851 research outputs found
Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning Environments
This paper describes an exploratory study of system-side errors (i.e. expectation- or rule-violations) in a virtual environment (VE), and the subsequent reactions of young children with autism spectrum conditions (ASC). Analysis of existing video from 8 participants interacting with the ECHOES VE showed that they frequently detected and reacted to system-side errors, engaging in social and communicative behaviours targeted by ECHOES. Detecting errors requires children to compare the VE's state to their mental model of its behaviour, determining where the two are discrepant. This is equivalent to learners identifying mistakes in their own knowledge and then re-aligning with the system-as-expert. This paper explores the implications of these results, proposing a taxonomy of discrepant event types, and discussing their location with respect to the learner and/or system. In addition to considering these results' significance for this user group and context, it relates the research to existing work that uses erroneous examples. © 2013 Springer-Verlag Berlin Heidelberg
Embedding novel and surprising elements in touch-screen games for children with autism: creating experiences âworth communicating aboutâ
Relative infrequency of communication initiation, particularly initiations that involve
attention-sharing or other social purposes, appears to negatively impact the later-life
outcomes of children with autism. Strategies to improve or encourage initiation skills
in autism are hampered by the need for the behaviour to be spontaneous (i.e. unprompted
by a partner). One potential approach that addresses the spontaneity issue
is to extrinsically motivate initiations by changing aspects of the childâs environment
such that they merit, or even demand, initiating a communication. Detecting subjectively
inconsistent (i.e. discrepant) aspects in game-like virtual contexts appears to
be something that inherently interests young children with autism, and can motivate
them to initiate spontaneous, positive communications. Initial evidence for discrepancy
as a communicative motivator came from a study which re-analysed video data
from an existing autism and technology project (ECHOES), illustrating that a heterogeneous
group of children all reacted frequently and socially to naturally occurring (i.e.
unintentional, non-designed) discrepant aspects within ECHOES. A set of high-level
design principles was developed in order to capture âlessons learnedâ from ECHOES
that might facilitate re-creation of a similar pattern of spontaneous, positive initiation
around discrepancy. A second, proof-of-concept study implemented these design
principles in a set of three new touch-screen games (Andyâs Garden) that sought to
establish, and then deliberately violate, child expectations (i.e. provide discrepancy-detection
opportunities: DDOs). Children reacted socially and positively to the new
games and DDOs. The results of this study allow us to answer its overall questions
affirmatively: it is possible to motivate childrenâs communicationâspecifically, their
initiationâby including deliberately-designed DDOs in a set of games. These findings
are the first step towards determining whether discrepancy-detection opportunities may
form a component of a future technology-based communication skills intervention, capable
of changing childrenâs initiation behaviour outside of a game context
Better together: advancing family-centered care
Family-centered care (FCC) is recommended as âbest practiceâ across a variety of pediatric service settings, as it yields better health and wellness outcomes for clients, and greater work satisfaction for practitioners and administrators (American Academy of Pediatrics, 2012). However, providers in multiple health care fields report challenges with translation of FCC concepts into their practice (Bamm & Rosenbaum, 2008; Graham, Rodger, & Ziviani, 2008; Lawlor & Mattingly, 1998; MacKean, Thurston, & Scott, 2005). Therefore, the aim of this doctoral project was to understand the barriers to FCC implementation, and to propose ways for supporting practitioners to enact FCC in their practice. The resulting solution is Better Together, an on-line professional development course designed to empower health care providers to become ambassadors of FCC and effectively enact the FCC practices in their daily interactions with clients and their families. The Better Together course content and structure are based on findings from a review of the literature specific to identifying core skills and knowledge essential for effective FCC practice, as well as best practices for professional development instruction. Methods for course implementation, funding, and dissemination are described, as well as a research plan for program evaluation
Incorporating Social Media into the Classroom: A Case Study on How TikTok can be Immersed into Classroom Pedagogy
My research project focuses on the use of TikTok embedded within classroom pedagogy and how it can be used as a tool to support academic and social emotional wellbeing. There is a lack of research investigating how social media can be incorporated into the classroom to make up for potential academic losses, including the inevitable social/emotional needs of adolescents that need to be addressed due to the ramifications of COVID-19. In my research, I question ways in which students see this tool as supporting their wellbeing, in what ways parents see this tool as supporting their child\u27s wellbeing, and why TikTok is unique to successfully building a community. This project offers valuable insights into Generation Z on a deeper social-emotional level through fieldwork observation notes, surveys, and interviews with students and parents. My findings show that social media and classroom curriculum can work in tandem as a tool to increase engagement and support social emotional wellbeing and academic success. The TikTok application requires demonstrating 21st century skills, enhances social relationships, and builds a connected classroom community. Finally, this projectâs findings demonstrate how educators can support the whole child through using tools such as TikTok to help provide social emotional support for highly anxious students. In the words of one participant, TikTok âmakes everyone feel like they belong.
