasks. In this study, we focused on children between 8 and 10 years of age. We investigated whether children with a Flemish background told stories in a different way from children with a non‐Western background. Second, we looked into the way both groups of children adapted their stories to the assumed knowledgeableness, i.e. the communal common ground (Clark 1996) they attributed to their audience. Our study shows that children with a non‐Western background did not differ greatly from children with a Flemish background in the way they told stories to an adult, but that significant differences could be found in the way they adapted their stories to a peer listener. Whereas children with a Flemish background elaborated more when telling to a peer, children with a non‐Western background showed no significant adaptations. We briefly discuss some of the implications of this finding for education.

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“…Others have attempted to explain the process of inference making in a variety of contexts including the cooperative principle (Grice 1989), relational memory (e.g., Ellenbogen et al 2007), communicative responsibility theory (e.g., Aune et al 2005), and speech act theory (e.g., Searle 1969). However, we are far from understanding the basic operations of the human mind that Harvey Sacks called an ''inference making machine'' in his lecture of the same title (Sacks 1995, p. 113).…”

Section: Inference Making or Normatizing Encountersmentioning

confidence: 99%

Re/Production of science process skills and a scientific ethos in an early childhood classroom

Kirch

2007

Cult Stud of Sci Educ

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Many educators and researchers are convinced that age limits what students can learn and achieve in science. Elementary school curricula focus on isolated process skills under the faulty assumption that young students are not capable of combining the process skills and content knowledge necessary for reasoning scientifically. In the present study, I demonstrate that many process skills are produced in conversations between second grade students and between these students and their teachers, including: questioning, hypothesis formation, experimental design, identifying relevant evidence, critical analysis of hypotheses and predictions, hypothesis reconstruction, and variable identification. Through conversation analysis I show that most classroom community members adopted the role of skeptic at some time, but there was a strong tendency to defer to authoritative sources when resolving debates. This latter observation led to further investigation of when and how authoritative sources were consulted and used, and when and how a skeptical stance was taken. I show that, as students used science process skills and interacted with each other and teacher-mediators, community practices, values, and mores were shaped and an ethos of science began to emerge. It is my contention that this ethos often emerges unconsciously as part of the community's dynamic set of rules and schema. Teachers who are attuned to the tension between open-mindedness and skepticism, and how they and their students cope with this dialectic, however, can actively shape the scientific ethos of their classroom community.

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Tests of a Theory of Communicative Responsibility

Cited by 20 publications

References 14 publications

The economics of stock touting during Internet‐based pump and dump campaigns

The economics of stock touting during Internet‐based pump and dump campaigns

Does assumed knowledgeableness cause differences in stories told by children from different cultural groups?

Re/Production of science process skills and a scientific ethos in an early childhood classroom

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