Anticipated verbal feedback induces altruistic behavior

A distinctive feature of humans compared to other species is the high rate of cooperation with non-kin. One explanation is that humans are motivated by concerns for social esteem. In this paper we experimentally investigate the impact of anticipated verbal feedback on altruistic behavior. We study pairwise interactions in which one subject, the “divider”, decides how to split a sum of money between herself and a recipient. Thereafter, the recipient can send an unrestricted anonymous message to the divider. The subjects’ relationship is anonymous and one-shot to rule out any reputation effects. Compared to a control treatment without feedback messages, donations increase substantially when recipients can communicate. With verbal feedback, the fraction of zero donations decreases from about 40% to about 20%, and there is a corresponding increase in the fraction of equal splits from about 30% to about 50%. Recipients who receive no money almost always express disapproval of the divider, sometimes strongly and in foul language. Following an equal split, almost all recipients praise the divider. The results suggest that anticipated verbal rewards and punishments play a role in promoting altruistic behavior among humans.Punishment; Approval; Disapproval; Dictator game; Altruism; Communication; Verbal feedback

Study of the Importance of Adequacy to Robot Verbal and Non Verbal Communication in Human-Robot interaction

The Robadom project aims at creating a homecare robot that help and assist people in their daily life, either in doing task for the human or in managing day organization. A robot could have this kind of role only if it is accepted by humans. Before thinking about the robot appearance, we decided to evaluate the importance of the relation between verbal and nonverbal communication during a human-robot interaction in order to determine the situation where the robot is accepted. We realized two experiments in order to study this acceptance. The first experiment studied the importance of having robot nonverbal behavior in relation of its verbal behavior. The second experiment studied the capability of a robot to provide a correct human-robot interaction.Comment: the 43rd Symposium on Robotics - ISR 2012, Taipei : Taiwan, Province Of China (2012

PP licensing in nominalizations

In this paper we compare the distribution of PPs introducing external arguments in nominalizations with PPs introducing external arguments in the verbal domain. We show that several mismatches exist between the behavior of PPs in nominalizations and PPs in the verbal domain. This leads us to suggest that while PPs in the verbal domain are licensed by functional structure alone, within the nominal domain, PPs can also be licensed via an interplay of the encyclopaedic meaning of the root involved and the properties of the preposition itself. This second mechanism kicks in in the absence of functional structure

Spatial but not verbal cognitive deficits at age 3 years in persistently antisocial individuals

Previous studies have repeatedly shown verbal intelligence deficits in adolescent antisocial individuals, but it is not known whether these deficits are in place prior to kindergarten or, alternatively, whether they are acquired throughout childhood. This study assesses whether cognitive deficits occur as early as age 3 years and whether they are specific to persistently antisocial individuals. Verbal and spatial abilities were assessed at ages 3 and 11 years in 330 male and female children, while antisocial behavior was assessed at ages 8 and 17 years. Persistently antisocial individuals (N = 47) had spatial deficits in the absence of verbal deficits at age 3 years compared to comparisons (N = 133), and also spatial and verbal deficits at age 11 years. Age 3 spatial deficits were independent of social adversity, early hyperactivity, poor test motivation, poor test comprehension, and social discomfort during testing, and they were found in females as well as males. Findings suggest that early spatial deficits contribute to persistent antisocial behavior whereas verbal deficits are developmentally acquired. An early-starter model is proposed whereby early spatial impairments interfere with early bonding and attachment, reflect disrupted right hemisphere affect regulation and expression, and predispose to later persistent antisocial behavior

Challenging Behaviors in Young Children: The Father\u27s Role

In this study, the authors examined the parenting practices, developmental expectations, and stress levels of 136 fathers and the challenging and prosocial behaviors of their 1- to 5-year-old children. In addition, the authors systematically addressed fathers\u27 qualitative concerns about their parenting. The authors divided the participants into 4 groups and controlled for family socioeconomic status (SES) and the focus child\u27s gender. Results showed a significantly higher use of corporal and verbal punishment and parenting stress among lower income fathers. Secondary analyses demonstrated a significant effect of paternal disciplinary practices that emphasized the frequent use of corporal and verbal punishment on child behavior problems, regardless of SES level. On a positive note, fathers from both lower and higher SES groups had reasonable developmental expectations for their boys and girls, and they reported similar frequencies of their children\u27s prosocial behavior. The authors discuss the need for early parent education programs that include fathers and that teach specific strategies to address child behavior problems

Visual scanning behavior and pilot workload

Sophisticated man machine interaction often requires the human operator to perform a stereotyped scan of various instruments in order to monitor and/or control a system. For situations in which this type of stereotyped behavior exists, such as certain phases of instrument flight, scan pattern was shown to be altered by the imposition of simultaneous verbal tasks. A study designed to examine the relationship between pilot visual scan of instruments and mental workload is described. It was found that a verbal loading task of varying difficulty causes pilots to stare at the primary instrument as the difficulty increases and to shed looks at instruments of less importance. The verbal loading task also affected the rank ordering of scanning sequences. By examining the behavior of pilots with widely varying skill levels, it was suggested that these effects occur most strongly at lower skill levels and are less apparent at high skill levels. A graphical interpretation of the hypothetical relationship between skill, workload, and performance is introduced and modelling results are presented to support this interpretation

Toddlers with Developmental Delays and Challenging Behaviors

Behavior problems and parental expectations and practices were studied in a sample of 58 toddlers with developmental disabilities who were consecutively referred to a mental health clinic. The majority of children (70.7%) exceeded the clinical cut-off score for significant behavior problems including tantrums, aggression, defiance, and hyperactivity, and 77.6% met the DSM-IV criteria for a psychiatric diagnosis with oppositional defiant disorder being the most common. Consistent with previous research, child behavior problems were related to parental use of verbal and corporal punishment and were detrimental to the quality of the parent-child relationship. A new finding was that parental expectations also were positively related to the emergence of early child behavior problems

Layanan Bimbingan Kelompok Dengan Teknik Fun Game Efektif Mengurangi Perilaku Agresif Verbal Pada Siswa Kelas VIII SMP 40 Semarang Tahun Pelajaran 2012/2013

The Efforts to Reduce the Students' Aggressive Verbal Behavior through a Group Counseling by Using Fun Game Technique for 8 Grade of SMP 40, Semarang, Academic Year 2012/2013. The aggressive verbal behavior can be defined as a phenomenon of uncontrolled emotion behaving rude, having quirell, abusing, bullying and being high tempered. There is 16% of 156 students of the 8 th th grade students of SMP 40, Semarang indicates those behaviors. This research is aimed: to know the implementation of group counseling in the school and the decrease of the students' aggressive verbal behavior, to know the effectiveness of group counseling model by using fun game technique to reduce the students' aggressive verbal behavior. The method used in this research is action research, that is a research of action two cycles. The data analysis method that is used is descriptive analysis and t-test statistics and annova test. The sampling techinique is purposive sampling. The sample is the students behaving verbal aggressive, they are devided into high and middle based on the poll results questionnaire. The group counseling using fun game technique is effective in reducing the students aggressive verbal behavior after conducted within 2 cycles of action. Comparing to the former condition, the result of post test shows the decrease 28,29% is compared to aggressive verbal behavior