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Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a quasi‐experimental design to analyse and compare the learning performance and outcomes of two cohorts of students (totalling 45) in a 12‐week university course delivered through the computer‐supported collaborative learning (CSCL) approach, both during and after the pandemic. Employing quantitative analysis and lag sequential analysis, the study examined students' behaviours, similarities and differences in performance within CSCL environments under two distinct social situations. Results indicated that students engaged in complete online learning with CSCL and those in face‐to‐face teaching with CSCL achieved similar levels of conceptual understanding. Additionally, a comparable distribution pattern of learning behaviours was observed. However, significant differences in behaviour sequences emerged between the two implementations, with students exhibiting a higher level of engagement in CSCL activities during the post‐pandemic period. These findings inform the design of CSCL environments should integrate student‐centred activities and include guiding scripts, prompts and scaffoldings in navigating learning endeavours effectively. Practitioner notes What is already known about this topic The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities. Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment. There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings. What this paper adds A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction. Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities. The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities. Notably absent in both groups were crucial behavioural sequences, namely VR‐IA and VC‐IA, underscoring potential areas for CSCL improvement. Implications for practice and/or policy In the CSCL environment, a variety of activities rooted in student‐centred pedagogy (ie, self‐regulated learning, inquiry‐based learning and peer feedback) should be seamlessly integrated. It is recommended to furnish students with scripts, prompts and scaffoldings to bolster their navigation through collaborative and independent learning endeavours within CSCL environment. Students are encouraged to bridge their newly acquired knowledge with their existing understanding, for enhancing engagement and promoting deeper comprehension. What is already known about this topic The CSCL environment could facilitate teacher‐student and student–student interaction in learning activities. Studies have been conducted on the impact of scripts and prompts on students' cognition and social interaction in CSCL environment. There is a crucial need for conducting more in‐depth data analysis to comprehensively explore the CSCL process within university settings. What this paper adds A well‐designed CSCL environment, coupled with effective instructional strategies, exhibits resilience, sustaining its beneficial effects on students' academic performance and interaction. Both cohorts demonstrated a proclivity for engaging in repetitive behaviours, particularly focused on reviewing and reading activities. The latter cohort displayed a preference for individual tasks over collaborative efforts, showcasing a relatively higher frequency of individual work as opposed to group activities. Notably absent in both groups were crucial behavioural sequences, namely VR‐IA and VC‐IA, underscoring potential areas for CSCL improvement. Implications for practice and/or policy In the CSCL environment, a variety of activities rooted in student‐centred pedagogy (ie, self‐regulated learning, inquiry‐based learning and peer feedback) should be seamlessly integrated. It is recommended to furnish students with scripts, prompts and scaffoldings to bolster their navigation through collaborative and independent learning endeavours within CSCL environment. Students are encouraged to bridge their newly acquired knowledge with their existing understanding, for enhancing engagement and promoting deeper comprehension. [ABSTRACT FROM AUTHOR]

Upvotes serve important purposes in online social annotation environments. However, limited studies have explored the influential factors affecting peer upvoting in online collaborative learning. In this study, we analysed the factors influencing students' upvotes received from their peers as 91 participants utilized Perusall, an online social annotation system, for collaborative reading. The participants were asked to collaboratively annotate 29 reading materials in a semester. We collected student reading behaviours and analysed their annotations with a text‐mining tool of Linguistic Inquiry and Word Count (LIWC). Moreover, conditional inference tree was used to determine the relative importance of explanatory factors to the upvotes students received. The results showed that the high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations than those who did not receive upvotes. The two groups of students had no significant differences in the upvotes given to others, as well as cognitive activities and positive emotions involved in annotations. Moreover, the number of annotations was the determining factor in predicting the upvotes that one could receive in social annotation activities. This study has significant practical implications regarding providing interventions in social annotation‐based collaborative reading.Practitioner notesWhat is already known about this topicSocial annotations enhance students' reading experience, facilitate knowledge sharing and collaboration, promote high‐quality learning interactions and ultimately lead to improved performance.In social annotation environments, receiving upvotes from peers is not only a type of feedback but also a form of motivation, social interaction and social validation.No study has explored the influential factors in peer upvoting within social annotation‐based learning.What this paper addsThis study was the first to examine social annotations through the lens of the community of inquiry framework.We investigated the relationships between students' cognitive and social presence in their annotations and the upvotes they received in an online social annotation environment.Our study revealed the strategies for obtaining upvotes from peers in social annotation‐based learning environments.Implications for practice and/or policyThe high‐upvote group made significantly more annotations, posted more responses to others' annotations and displayed fewer negative emotions in annotations compared to the low‐upvote group.The two groups of students did not show significant differences in the upvotes they gave to others or in the cognitive activities and positive emotions involved in annotations.The number of annotations was the primary factor predicting the number of upvotes received in the collaborative reading.This study could inform the design of future online social annotation systems to better support collaborative learning and peer interaction. [ABSTRACT FROM AUTHOR]

The essay summarizes the key pillars of human ecodynamics (HE) research and then highlights the most trenchant ideas from each of the seven papers in the Special Issue, especially as they intersect with HE. [ABSTRACT FROM AUTHOR]

