The refinement of heterosocial skills through the development and deterioration in close interpersonal relationships

Horike, Kazuya

doi:10.2130/jjesp.34.116

Cited by 12 publications

(3 citation statements)

References 10 publications

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“…We employed Encode–Decode 2 (ENDE 2; Horike, 1994), a widely used communication skills scale in Japan based on Riggio (1986). The scale measures three factors of communication skills: encoding (e.g., ‘Telling others exactly how I feel’), decoding (e.g., ‘Reading feelings from others’ gestures’), and control (e.g., ‘Getting along with individuals by controlling my feelings’).…”

Section: Methodsmentioning

confidence: 99%

A socio‐ecological context moderates the association between communication skills and friendship satisfaction: Possible role of relational mobility

Fujiwara,

Takemura

2023

Asian J of Social Psycho

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Good communication skills facilitate successful interpersonal relationships. However, the specific communication skills (encoding and decoding) required for establishing friendships can vary depending on aspects of the social context. We conducted a two‐wave longitudinal study in Japan to investigate the adaptive value of communication skills in different socio‐ecological contexts (i.e., different stages of university life). New college students are immersed in a high‐level relational mobility environment, where they have a greater range of options for forming new relationships and leaving old ones. Conversely, students beyond their second year experience less relational mobility. Cross‐lagged analyses indicated a positive association between decoding skill and friendship satisfaction 3 months later for senior students, who are likely to be in an environment characterised by low relational mobility. However, for first‐year students in a high‐relational‐mobility environment, the association was negative, supporting our hypothesis. Conversely, encoding skill did not demonstrate an association with satisfaction 3 months later. However, it was positively associated with satisfaction at each time point. Another cross‐lagged analysis revealed that satisfying relationships helped improve encoding skills. We further explore the socio‐ecological aspects related to the adaptive value of communication skills.

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Section: Methodsmentioning

confidence: 99%

A socio‐ecological context moderates the association between communication skills and friendship satisfaction: Possible role of relational mobility

Fujiwara,

Takemura

2023

Asian J of Social Psycho

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“…Hence, the total points ranged between 10 and 50 for both benefits and barriers. 4) Communication skill (Decoding, Properly transmitted, Self-control) Communication skill was measured using ENDE2, created by Horike (1994). The questionnaire was made up of 13 questions under three categories: "decoding skill (four questions)", "properly transmitted skill (four questions)", and "self-control skill (five questions)".…”

Section: ) Stage Of Exercise Behavior Changementioning

confidence: 99%

Research on the Prolonged Effect of Physical Education Class on University Students: Effect Verification of the Intervention Program

Nakayama¹,

Tahara²,

Kamino³

et al. 2016

APE

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The purpose of this study was to verify the prolonged effect of the intervention program on university students in physical education class. Subjects were 211 university students who participated in physical education class. The intervention group is comprised of 81 students (40 males, 41 females), and the control group is comprised of 128 students (80 males, 48 females). All data were obtained through questionnaires. The questionnaires consisted of personal characteristics, skills relating to bachelor's degree ability (communication skill, teamwork skill, problem-solving skill, leadership skill), and exercise behavior (the stage of exercise behavior change, self-efficacy for exercise, decisional balance). The questionnaire data were obtained "at the beginning of the semester (pre)", "at the end of the semester (post)", and "two years after the end of the semester (the two-year follow-up)". Communication program and behavior change skills were applied to the intervention group. The main finding was that the stage of exercise behavior changed in the intervention group. Comparing "pre" with "post", the ratio of students with improved stage was 51.8%; the ratio of students who maintained their stage was 37.3%; and the ratio of students whose stage worsened was 10.8%. Additionally, comparing "post" with "the two-year follow-up", the ratio of students with improved stage was 19.3%; the ratio of students who maintained their stage was 43.4%; and the ratio of students whose stage worsened was 37.3%. The results of twoway repeated measures ANOVA (group-time) showed that there were significant interactions for S. Nakayama et al. 248"perceived benefits of exercise (Pros)", "decoding skill", "properly transmitted skill", "teamwork skill", and "leadership skill". The results of one-way repeated measures ANOVA showed that "properly transmitted skill", "teamwork skill", and "leadership skill" significantly increased on account of the intervention program post and at the two-year follow-up. These results indicate that the intervention program on university students, which consists of a communication program and behavior change skills, was partly effective for improving skills relating to bachelor's degree ability two years after the end of semester.

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“…We then applied a factor analysis to four typical evaluations of social skills (KiSS-18 [ [18], JICS [19], and ACT [20]), and extracted seven factors from these: "conversation organization," "problem solving," "symbolization/decoding," "self-control," "appreciation," "thinking of others," and "sensing emotion." Considering the above factors, we computed social skill scores and divided the 27 participants into two groups.…”

Section: Exploration Of Evaluators' Social Skillsmentioning

confidence: 99%

A conversational robot with vocal and bodily fillers for recovering from awkward silence at turn-takings

Ohshima

Kimijima

Yamato³

et al. 2015

2015 24th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN)

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When there is a lull in conversation, many people feel awkward and make sounds, such as "ummm" (a vocal filler), or stroke their chins or other parts of their bodies (a bodily filler). These fillers suggest the intent to recommence and continue the conversation. Thus, the purpose of conversation is to facilitate the sharing of beneficial information as well as a comfortable moment with an interlocutor. In this manner, a robot intended to help foster a comfortable or relaxing conversational atmosphere through interaction with a user (e.g., therapeutic robots) needs to be designed to convey such a cooperative demeanor to its human interlocutor. In this study, we analyze the effects of a robot's vocal and bodily fillers during awkward silences between turns in conversations with humans. The results of our study show that people feel awkward during silences, even when in conversation with a robot, and that the robot's conversational fillers help mitigate awkwardness and express a cooperative attitude in verbal interactions with people. Our experiments also revealed that subjects who were less socially adept reported feeling that their robot interlocutor was more sincere than its human counterpart.

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The refinement of heterosocial skills through the development and deterioration in close interpersonal relationships

Cited by 12 publications

References 10 publications

A socio‐ecological context moderates the association between communication skills and friendship satisfaction: Possible role of relational mobility

A socio‐ecological context moderates the association between communication skills and friendship satisfaction: Possible role of relational mobility

Research on the Prolonged Effect of Physical Education Class on University Students: Effect Verification of the Intervention Program

A conversational robot with vocal and bodily fillers for recovering from awkward silence at turn-takings

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