Gifted Education, Creativity and Leadership Development
In these uncertain and challenging times, we need to help gifted students find their purpose and work toward finding a passion in their work and life. These new perspectives are both brilliant and practical and represent a synthesis of wisdom and experience. The new perspectives address the need to identify and nurture diverse students using scenarios and simulations and an active involvement in observing differentiation to learn how to identify and serve gifted students. We have unpreceded opportunity, with access to technology, to engage in collaborative research and program development across disciplines and internationally. In conclusion, there is deep wisdom here for gifted students, their parents and teachers, who can all benefit from exploring these new perspectives
Playful E-textile Sonic Interaction for Socially Engaged and Open-Ended Play Between Autistic Children
Research on the potential benefits of technology for autistic children is an emergent field in Human-Computer Interaction (HCI), especially within the Child-Computer Interaction Community. This thesis contributes a design approach grounded in theories of play, cognitive development, and autism to expand the discourse on methodological guidelines for performing empirical studies with non-verbal autistic children and to extend the design space to cater to the socio-emotional and sensory needs of this population. The thesis reveals how sonic e-textile Tangible User Interfaces (TUIs) can be used effectively to mediate childrenâs social participation in playful activities. This is demonstrated through developing three explorative field-studies conducted at a specialist school based in North-East London where two sonic e-textile playful TUIs, namely Mazi and Olly, have been created and tested with three groups of autistic children aged between 5-10. The three studies ran over the period of three years and were designed to investigate the potentials of TUIs as shareable toys during leisure and recreational activities to a) support social and playful interactions among peers and b) provide opportunities for self-regulation. The key contributions of this thesis are the designs of two tangible user interfaces, which offer a set of design approaches to guide researchers through creating shareable and playful tangibles for non-verbal autistic children; a framework for analysis and a thorough evaluation process that other researchers could use to assess the efficacy of playful TUI designs for nonverbal autistic children; and an in-depth discussion about the research process, which offers a new perspective about holistic designs and evaluation of technologies that aim to scaffold play in groups non-verbal autistic children
Elements of a theory of social competence : socio-cognitive and behavioral contributions in typical development
LâĂȘtre humain Ă©volue quotidiennement au cĆur dâun monde social hautement complexe auquel il est singuliĂšrement adaptĂ© dâun point de vue Ă©volutif. Lâindividu qui navigue de façon adĂ©quate, parmi les situations et les interactions sociales, y parvient grĂące Ă une machinerie cognitive sophistiquĂ©e et spĂ©cialisĂ©e connue sous le terme de « cognition sociale », composĂ©e dâun ensemble de fonctions acquises durant le dĂ©veloppement et permettant la perception, le traitement, lâinterprĂ©tation et la rĂ©action Ă des stimuli sociaux dynamiques et nuancĂ©s. Le dĂ©veloppement social serait sous-tendu par le fonctionnement cognitif global (p. ex. le fonctionnement intellectuel, le