While emotional transmission is a well‐documented phenomenon, the contagion of happiness, specifically as a positive emotion, has received limited research attention. This study utilizes data from the 2015 Chinese General Social Survey (CGSS2015) to analyse the effects of happiness contagion among different individual groups in urban communities. Findings indicate that individuals with positive personalities and social attitudes are more susceptible to happiness contagion. Regarding personal and job attributes, the elderly, the highly educated, the married, or people who are religious, have high incomes, work in non‐state‐owned enterprises, or work flexibly tend to receive more happiness from their neighbours. Moreover, residents living in economically developed areas exhibit a greater receptivity to happiness contagion. The paper discusses policy implications of the results. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Background: Parkinson's disease (PD) can affect social interaction and communication as well as motor and cognitive processes. Speech is affected in PD, as is the control of voluntary eye movements which are thought to play an important role in 'turn taking' in conversation. Aims: This study aimed to measure eye movements during spoken conversation in PD to assess whether differences in patterns of eye gaze are linked to disrupted turn taking and impaired communication efficiency. Methods & Procedure: Eleven participants with mild PD and 14 controls completed a two‐player guessing game. During each 3 min game turn, one of the players had to guess the names of as many objects as possible based only on the other player's description. Eye movements were recorded simultaneously in both participants using mobile eye trackers along with speech onset and offset times. Outcomes & Results: When people with PD played the role of describer, the other player guessed fewer objects compared to when controls described objects. When guessing objects, people with PD performed just as well as controls. Analysis of eye fixations showed that people with PD made longer periods of fixation on the other player's face relative to controls and a lower number of such 'gaze on face' periods. Conclusions & Implications: A combination of oculomotor, cognitive and speech abnormalities may disrupt communication in PD. Better public awareness of oculomotor, speech and other deficits in the condition could improve social connectedness in people with Parkinson's. WHAT THIS PAPER ADDS: What is already known on this subject?: Parkinson's disease is known to affect the control of voluntary eye movements. Direction of eye gaze is important in spoken conversation as a cue to turn‐taking, but no studies have examined whether eye movements are different during communication in people with Parkinson's. What this paper adds to existing knowledge?: People with Parkinson's showed longer periods of eye fixation during conversations compared to controls. Delays and overlaps between speech turns were also affected in patients. What are the clinical implications of this work?: Better knowledge of the effect of the disease on eye gaze control amongst clinicians may help improve communication and social connectedness for patients in the future. [ABSTRACT FROM AUTHOR]

Perspectives of healthcare have, in past decades, focused more on active citizenship, human rights and empowerment. Healthcare consumer involvement as a concept is still unstructured and consumers have no apparent opportunities to participate in their care processes. The focus is often on the expertise of professionals, even if mental health consumers are willing to become involved and have sufficient decisional capacity. The aim of this integrative literature review was to construct an understanding of consumer perceptions and guiding frameworks of consumer involvement. There was no previous synthesis of mental health consumer perceptions combined with guiding frameworks. An integrative review methodology was employed, following Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines. The quality of the 18 studies included was analysed with the Whittemore and Knafl approach. By following Braun and Clarke's guidelines, an inductive thematic analysis was conducted to collate the themes from the selected papers. Mental health consumers' perceptions of involvement included expectations of person‐centred care, such as respect, dignity, equal interaction, supportive environments and being part of a community. This research did not find any single established framework to give clear guidelines for consumer involvement in mental healthcare, but similar determinants describing various frameworks were uncovered. This review also shows how the terminology has changed throughout the years. The perceptions of mental health consumers need to be considered to enable the implementation of person‐centredness from guidelines through to practice. Paying more attention to the education of professional mental health caregivers and the involvement of mental health consumers in their care provides better opportunities to co‐develop successful mental health services and recovery processes. [ABSTRACT FROM AUTHOR]

Issue Addressed: The COVID‐19 pandemic bears many similarities to other disasters such as bushfires, earthquakes and floods. It also has distinctive features including its prolonged and recurrent nature and the social isolation induced by pandemic responses. Existing conceptual frameworks previously applied to the study of disaster, such as the Recovery Capitals Framework (RCF), may be useful in understanding experiences of the COVID‐19 pandemic and in guiding agencies and governments tasked with supporting communities. Methods: This paper presents an analysis of interviews conducted with residents of the Australian state of Victoria in 2020–2021. The RCF was used to analyse how participant experiences and well‐being were influenced by seven forms of capital—social, human, natural, financial, built, cultural and political—with particular focus on the interactions between these capitals. Results: Social capital featured most prominently in participants' accounts, yet the analysis revealed important interactions between social and other capitals that shaped their pandemic experiences. The RCF supported a strengths‐based and holistic analysis while also revealing how inequities and challenges were compounded in some cases. Conclusions: Findings can be leveraged to develop effective and innovative strategies to support well‐being and disrupt patterns of compounding inequity. Applying the RCF in the context of COVID‐19 can help to link pandemic research with research from a wide range of disasters. So What?: In an increasingly complex global landscape of cascading and intersecting disasters including pandemics, flexible and nuanced conceptual approaches such as the RCF can generate valuable insights with practical implications for health promotion efforts. [ABSTRACT FROM AUTHOR]

The CARE system is a gift from Mother Nature, we have it in our biological heritage; it enables us humans—as a basic gift—to help each other in a large, life‐serving context, and thus also to counterbalance destruction. It is about a basic human ability, linked to typical behaviour, but also about a basic human need for connectedness. In this paper, I would like to show how the CARE system can be activated as a collective attitude. The CARE system is strengthened by positive emotions. We are currently being affected by many crises and this triggers fear. How can we deal with this better? Fear is countered with hope and the associated positive emotions such as joy, awe, kama muta and others. These emotions and feelings can be consciously encouraged and placed alongside the feelings of fear. But also, when we share the feelings of grief with each other, it triggers an attitude of CARE. We can grieve together for the various experiences of loss that we go through—but we can also imagine together how we envisage a future that is worth living for everyone. An attitude in the sense of CARING has been practised in friendship for thousands of years. It would therefore be possible to move away from an attitude of competing and outdoing, to an attitude not only of recognition, care, and solidarity in human interaction, but also in our connection with nature. [ABSTRACT FROM AUTHOR]

