Re-evaluating the Form and Communication of Social Robots: The Benefits of Collaborating with Machinelike Robots

This paper re-evaluates what constitutes a social robot by analysing how a range of different forms of robot are interpreted as socially aware and communicative. Its argument juxtaposes a critical assessment of the development of humanlike and animal-like robotic companions with a consideration of human relations with machinelike robots in working teams. The paper employs a range of communication theories alongside ideas relating to anthropomorphism and zoomorphism in discussing human-robot interactions. Some traditions of communication theory offer perspectives that support the development of humanlike and animal-like social robots. However, these perspectives have been critiqued within communications scholarship as unethically closed to the possibilities of otherness and difference. This paper therefore reconfigures and extends the use of communication theory to explore how machinelike robots are interpreted by humans as social and communicative others. This involves an analysis of human relations with Explosive Ordnance Disposal (EOD) robots and with the robotic desk lamp, AUR. The paper positions social robotics research as important in understanding working teams containing humans and robots. In particular, this paper introduces the value of tempered anthropomorphism and zoomorphism as processes that support communication between humans and machinelike robots, while also ensuring that a sense of the otherness of the machine and respect for its non-human abilities is retained

Pierced for Success?: The Effects of Ear and Nose Piercing Jewelry on Perceptions of Employment Seekers’ Trustworthiness, Attractiveness, and Hirability

This study examined the effect of body piercing on perceptions of an employment seeker\u27s credibility, hirability, and attractiveness. Participants (undergraduate students and managers) viewed a photograph of a job candidate who wore either no jewelry, an earring, or a nose ring, and then rated dimensions of the candidate\u27s credibility, hirability, and attractiveness. Analysis indicated that although the candidate\u27s attractiveness ratings were not affected by the type of jewelry he wore, his credibility ratings decreased when he was wearing jewelry, and his hirability ratings decreased when he was wearing a nose ring. These results and their implications are discussed

Self-Construal Priming Affects Speed of Retrieval from Short-Term Memory

We investigated the effects of collective or individual self-construal priming on recall in a short-term memory (STM) task. We primed participants to either their individual or their collective self-construals or a neutral control condition. Participants then completed a STM retrieval task using either random or patterned digit strings. Findings revealed that priming an individual self-construal resulted in faster retrieval of information from STM for both stimulus types. These results indicate that individual self-accessibility improves retrieval speed of digits from STM, regardless of set configuration. More broadly, the present findings extend prior research by adding further evidence of the effects of self-construal priming on cognitive information processing

Self-Construal Priming Affects Speed of Retrieval from Short-Term Memory

<div><p>We investigated the effects of collective or individual self-construal priming on recall in a short-term memory (STM) task. We primed participants to either their individual or their collective self-construals or a neutral control condition. Participants then completed a STM retrieval task using either random or patterned digit strings. Findings revealed that priming an individual self-construal resulted in faster retrieval of information from STM for both stimulus types. These results indicate that individual self-accessibility improves retrieval speed of digits from STM, regardless of set configuration. More broadly, the present findings extend prior research by adding further evidence of the effects of self-construal priming on cognitive information processing.</p> </div

Mean RT as a function of Digit Configuration and Prime Type.

<p>Each bar represents the mean RT for one of the six Digit Configuration/Prime combinations. The bars around each mean indicate the standard error.</p

Teaching teamwork: an evaluation of an interprofessional training ward placement for health care students

Julia Morphet,1 Kerry Hood,2 Robyn Cant,2 Julie Baulch,3 Alana Gilbee,3 Kate Sandry4 1School of Nursing and Midwifery, Monash University, Frankston, Victoria, Australia; 2School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia; 3Southern Clinical School, Monash University, Monash Health, Clayton, Victoria, Australia; 4Dandenong Emergency Department, Monash Health, David St, Dandenong, Victoria, Australia Abstract: The establishment of interprofessional teamwork training in the preprofessional health care curriculum is a major challenge for teaching faculties. Interprofessional clinical placements offer an opportunity for teamwork education, as students in various professions can work and learn together. In this sequential, mixed-method study, focus group and survey techniques were used to evaluate students&#39; educational experiences after 2-week ward-based interprofessional clinical placements. Forty-five senior nursing, medicine, and other health care students cared for patients in hospital wards under professional supervision, with nursing-medicine student &quot;teams&quot; leading care. Thirty-six students attended nine exit focus groups. Five central themes that emerged about training were student autonomy and workload, understanding of other professional roles, communication and shared knowledge, interprofessional teamwork/collaboration, and the &quot;inner circle&quot;, or being part of the unit team. The learning environment was described as positive. In a postplacement satisfaction survey (n=38), students likewise rated the educational experience highly. In practicing teamwork and collaboration, students were able to rehearse their future professional role. We suggest that interprofessional clinical placements be regarded as an essential learning experience for senior preprofessional students. More work is needed to fully understand the effect of this interactive program on students&#39; clinical learning and preparation for practice. Keywords: education, medical, undergraduate, experiential learning, interprofessional learning, nursing, teamwor