langage, la mĂ©moire, lâattention, les habiletĂ©s visuoperceptuelles), ainsi que par des habiletĂ©s sociocognitives spĂ©cifiques (p. ex. la thĂ©orie de lâesprit, lâempathie, la reconnaissance des Ă©motions faciales, la prise de perspective, lâattribution dâintentions, le raisonnement moral), le tout assurĂ© par un ensemble de structures et rĂ©seaux neuronaux connu sous le terme « cerveau social ». MalgrĂ© les connaissances empiriques suggĂ©rant une association entre les facteurs neuronaux, cognitifs et environnementaux du dĂ©veloppement social, notre comprĂ©hension des interactions dynamiques et complexes entre les habiletĂ©s sociocognitives, lâinfluence externe de facteurs environnementaux, ainsi que leurs impacts individuels et combinĂ©s sur le dĂ©veloppement social typique demeure prĂ©liminaire. Lâobjectif gĂ©nĂ©ral de cette thĂšse Ă©tait dâĂ©tudier deux corrĂ©lats principaux qui sous-tendent la compĂ©tence sociale durant le dĂ©veloppement, soient la cognition sociale et le comportement social. Le modĂšle SOCIAL (Beauchamp & Anderson, 2010) est utilisĂ© comme cadre thĂ©orique et empirique pour explorer de multiples facettes du dĂ©veloppement de la compĂ©tence sociale et des liens entre les habiletĂ©s sociocognitives (p.ex. le raisonnement moral et la prise de perspective) et le comportement social global.
La premiĂšre Ă©tude explore la contribution des aspects cognitifs (thĂ©orie de lâesprit) et affectifs (empathie) de la prise de perspective au raisonnement moral et au comportement social des enfants et des adolescents neurotypiques. Un outil novateur dâĂ©valuation du raisonnement moral, le Socio-Moral Reasoning Aptitude Level (So-Moral), fut utilisĂ© pour rehausser la valeur Ă©cologique du construit. Ainsi, des dilemmes sociomoraux quotidiens ont Ă©tĂ© prĂ©sentĂ©s aux participants, qui ont Ă©galement complĂ©tĂ© des mesures de thĂ©orie de lâesprit, dâempathie, et de comportement social. Les rĂ©sultats suggĂšrent que les aspects cognitifs (thĂ©orie de lâesprit) et affectifs (empathie) de la prise de perspective contribuent conjointement Ă prĂ©dire la maturitĂ© morale chez les enfants, mais pas chez les adolescents. Par ailleurs, certaines lacunes au plan du raisonnement moral seraient associĂ©es Ă des instances plus frĂ©quentes de comportements externalisĂ©s, mais aucun lien entre la maturitĂ© morale et les comportements prosociaux nâa Ă©tĂ© dĂ©tectĂ©. La thĂ©orie de lâesprit contribuerait de maniĂšre significative Ă la maturitĂ© du raisonnement moral chez les enfants, suggĂ©rant lâimportance dâune Ă©valuation cognitive dâune situation sociomorale. Comme les facteurs prĂ©dictifs du raisonnement moral diffĂ©reraient chez les enfants et les adolescents, il est possible que des mĂ©canismes sous-jacents distincts soient impliquĂ©s.
La deuxiĂšme Ă©tude documente lâassociation entre les facteurs externes, tels quâopĂ©rationnalisĂ©s par le temps hebdomadaire passĂ© Ă jouer Ă des jeux vidĂ©o, et le comportement social. Cette Ă©tude vise Ă©galement Ă comprendre les liens entre lâusage des jeux vidĂ©o, la cognition sociale et lâadaptation sociale chez des enfants du primaire. LâĂ©tude rĂ©vĂšle que les enfants qui passent moins de temps Ă jouer Ă des jeux vidĂ©o par semaine tendent Ă exhiber plus de comportements prosociaux. Toutefois, aucun lien nâa Ă©tĂ© identifiĂ© entre la frĂ©quence dâusage de jeux vidĂ©o et les comportements mĂ©sadaptĂ©s. Il est donc possible que les interactions sociales complexes, rĂ©elles et face-Ă -face soient particuliĂšrement importantes au dĂ©veloppement des compĂ©tences sociales chez les enfants.