Language has a fundamentally social function. Processes of human interaction along with domain-general cognitive processes shape the structure and knowledge of language. Recent research in the cognitive sciences has demonstrated that patterns of use strongly affect how language is acquired, is used, and changes. These processes are not independent of one another but are facets of the same complex adaptive system (CAS). Language as a CAS involves the following key features: The system consists of multiple agents (the speakers in the speech community) interacting with one another. The system is adaptive; that is, speakers’ behavior is based on their past interactions, and current and past interactions together feed forward into future behavior. A speaker's behavior is the consequence of competing factors ranging from perceptual constraints to social motivations. The structures of language emerge from interrelated patterns of experience, social interaction, and cognitive mechanisms. The CAS approach reveals commonalities in many areas of language research, including first and second language acquisition, historical linguistics, psycholinguistics, language evolution, and computational modeling. [ABSTRACT FROM AUTHOR]

Sociologists tend to see G. H. Mead's conceptualization of self as fundamentally correct. In this paper, we develop a critique of Mead's notion of the self as constituted through social interactions. Our focus will be on Mead's categorial distinction between the socially constructed self and subjective experience, as well as on the tendency of post‐Meadian sociologists to push Mead's position in ever more radical directions. Drawing inspiration from a multifaceted understanding of selfhood that can be found in Husserlian phenomenology, we then propose that the most basic level of selfhood is anchored in irreducible subjective experience. [ABSTRACT FROM AUTHOR]

Problem‐oriented teaching (POT) activities are important in classroom instruction. The level of student response can be influenced by different teacher behaviours in POT. However, the characteristics of teachers' multimodal behaviours at different levels of response are unclear. This study applied epistemic network analysis to explore the characteristics of teachers' multimodal behaviours in POT with different response levels. Using 256 POT segments from 12 classroom teaching videos in primary and secondary schools, this study found that authentic questions and iconic gestures occupied a central position in multimodal behaviours. The concomitant use of multimodal behaviours and the flexibility in eye contact could improve the response levels of students. These findings help understand how teachers' multimodal behaviours can promote students' responses. Practitioner notesWhat is already known about this topic Various behaviours have been shown to impact learners' response, such as teachers' responses to students and teachers' non‐verbal behaviours.Epistemic network analysis can be used to analyse the structure of the connections between cognitive, social and interaction data.What this paper adds This study analyses the characteristics of teachers' multimodal behaviours during problem‐oriented activities.It also compares the salient properties of non‐verbal, verbal and multimodal behavioural networks generated by interactive fragments of students' responses of different cognitive levels.Implications for practice and policy Teachers should ask more authentic questions in the classroom to promote in‐depth thinking processes in students.The appropriate coordination of multimodal behaviours by teachers is crucial to promote the cognitive level of students' responses.Upon making eye contact with students, teachers should also use iconic gestures and be flexible regarding the use of eye contact. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to investigate the role of human factors in pelvic exenteration and how team performance is optimized in the preoperative, intraoperative and postoperative phases. Method: Qualitative analysis of focus groups was used to capture authentic human interactions that reflect real‐world multiprofessional performance. Theatre teams were treated as clusters, with a particular focus group containing participants who worked together regularly. Results: Three focus groups were conducted. Four themes emerged – driving force, technical skills, nontechnical skills and operational aspects – with a total of 16 subthemes. Saturation was reached by group 2, with no new subthemes emerging after this. There was some interaction between the themes and the subthemes. Broadly speaking, driving force led to the development of specialised technical skills and nontechnical skills, which were operationalized into successful service through operational aspects. Conclusion: This study of teams performing pelvic exenteration is the first in the field using this methodology. It has generated rich qualitative data with authentic insights into the pragmatic aspects of developing and delivering a service. In addition, it shows how the themes are connected or 'coupled' in a network, for example technical and non‐technical skills. In a complex system, 'tight coupling' leads to both high performance and adverse events. In this paper, we report the qualitative aspects of high performance by pelvic exenteration teams in a complex sociotechnical system, which depends on tight coupling of several themes. [ABSTRACT FROM AUTHOR]

This paper presents two studies in which a peer‐assisted learning condition was compared to an individual learning condition. The first study used the paired‐associates learning task and the second study used an incrementally more complex task—the remote associate test. Participants in the peer‐assisted learning condition worked in groups of four. They had to solve a given problem individually and give a first answer before being able to request to see their peers' solutions; then, a second answer was issued. After six sessions of peer‐assisted practice, a final individual test was administered. Peer interaction was found to benefit learning in both studies but the benefit transferred to the final test only in the second study. Fine‐grained behavioral analyses and computational modeling suggested that the benefits of peer interaction were (partially) offset by its costs, particularly increased cognitive load and error exposure. Overall, the superiority of peer‐assisted learning over individual learning was more pronounced in the more complex task and for the more difficult problems in that task. A peer‐assisted learning condition was compared to an individual learning condition. The benefits of peer interaction were (partially) offset by its costs, particularly increased cognitive load and error exposure. The superiority of peer‐assisted learning over individual learning was more pronounced in the more complex task and for the more difficult problems in that task. [ABSTRACT FROM AUTHOR]

