The challenge of sustainable agriculture.

Strategic management of innovation; Technological maturity cycles: cotton and late corn as case studies; Institutional building strategic management of resources; Strategic management of R&D; Strategic management of communication and technological business.bitstream/item/151600/1/The-challenge.pd

Competing for attention in social communication markets

We investigate the incentives for social communication in the new social media technologies. Three features of online social communication are represented in the model. First, new social media platforms allow for increased connectivity; i.e., they enable sending messages to many more receivers, for the same fixed cost, compared to traditional word of mouth. Second, users contribute content because they derive status- or image-based utility from being listened to by their peers. Third, we capture the role of social differentiation, or how social distance between people affects their preferences for messages. In the model, agents endogenously decide whether to be a sender of information and then compete for the attention of receivers. An important point of this paper is that social communication incentives diminish even as the reach or the span of communication increases. As the span of communication increases, competition between senders for receiver attention becomes more intense, resulting in senders competing with greater equilibrium messaging effort. This in turn leads to lower equilibrium payoffs and the entry of fewer senders. This result provides a strategic rationale for the socalled participation inequality phenomenon, which is a characteristic of many social media platforms. We also show that social differentiation may enhance or deter sender entry depending on whether it can be endogenously influenced by senders. Finally, we examine how the underlying network structure (in terms of its density and its degree distribution) affects communication and uncover a nonmonotonic pattern in that increased connectivity first increases and then reduces the entry of senders

Social communication between virtual characters and children with autism

Children with ASD have difficulty with social communication, particularly joint attention. Interaction in a virtual environment (VE) may be a means for both understanding these difficulties and addressing them. It is first necessary to discover how this population interacts with virtual characters, and whether they can follow joint attention cues in a VE. This paper describes a study in which 32 children with ASD used the ECHOES VE to assist a virtual character in selecting objects by following the character’s gaze and/or pointing. Both accuracy and reaction time data suggest that children were able to successfully complete the task, and qualitative data further suggests that most children perceived the character as an intentional being with relevant, mutually directed behaviour

Habit Formation and the Evolution of Social Communication Networks

Stochastic learning theory;game theory;network formation;social communication;replicator dynamics

Toward a social psychophysics of face communication

As a highly social species, humans are equipped with a powerful tool for social communication—the face, which can elicit multiple social perceptions in others due to the rich and complex variations of its movements, morphology, and complexion. Consequently, identifying precisely what face information elicits different social perceptions is a complex empirical challenge that has largely remained beyond the reach of traditional research methods. More recently, the emerging field of social psychophysics has developed new methods designed to address this challenge. Here, we introduce and review the foundational methodological developments of social psychophysics, present recent work that has advanced our understanding of the face as a tool for social communication, and discuss the main challenges that lie ahead

Parents’ experiences in using mobile tablets with their child with autism to encourage the development of social communication skills: the development of a parents’ guide

Autism is a lifelong condition that affects how individuals interact with others and make sense of the world around them. The two core difficulties associated with autism are difficulties in social communication and interaction, and the manifestation of restricted, repetitive patterns of behaviour. However, children with autism may also have many talents and special interests among which is their affinity with digital technologies. Despite the increasing use of mobile tablets in schools and homes, and the children’s motivation in using them, there is limited guidance on how to use the tablets to teach children with autism specific skills. This study aims to fill this gap in knowledge by providing guidelines about the ways in which iPads and other tablets can be used by parents/carers and their child at home to support the development of social communication skills. Semi-structured interviews with 10 parents of primary school aged children (4-11 years old) with autism were conducted with the aim to explore their experiences in using mobile devices, such as iPads and android tablets, and social activities with their children to create opportunities for social communication development. The interview involved questions about the parents’ knowledge and experience in autism, their understanding of social communication skills, the use of technology at home, and their links with the child’s school. Qualitative analysis of the interviews showed that parents used a variety of strategies to boost their child’s social communication skills. Among these strategies were: a) the use of communication symbols, b) the use of the child’s special interest as motivator to gain their attention, and c) allowing time to their child to respond. It was also found that parents engaged their child in joint activities such as cooking, role play and creating social stories together on the device. Seven out of ten parents mentioned that the tablet is a motivating tool that can be used to teach social communication skills, nonetheless all parents raised concerns over screen time and their child’s sharing difficulties. The need for training and advice as well as building stronger links with their child’s school was highlighted. In particular, it was mentioned that recommendations would be welcomed about how parents can address their child’s difficulties in initiating or sustaining a conversation, taking turns and sharing, understanding other people’s feelings and facial expressions, and showing interest to other people. This is the first study to date that resulted in the development of a parents’ guide informed by evidence-based practice and the participants’ experiences and concerns. The proposed guidelines aim to urge parents to feel more confident in using the tablet with their child in more collaborative ways. In particular, the guide offers recommendations about how to develop verbal and non-verbal communication, gives examples of tablet based activities to interact and create things together, as well as it offers suggestions on how to provide a worry free tablet experience and how to connect with the school