De façon globale, les donnĂ©es de la thĂšse contribuent Ă Ă©tablir un portrait plus complet des relations complexes et dynamiques entre la cognition sociale, les expĂ©riences sociales et le comportement social lors du dĂ©veloppement typique. Les rĂ©sultats offrent des pistes novatrices quant Ă lâapprofondissement des connaissances thĂ©oriques, empiriques et cliniques au sujet du dĂ©veloppement social, et fournissent des fondements empiriques pour soutenir lâĂ©laboration de programmes dâintervention et dâoutils dâĂ©valuation de la cognition et de la compĂ©tence sociale.Humans are characterized by species-specific social skills and interactions, which direct much of their behaviors, dictate thought processes and form the foundations of human consciousness and reality. These social abilities are highly complex and intricate, involving a large range of developmentally acquired skills allowing the perception, processing, interpretation and response to dynamic social stimuli. The fine-tuning of these diverse abilities across the lifespan contributes to an individualâs social competence, allowing the navigation of the social world. Smooth and adaptive social development is supported by core cognitive functions (e.g. intellectual ability, language, memory, attention, visual-perceptive skills), as well as by specific skills (e.g. theory of mind, empathy, emotion recognition, perspective taking, intent attribution, moral reasoning) referred to under the umbrella of âsocial cognitionâ and subsumed by neural structures and networks of the âsocial brainâ. Despite strong evidence supporting the associations between neural, cognitive and social functioning, much remains to be learned about the interplay between socio-cognitive abilities during development, the external influence of environmental factors, as well as their individual and additive impact on social behavior. The main objective of this dissertation was to study two manifestations of social competence in typical development, namely, social cognition and social behavior. The SOCIAL model (Beauchamp & Anderson, 2010) is used as the theoretical and empirical framework providing fertile ground for the investigation of multiple facets of the development of social competence and a better understanding of the global interplay of socio-cognitive skills (e.g., moral reasoning and perspective taking) and social behavior more broadly.
The first study explores the contribution of cognitive (theory of mind) and affective (empathy) aspects of perspective taking to moral reasoning and social behavior in typically developing children and adolescents. An innovative neuropsychological tool for assessing moral reasoning, the Socio-Moral Reasoning Aptitude Level (So-Moral), was used to enhance the ecological value of the construct. Everyday socio-moral reasoning dilemmas were presented to children and adolescents to evaluate their moral maturity, and assessments of theory of mind, empathy and social behavior were also completed. Jointly, both aspects of perspective taking (theory of mind and empathy) predicted moral reasoning maturity in children, but not in adolescents. Poorer moral reasoning skills were associated with more externalizing behavior problems across the age span, but no associations were found with respect to prosocial behavior. Theory of mind skills were independent predictors of moral reasoning, suggesting that a cognitive understanding of the situation may be especially useful when children are asked to reason about a moral conflict. Contributing factors to moral reasoning differed in children and adolescents, suggesting differential underlying mechanisms.
The second study investigates the contribution of external influences, as operationalized by time spent playing video games, to social behavior. A secondary objective was to add to the growing body of literature exploring associations between video game playing, social cognition and social behavior, in an age group less frequently focused on (elementary school-aged children). The main results of the study indicate that children who spend less time per week playing video games have greater prosocial tendencies, but no association was found with behavior problems. Findings highlight the possibility that real-life, complex, and nuanced social interactions outside screen-based play may be central to fostering social competence skills in children.
Overall, the results of the studies presented in this dissertation contribute to building a more comprehensive picture of the complex interplay between social cognition, social experience and social competence during typical development. Findings offer new avenues for improving theoretical, empirical and clinical knowledge of social development and provide an empirical basis for the development of social skills intervention programs as well as social cognition assessment tools
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