Multiphysics inversion exploits different types of geophysical data that often complement each other and aims to improve overall imaging resolution and reduce uncertainties in geophysical interpretation. Despite the advantages, traditional multiphysics inversion is challenging because it requires a large amount of computational time and intensive human interactions for preprocessing data and finding trade‐off parameters. These issues make it nearly impossible for traditional multiphysics inversion to be applied as a real‐time monitoring tool for geological carbon storage. In this paper, we present a deep learning (DL) multiphysics network for imaging CO2 saturation in real time. The multiphysics network consists of three encoders for analysing seismic, electromagnetic and gravity data and shares one decoder for combining imaging capabilities of the different geophysical data for better predicting CO2 saturation. The network is trained on pairs of CO2 label models and multiphysics data so that it can directly image CO2 saturation. We use the bootstrap aggregating method to enhance the imaging accuracy and estimate uncertainties associated with CO2 saturation images. Using realistic CO2 label models and multiphysics data derived from the Kimberlina CO2 storage model, we evaluate the performance of the deep learning multiphysics network and compare its imaging results to those from the deep learning single‐physics networks. Our modelling experiments show that the deep learning multiphysics network for seismic, electromagnetic, and gravity data not only improves the imaging accuracy but also reduces uncertainties associated with CO2 saturation images. Our results also suggest that the deep learning multiphysics network for the non‐seismic data (i.e., electromagnetic and gravity) can be used as an effective low‐cost monitoring tool in between regular seismic monitoring. [ABSTRACT FROM AUTHOR]

Background: The impact of hearing impairment is typically studied in terms of its effects on speech perception, yet this fails to account for the interactive nature of communication. Recently, there has been a move towards studying the effects of age‐related hearing impairment on interaction, often using referential communication tasks; however, little is known about how interaction in these tasks compares to everyday communication. Aims: To investigate utterances and requests for clarification used in one‐to‐one conversations between older adults with hearing impairment and younger adults without hearing impairment, and between two younger adults without hearing impairment. Methods & Procedures: A total of 42 participants were recruited to the study and split into 21 pairs, 10 with two younger adults without hearing impairment and 11 with one younger adult without hearing impairment and one older participant with age‐related hearing impairment (hard of hearing). Results from three tasks—spontaneous conversation and two trials of a referential communication task—were compared. A total of 5 min of interaction in each of the three tasks was transcribed, and the frequency of requests for clarification, mean length of utterance and total utterances were calculated for individual participants and pairs. Outcomes & Results: When engaging in spontaneous conversation, participants made fewer requests for clarification than in the referential communication, regardless of hearing status/age (p ≤ 0.012). Participants who were hard of hearing made significantly more requests for clarification than their partners without hearing impairment in only the second trial of the referential communication task (U = 25, p = 0.019). Mean length of utterance was longer in spontaneous conversation than in the referential communication task in the pairs without hearing impairment (p ≤ 0.021), but not in the pairs including a person who was hard of hearing. However, participants who were hard of hearing used significantly longer utterances than their partners without hearing impairment in the spontaneous conversation (U = 8, p < 0.001) but not in the referential communication tasks. Conclusions & Implications: The findings suggest that patterns of interaction observed in referential communication tasks differ to those observed in spontaneous conversation. The results also suggest that fatigue may be an important consideration when planning studies of interaction that use multiple conditions of a communication task, particularly when participants are older or hard of hearing. WHAT THIS PAPER ADDS: What is already known on this subject: Age‐related hearing impairment is known to affect communication; however, the majority of studies have focused on its impact on speech perception in controlled conditions. This indicates little about the impact on everyday, interactive, communication. What this study adds to the existing knowledge: We investigated utterance length and requests for clarification in one‐to‐one conversations between pairs consisting of one older adult who is hard of hearing and one younger adult without hearing impairment, or two younger adults without hearing impairment. Results from three tasks (two trials of a referential communication task and spontaneous conversation) were compared. The findings demonstrated a significant effect of task type on requests for clarification in both groups. Furthermore, in spontaneous conversation, older adults who were hard of hearing used significantly longer utterances than their partners without hearing impairment. This pattern was not observed in the referential communication task. What are the potential or actual clinical implications of this work?: These findings have important implications for generalizing results from controlled communication tasks to more everyday conversation. Specifically, they suggest that the previously observed strategy of monopolizing conversation, possibly as an attempt to control it, may be more frequently used by older adults who are hard of hearing in natural conversation than in a more contrived communication task. [ABSTRACT FROM AUTHOR]

This paper addresses the nexus between contingency, social engagement and change, through investigating the potential of severe ("disruptive") contingency to bring about new forms of joint agency. By challenging Boltanski's notion of existential tests (which can only be experienced in isolation), the paper argues that social actors can experience disruptive contingent events in an inherently intersubjective manner. Although they severely hinder social interaction, disruptive contingent events enable a possibility of what might be called "negative common knowledge" between social actors which in turn renders certain societal norms meaningless. This possibility is mediated through processes of mutual engagement (calls between actors) that could, further, be transformed into a new "norm circle" (Dave Elder‐Vass). Social domination – in particular its "complex" variety – in this context appears as the obstructing of such transformation. A recent political episode in Serbia is analyzed to demonstrate the emancipatory potential of contingency and the logic of complex domination. [ABSTRACT FROM AUTHOR]