Metaphor in social communication

Texto completo del vol. 22 (2019) de la revista Cultura, Lenguaje y Representación / Culture, Language and Representation

The simplification of complex interactions for more inclusive social communication technologies (position paper)

New technologies, especially smart homes and mobile and ubiquitous technologies have the potential to foster improved quality of life in the older population. Some anticipated benefits are linked to specific applications in areas such as home automation, communication, shopping and health. However, some valuable potential benefits lie in building and sustaining relationships with remote extended family, particularly children and grandchildren, as well as with carers, neighbours and friends. Communication with geographically remote family can play an important role in helping to sustain autonomy, inclusion and independence. Reduction in isolation and improved participation have the potential to improve or sustain quality of life, but in addition they can lead to a reduction in vulnerability and sustained physical health. Another benefit can be to reassure adult children about the viability of their parent's independent living. Broadband "always-on" communications are potentially particularly useful tools in sustaining geographically remote relationships with extended family, as they can support many useful kinds of interaction, using modalities such as voice, video, pervasive annotation, selection, and remote concierging. Unfortunately, many possible new interactions are currently complex to manage, ruling them out on grounds of poor acceptability, accessibility and usability. However, our hypothesis is that a new interaction framework that combines social and technical components could be used to simplify many interactions of the kinds noted above sufficiently to the point where they would be rendered acceptable, accessible and usable. This paper outlines plans to test such a framework

Screening for autism in preterm children : diagnostic utility of the Social Communication Questionnaire

Objective Preterm survivors are at high risk for autism spectrum disorders (ASD). The diagnostic utility of the Social Communication Questionnaire (SCQ) in screening for ASD was assessed in extremely preterm children at 11 years of age. Design All babies born at <26 weeks gestation in UK and Ireland from March through December 1995 were recruited to the EPICure Study. Of 307 survivors, 219 (71%) were assessed at 11 years. Parents of 173 children completed the SCQ to screen for autistic features and the Development and Well Being Assessment (DAWBA) psychiatric interview. A consensus diagnosis of ASD was assigned by two child psychiatrists following review of the DAWBA parental interview and corresponding DAWBA teacher questionnaire. Setting Community-based follow-up. Results Using the established SCQ cut-off (scores ≥15), 28 (16%) extremely preterm children screened positive for ASD. Eleven (6%) were assigned a diagnosis of ASD. Using this cut-off, the SCQ had 82% sensitivity and 88% specifi city for identifying ASD in this population. Using a receiver operating characteristic curve, SCQ scores ≥14 had optimal diagnostic utility (area under curve: 0.94; sensitivity: 91%; specifi city: 86%). Positive predictive value was relatively low (31%) resulting in numerous over-referrals. However, children with false positive screens had signifi cantly worse neuro-developmental, cognitive and behavioural outcomes than those with true negative screens. Conclusion The SCQ has good diagnostic utility for identifying ASD in extremely preterm children and is a useful screening tool in this population. Children with false positive screens represent a high-risk group in whom further diagnostic assessment would be benefi cial