The impact of status and audio conferencing technology on business meetings

Anderson, Anne H.; Gardner, Michael

doi:10.1006/ijhc.2001.0464

Cited by 26 publications

(15 citation statements)

References 49 publications

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“…If foreign languages naturally have an oral component, does it make more sense to use some form of audio chat? Internet researchers have begun exploring the behaviors in different communication media (France et al, 2001), but the learning potential of these media has not been evaluated. To date, research in new communications technologies for foreign language learning has largely focused on exploring the behavioral changes seen online.…”

Section: Discussionmentioning

confidence: 99%

IRC Français: The Creation of an Internet-Based SLA Community

Hudson

Bruckman

2002

Computer Assisted Language Learning

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Research into text-based chat environments for foreign language learning has shown that discussions online have a signi®cantly different character from those in the classroom. In this paper, we begin with a brief design history of one of these environments: IRC Franc Ëais. Our experience both illustrates the challenges involved in moving these chat environments from the language lab to the Internet and offers insight into some of the causes of these changes in conversation. The initial challenges we encountered ranged from ethical dif®culties in doing research in Internet-based chat environments to bootstrapping a synchronous community. After exploring these challenges, we present a study taking a closer look at the interactions online and in the classroom over the course of a semester. During this semester, classroom interaction was largely teacher-oriented, despite the best efforts of the teachers involved. Even though teachers initiated online conversations in the same way, however, online interaction was student-driven and signi®cantly more interactive. These observations lend credibility to the language ego permeability theory and its emphasis on inhibition. Quantitative ®ndings of this study mirror a number of other studies. Qualitative ®ndings suggest that important features of the medium lead students to feel more comfortable in the online environment. In particular, the``almost realtime'' nature of this medium seems to offer a blend of bene®ts that arise in both face-to-face conversation and asynchronous interaction. In doing so, however, some new challenges are introduced. We conclude with some suggestions for new research directions into both these challenges and more general issues in second language acquisition in online environments.

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Section: Discussionmentioning

confidence: 99%

IRC Français: The Creation of an Internet-Based SLA Community

Hudson

Bruckman

2002

Computer Assisted Language Learning

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“…It is true too that spacing of the vocalizations requires calmness, control and attention toward the others instead of being self-centered. For France et al (2001), the non-verbal cues that accompany turn-taking demonstrate mutual attention and responsiveness. According to Bourhis (1982) and Hofstede (1980), some human societies are built upon the development of "speaking well" while others, more communal, favor the knowledge of the social relationships.…”

Section: Resultsmentioning

confidence: 99%

“…In general, "repair mechanisms exist for dealing with errors and violations: stop prematurely or display even rituals." Overall, turn-taking allows interlocutors to enhance mutual attention and responsiveness (France et al, 2001) which may explain why overlapping/interruption is perceived negatively, preventing the other's turn to occur but also indicating a lack of attention.…”

Section: Introductionmentioning

confidence: 99%

“…In his work on Kirundi language in Burundi, Albert (1964) found that the order in which individuals speak in a group is strictly determined by seniority of rank: "the rule for servants, females and other inferiors is to speak when spoken to but otherwise to maintain silence in public." Leaders talk more than other individuals (France et al, 2001). Men are more likely to interrupt than women which is generally interpreted as a male "power demonstration" but could also be interpreted as reflecting distinct male and female "subcultures" (Maltz and Borker, 1982).…”

Section: Introductionmentioning

confidence: 99%

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Turn-Taking in Human Communicative Interaction

Holler

Kendrick

Casillas

et al. 2016

Frontiers Research Topics

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The core use of language is in face-to-face conversation. This is characterized by rapid turn-taking. This turn-taking poses a number central puzzles for the psychology of language. Consider, for example, that in large corpora the gap between turns is on the order of 100 to 300 ms, but the latencies involved in language production require minimally between 600ms (for a single word) or 1500 ms (for as simple sentence). This implies that participants in conversation are predicting the ends of the incoming turn and preparing in advance. But how is this done? What aspects of this prediction are done when? What happens when the prediction is wrong? What stops participants coming in too early? If the system is running on prediction, why is there consistently a mode of 100 to 300 ms in response time? The timing puzzle raises further puzzles: it seems that comprehension must run parallel with the preparation for production, but it has been presumed that there are strict cognitive limitations on more than one central process running at a time. How is this bottleneck overcome? Far from being 'easy' as some psychologists have suggested, conversation may be one of the most demanding cognitive tasks in our everyday lives. Further questions naturally arise: how do children learn to master this demanding task, and what is the developmental trajectory in this domain? Research shows that aspects of turn-taking such as its timing are remarkably stable across languages and cultures, but the word order of languages varies enormously. How then does prediction of the incoming turn work when the verb (often the informational nugget in a clause) is at the end? Conversely, how can production work fast enough in languages that have the verb at the beginning, thereby requiring early planning of the whole clause? What happens when one changes modality, as in sign languages -- with the loss of channel constraints is turn-taking much freer? And what about face-to-face communication amongst hearing individuals -- do gestures, gaze, and other body behaviors facilitate turn-taking? One can also ask the phylogenetic question: how did such a system evolve? There seem to be parallels (analogies) in duetting bird species, and in a variety of monkey species, but there is little evidence of anything like this among the great apes. All this constitutes a neglected set of problems at the heart of the psychology of language and of the language sciences. This research topic welcomes contributions from right across the board, for example from psycholinguists, developmental psychologists, students of dialogue and conversation analysis, linguists interested in the use of language, phoneticians, corpus analysts and comparative ethologists or psychologists. We welcome contributions of all sorts, for example original research papers, opinion pieces, and reviews of work in subfields that may not be fully understood in other subfields

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“…Power hierarchies in face-to-face and audio environments (France et al, 2001) seem to disappear in online discussions (Sproull & Kiesler, 1991). Shy students who would never say anything in a classroom have no problems interacting with the same teachers and classmates in chat environments (Bruce et al, 1993;Hudson & Bruckman, 2002, 2004a.…”

Section: Designing Cscw Systems For Expectations Of Privacymentioning

confidence: 99%

Using Empirical Data to Reason about Internet Research Ethics

Hudson

Bruckman

Ecscw 2005

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Abstract. Internet technology holds significant potential to respond to business, educational, and social needs, but this same technology poses fundamentally new challenges for research ethics. To reason about ethical questions, researchers and ethics review boards typically rely on dichotomies like "public" versus "private," "published" vs. "unpublished," and "anonymous" vs. "identified." However, online, these categories are blurred, and the underlying concepts require reinterpretation. How then are we to reason about ethical dilemmas about research on the Internet? To date, most work in this area has been grounded in a combination of theoretical analysis and experience gained by people in the course of conducting Internet research. In these studies, ethical insight was a welcome byproduct of research aimed primarily at exploring other ends. However, little work has used experimental methods for the primary purpose of contributing to our reasoning about the ethics of research online. In this paper, we discuss the role of empirical data in helping us answer questions about Internet research ethics. As an example, we review results of one study in which we gauged participant expectations of privacy in public chatrooms (Hudson & Bruckman, 2004b). Using an experimental approach, we demonstrate how participants' expectations of privacy conflict with the reality of these public chatrooms. Although these empirical data cannot provide concrete answers, we show how they influence our reasoning about the ethical issues of obtaining informed consent.

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The impact of status and audio conferencing technology on business meetings

Cited by 26 publications

References 49 publications

IRC Français: The Creation of an Internet-Based SLA Community

IRC Français: The Creation of an Internet-Based SLA Community

Turn-Taking in Human Communicative Interaction

Using Empirical Data to Reason about Internet Research Ethics

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