Resource extraction relies on human interaction with the underground, often near rural communities. Yet, little research has explored localized, place‐based relationships to the underground and subsequent concerns tied to proposed energy activities. This paper highlights the importance of place in localized risk perceptions of proposed shale exploration in two rural communities in the United Kingdom. Through qualitative case studies we examine how senses of place and place‐based knowledges are shaped by underground landscapes. Further, we explore how these inform local risk perceptions of shale gas exploration. Our findings demonstrate how senses of place and place‐based knowledges in each community are embedded in local rural culture that stretches back multiple generations, and are at least in part rooted in human connections to, and understanding of, the subsurface. Connections between surface and underground aspects of places create concerns about distinctiveness, which heighten residents' perceptions of more generalized shale gas risks. The research findings broaden our understanding of how places encompass both surface and underground landscapes, with significant implications for risk perceptions in energy contexts. These findings raise important questions for incorporating place‐based and plural sets of knowledge in risk management and decision‐making for future underground energy projects that contribute to net‐zero strategies. [ABSTRACT FROM AUTHOR]

Keeping track of what others believe is a central part of human social cognition. However, the social relevance of those beliefs can vary a great deal. Some belief attributions mostly tell us about what a person is likely to do next. Other belief attributions tell us more about a person's social identity. In this paper, I argue that we cope with this challenge by employing two distinct concepts of belief in our everyday social interactions. The epistemic concept of belief is primarily used to keep track of what other people take to be true, and this informs how we predict and interpret their behaviors. The symbolic concept of belief, in contrast, is primarily used as a means of signaling one's social identity to other members of one's community. In turn, community members closely monitor each other's symbolic beliefs as a means of enforcing social norms. [ABSTRACT FROM AUTHOR]

Partisan preferences usually stand out as the major driving force behind voters' expectations about election outcomes. Apart from partisan preferences, however, purely individual‐level factors appear to be only weakly associated with forecasting ability. Some studies argue that we need to move from the strictly personal sphere to the interpersonal one to better understand the underpinnings of individuals' forecasting ability. This paper leverages data from 77 elections at the district, municipal, regional, and/or national levels in 10 different countries to assess the impact of social networks and social interactions on the accuracy of citizens' electoral expectations. The results cast doubt on the capacity of social interactions to influence citizens' forecasting skills. [ABSTRACT FROM AUTHOR]

The rise of AI technology, the expansion of smart and connected devices, and the COVID‐19 global pandemic have driven a change in the nature of social interactions from face‐to‐face to contact‐free/remote, which has tremendously increased the demand for various semiconductor devices. However, scaling and performance improvement of semiconductor devices are becoming more difficult every year, and extensive studies have been conducted to overcome these technological roadblocks. This paper reviews the present state of semiconductor development and discusses several approaches to overcome these scaling and performance limitations. Additionally, the importance of collaboration and the related ecosystem is emphasized to strengthen the cooperation among semiconductor stakeholders and support further semiconductor development. [ABSTRACT FROM AUTHOR]

This paper develops a concept of relational linguistic continuity as a new basis to defend the right to linguistic survival. Relational linguistic continuity refers to a condition whereby individuals may continuously form human relations and have social interactions with others with whom they share the language of origin or of socialisation. The paper proceeds as follows. Section 2 critically engages with two distinct arguments that tackle the issue of linguistic survival: one based on equality of autonomy and another based on equality of dignity. Then, I point out that both arguments are insufficient for a full‐fledged defence of linguistic survival. Section 3 develops a concept of relational linguistic continuity. I first introduce the seminal idea of linguistic security proposed by Leslie Green and Denise Réaume, which will be critically revised in order to develop my concept of relational linguistic continuity. I conclude with Section 4 by defending the right to linguistic survival and addressing potential criticisms. I argue that my concept of relational linguistic continuity successfully provides a basis to defend the right to linguistic survival. [ABSTRACT FROM AUTHOR]

In this paper, I engage with my personal experiences and reflections regarding my fear of exposure to coronavirus in a collective and physically demonstrative society. I reflect on my ongoing struggle of coping with social and cultural pressures, for example, the avoidance of 'touch' that demonstrates care and affection irrespective of whether someone is ill with the virus. Developed during the third wave of the pandemic, this paper reveals the ambivalence and the emotional challenges involved therein as I tried to (re)negotiate social interactions. It reflects the resistance and denial of the people that coronavirus even exists as they tried to justify their illness by linking it with other known diseases. Hence, the majority disapproved of social distancing to avoid stigmatization and being distanced from others. I believe that expressions of 'care' and 'affection' requires reconsideration in such circumstances as an act of care itself to protect lives. [ABSTRACT FROM AUTHOR]

This paper explores how participants in a Swedish secondary school do gender talk with comics. Swedish schools are tasked with working with gender, but this can be a challenge for many teachers, and finding materials to work with gender aspects can be difficult. Meanwhile, literary research on comics has shown them to be a potential tool for problematising gender, but little educational research has investigated the gender discussions that comics can promote. Therefore, using conversation‐analytical methodology, we have documented situated classroom talk through video observations, focusing on the social construction of gender. Five excerpts are shown, where different aspects of gender talk are displayed and discussed. Results indicate that although students deconstruct and criticise gendered binaries in characteristics and behaviour from comics' imagery, this critique remains superficial, revolving around the hypersexualised body imagery of the muscular superhero the Phantom or the outdated femininity of the girly Daisy Duck. Although comics present an opportunity for discussions of norm critique in the classroom, we suggest that more social‐realistic comics, wherein gender roles are more subtle and nuanced, be used for furthering the research on this topic and allowing students more width when it comes to deconstructing gender binaries. [ABSTRACT FROM AUTHOR]

This paper theoretically estimates the dynamic pile–soil interaction and the group efficiency factor for pile group in layered soil through energy‐based method. The vertical dynamic interaction of partially embedded single piles and their surrounding layered soil is analytically deduced from Hamilton's principle. Combined with a series of numerical simulations, the soil attenuation factor from energy method is modified for adapting to the wave speed variation in various layers. Then, the pile‐to‐pile interaction factor is directly solved with the help of the transfer‐matrix method. The dynamic governing equation of pile group with an elevated rigid cap is established by superposing the pile‐to‐pile interaction factors. Finally, the dynamic impedance of pile group is obtained and derived into a group efficiency factor. Compared with the plane strain method, this present method can produce a more suitable soil attenuation factor and a dynamic interaction factor at low frequency range, which is exploited for practical engineering design. The effects of subsoil layer, subsoil layer, and unembedded pile segment on group efficiency factor are investigated. The results show that the real part of group efficiency factor decreases at high frequency range for a small pile spacing, which may be detriment to the pile group capacity. Besides that, the combined effects of unembedded segment and weak surface soil on group efficiency factor are highlighted. [ABSTRACT FROM AUTHOR]

Pupillometry has a rich history in the study of perception and cognition. One perennial challenge is that the magnitude of the task‐evoked pupil response diminishes over the course of an experiment, a phenomenon we refer to as a fatigue effect. Reducing fatigue effects may improve sensitivity to task effects and reduce the likelihood of confounds due to systematic physiological changes over time. In this paper, we investigated the degree to which fatigue effects could be ameliorated by experimenter intervention. In Experiment 1, we assigned participants to one of three groups—no breaks, kinetic breaks (playing with toys, but no social interaction), or chatting with a research assistant—and compared the pupil response across conditions. In Experiment 2, we additionally tested the effect of researcher observation. Only breaks including social interaction significantly reduced the fatigue of the pupil response across trials. However, in all conditions we found robust evidence for fatigue effects: that is, regardless of protocol, the task‐evoked pupil response was substantially diminished (at least 60%) over the duration of the experiment. We account for the variance of fatigue effects in our pupillometry data using multiple common statistical modeling approaches (e.g., linear mixed‐effects models of peak, mean, and baseline pupil diameters, as well as growth curve models of time‐course data). We conclude that pupil attenuation is a predictable phenomenon that should be accommodated in our experimental designs and statistical models. Pupillometry is used widely to investigate perception and cognition, but researchers typically do not account for systematic physiological changes over the course of an experiment. The present study advances current knowledge by examining potential interventions to prevent fatigue of the pupil response, and suggests solutions for modeling across‐experiment physiological changes. [ABSTRACT FROM AUTHOR]

In the present paper, we assess whether website rating systems are useful for selecting educational apps for preschool age children. We selected the 10 highest scoring and 10 lowest scoring apps for 2–4‐year‐olds from two widely used websites (Good App Guide; Common Sense Media). Apps rated highly by the two websites had a higher educational potential as assessed by a validated questionnaire for evaluating the educational potential of apps and were more likely to include a learning goal and feedback compared to low scoring apps. However, high scoring apps scored on average just 9/20 for indicators of educational potential, and both high and low scoring apps had poor language quality as determined by psycholinguistic and construction type analyses. We argue that website rating systems should also include quality of feedback, adjustable content, social interactions, storyline and a more fine‐grained analysis of language in their assessments. Practitioner notesWhat is already known about this topic Appropriately designed apps for preschool age children have the potential to teach early school readiness skills.Selecting high quality educational apps for preschool age children is challenging.The children's app marketplace is currently unregulated.What this paper adds We assess whether two leading app rating websites are useful for selecting educational apps for preschool age children.Children's apps rated highly by two app website rating systems had a higher educational potential than low rated apps as measured by a research informed app evaluation tool.In‐depth analysis of the language in apps shows that highly rated children's apps on app rating websites may not enrich a child's early language environment.Implications for practice and/or policy Children's app rating website assessments should include potential for feedback, language, adjustable content, storyline and social interactions.Policy should be implemented for app ratings in the app stores or on website app rating systems. [ABSTRACT FROM AUTHOR]

Online platforms provide a technological infrastructure allowing social actors to enact and utilize networks with a global reach. They play important roles as intermediaries and algorithm‐based curators of social interaction. This paper addresses two knowledge gaps: First, while a growing number of empirical studies has deepened our insights into the social dynamics characterizing single platforms, little is known about the multiple ways in which users or user groups combine diverse online offers according to their preferences. Second, the empirical focus has mainly been on online interaction. However, in everyday practices, the online is always situated in offline practices. It is thus necessary to understand the complex interdependencies of online and offline spheres. This paper therefore aims to develop an ecological heuristic that positions the user(s) and their practices center stage in the analysis and to elucidate the on/offline opportunity spaces and the affordances and constraints they provide for user agency. [ABSTRACT FROM AUTHOR]

Our lives are made of social interactions which can be recorded through personal gadgets as well as sensors capturing ubiquitous and social data. This type of data, such as spatio‐temporal data from the real‐time location of people, for example, can then be used for inferring interactions which can be translated into behavioural patterns. In this paper, we consider the automatic discovery of exceptional social behaviour from spatio‐temporal interaction data, focusing on two areas: exceptional subgroups and spatio‐temporal outliers – both in the form of descriptive patterns. For that, we propose a method for exceptional social behaviour discovery, combining subgroup discovery and network science methods for identifying behaviour that deviates from the norm. We also propose the use of two outlier detection metrics for identifying outliers, namely the Local Outlier Factor (LOF) and the Voronoi area. We applied the proposed method on synthetic data as well as two real datasets containing location data from children playing in the school playground. Our results indicate that this is a valid approach which is able to obtain meaningful knowledge from the data. [ABSTRACT FROM AUTHOR]

Across the social sciences, there is a wealth of research on the role of language in persuasion in interpersonal communication. Most of these studies have been conducted in laboratories using experimental methods, have taken a social cognitive perspective, and have focused on the effects of particular linguistic practices on how persuasive messages are understood, processed, and ultimately complied with. By contrast, less attention has been paid to how language can be used to create sequential, interactional, and social obligations, in everyday interactions, like sales encounters or business negotiations, where persuasion occurs naturally and is built into the fabric of the conversation. In reviewing the former approach to studying language and persuasion, in this paper, I highlight several critical shortcomings. Then, I argue that, when studying naturally occurring persuasion‐in‐interaction, a discursive psychological approach is better suited for investigating and theorising the interactional structures underpinning persuasion and the role of language therein. [ABSTRACT FROM AUTHOR]

Computer‐supported collaborative learning (CSCL) has been an effective pedagogy in the field of education. However, productive collaborative learning often does not occur spontaneously, and learners often have difficulties with collaborative knowledge building and socially shared regulation. To address this research gap, this study proposes an automatic knowledge graph construction approach based on deep neural network models. In total, 63 groups comprising 189 college students participated in this study and were assigned to three conditions, namely, the automatic activated and unactivated knowledge graph (AAUKG) condition, the automated activated knowledge graph (AAKG) condition, and the traditional online collaborative learning (TOCL) condition. The findings revealed that the AAUKG approach had more significant and positive impacts on collaborative knowledge building, group performance, social interaction, and socially shared regulation than the AAKG and TOCL approaches. This study provides substantial evidence of utilising both automatically activated and unactivated knowledge graphs to improve collaborative learning performance. Practitioner notesWhat is already known about this topic Knowledge graphs have been widely used in many fields for searches, recommendations, analytics, and automation.Researchers have explored how to construct knowledge graphs. However, few studies have automatically constructed knowledge graphs in the CSCL context.What this paper adds An automatic knowledge graph construction approach is proposed and validated in the CSCL context.The findings indicate that the AAUKG approach has more significant and positive impacts on collaborative knowledge building, group performance, social interaction, and socially shared regulation than the AAKG and TOCL approaches.Implications for practice and/or policy The AAUKG approach is an effective method for improving knowledge building and group performance in the CSCL context.Researchers and practitioners are encouraged to consider how knowledge graphs can be applied to facilitate collaborative learning efficiently. [ABSTRACT FROM AUTHOR]

Research has established that social factors are integral to trauma recovery. Yet, there is relatively little data on the association between social interactions from different supports and posttraumatic stress disorder (PTSD) symptoms. Moreover, few studies have measured these factors from multiple informants. This paper examined social interactions from different sources (i.e., negative and positive reactions from a chosen close other [CO], family/friends, and general non‐COs) and their association with PTSD symptoms using multi‐informant reports of the social constructs (i.e., from the individual exposed to trauma [TI] and their CO). Participants (N = 104 dyads) were recruited from an urban center within 6 months of the TIs' exposure to a traumatic event. TIs were assessed using the Clinician‐Administered PTSD Scale. TI self‐report, t(97) = 2.58, p =.012, and CO collateral report of disapproval from family/friends, t(97) = 2.14, p =.035, and TI self‐report of general disapproval, t(97) = 4.91, p <.001, emerged as significant predictors of PTSD symptoms when compared with other social constructs. Interventions that target family members' and friends' reactions to trauma survivors and societal discourse around trauma and reactions to trauma survivors are recommended. Clinical interventions that buffer against TIs' experiences of disapproval and guide COs on the provision of supportive responses are discussed. [ABSTRACT FROM AUTHOR]

Trust plays a pivotal role in numerous humans' interactions, and it affects relationships ranging from individuals to interstate levels. Any conflict and its resolution can therefore benefit from insights into trust dynamics. The deployment of computational trust management methods and agent technologies provide promising options. They have already been successfully applied in many domains, while in conflict research (and possible resolution policies) they are rather unexplored. This research paper therefore presents an approach that is based on a formalized, anthropocentric trust management method. It deploys it accordingly in agents' simulations to obtain new insights into the dynamics of trust in cooperation–conflict interplay, and to enable derivation of strategies for managing societies to drive them toward desired states. [ABSTRACT FROM AUTHOR]

Background: Efforts to empower adolescent girls remain constrained by confusion around how to conceptually define empowerment and how to design interventions. More research, particularly among young adolescents, is needed that considers contextual and age-specific circumstances. This paper examines the latent classes of empowerment among early adolescent girls in Bangladesh and factors associated with membership in these classes. Using data from the Bangladeshi Association for Life Skills, Income, and Knowledge for Adolescents project, a four-arm randomized controlled trial designed to evaluate different community-based approaches for adolescents' skills development, we identify the latent classes before and after intervention and explore whether girls' membership in the study arms was associated with latent class membership at endline.Methods: To identify underlying subgroups among the sample, we conducted latent class analysis at baseline and endline using indicators of seven different constructs of empowerment based on the literature. Using multinomial logistic regression analysis, we assessed whether respondents' background characteristics and membership in the study arms were predictive of latent class membership at both timepoints.Results: A three-class model at baseline and a four-class model at endline showed optimal fit. In both models, three distinct latent classes were observed: (1) a least empowered class, (2) a mobile, socially active class, and (3) a socially progressive class. At endline, a fourth class emerged-the most empowered-that was mobile, socially active, and socially progressive. Girls' marital status, religion, and parents' level of education predicted latent class membership; household wealth was predictive at baseline, but not endline. Study arm was also associated with class membership at endline: girls in the Gender-Rights Awareness Arm had the highest probability of belonging to the fourth, most empowered class.Conclusion: This paper identifies and characterizes latent classes of empowerment that exist among the sample before and after the intervention. The apparent differential effects of interventions in predicting latent class membership have implications for community-based programming. Findings suggest that skills-building curriculum focused on promoting gender equitable norms, voice, and agency has potential to influence early adolescent girls across multiple dimensions of empowerment. [ABSTRACT FROM AUTHOR]

While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2‐year‐olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed‐methods analysis was used, taking a concept of action that includes both verbal, non‐verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds. Practitioner notesWhat is already known about this topic Touchscreens are a significant part of children's lives and educational curricula.There is considerable uncertainty on how touchscreens can be incorporated into early childhood education.Little is known about how educational social interaction changes with touchscreens such as iPads.What this paper adds A mixed methods multimodal analysis of the changing actions and dynamics of iPads as compared with bookreading.Children's patterns of communication change towards less talk and more bodily communication, while teachers' actions remain somewhat similar.Touch actions change the dynamics of interaction, can alter the pedagogical situation and bring a reconceptualisation towards a cyclical and embodied view of interaction.Implications for practice and/or policy New patterns of action may require a recalibration of educational practices.Teachers need to attend to new sets of touch actions that children use to communicate and act with as displays of knowledge.The use of touch screens should be seen as complementary to established practices of language and literacy training (such as book reading) rather than replacing them. [ABSTRACT FROM AUTHOR]

This research examines the social actors and interactions that facilitate seminary students' sense of calling. Drawing from 36 in‐depth interviews with first year Masters of Divinity students, we introduce six ideal typical social others who play a formative role in the early stages of a call to ministry: instigators, exemplars, interpreters, affirmers, challengers, and codiscerners. Together, these findings demonstrate that the call to ministry, while deeply personal, emerges through social interactions that facilitate and make plausible a person's sense of calling and that sustain it over time. Extending Richard Pitt's conceptualization of the "horizontal call," this paper argues that social others help evoke and solidify—not merely legitimate—a personal sense of call. This research also highlights differences in the social structuring of call by gender. Despite considerable gains in the ordination of women, we find that many still face obstacles to experiencing and embracing a call to ministry. [ABSTRACT FROM AUTHOR]

When people face difficult life events, such as cancer or bereavement, they fare better when they receive support. These "experiencers" are likely to seek and receive support from a wide range of people, from close others to acquaintances. Indeed, the social support literature has long acknowledged the value of having a diverse support network. Research suggests that experiencers often perceive "weak ties" (i.e., acquaintances) as sources of support, and that experiencers sometimes prefer to get support from weak ties rather than strong ties. Providing support can be challenging for all kinds of supporters, however weak ties may be more likely than strong ties to allow worries about their inability to provide effective support to stop them from providing any support at all, thus depriving experiencers of opportunities for additional support. In this paper, we focus on the fact that often the provision of support occurs via a social interaction. We draw on the social psychology literature on minimal social interactions to suggest reasons why potential weak tie supporters might doubt their ability to provide effective support, and to generate advice to encourage potential supporters to reach out. Finally, we suggest future areas of research, with the ultimate goal of helping to expand the support that is available for people experiencing difficult life events. [ABSTRACT FROM AUTHOR]

Some philosophical and psychological approaches to social interaction posit a powerful explanatory tool for explaining how we navigate social situations: scripts. Scripts tell people how to interact in different situational and cultural contexts depending on social roles such as gender. A script theory of social interaction puts emphasis on understanding the world as normatively structured. Social structures place demands, roles, and ways to behave in the social world upon us, which, in turn, guide the ways we interact with one another and the ways we coordinate our behaviors. In this paper, I explore the phenomenon of coordinated behaviors in social interactions in humans. I argue that looking closely at everyday interactions, for which social coordination is central, strongly points to a fundamental role of scripts for social cognition and interaction. In order to explain some social interactions, like those based on social coordination, we do not need to recourse to mental state attribution. Rather, I argue, scripts are a powerful resource for explaining social interaction and especially coordinated behaviors. Scripts have been neglected in standard approaches to social cognition but are (re‐)gaining attention via the normative turn in social cognition. [ABSTRACT FROM AUTHOR]

Collective behavior sometimes requires forming a particular formation or reaching a certain velocity to accomplish a specific task, such as bird migration. In this paper, we investigate the collective migration model, which consists of two parts: Cucker–Smale type interaction and target velocity. Each agent has a strategy to allocate limited energy to group interaction and velocity tracking. In this case, if the system achieves monocluster flocking then the final velocity is equal to target velocity. When the strategy is invariant, we show that 1/2 is a critical threshold which is consistent with the classical Cucker–Smale model. When the strategy is time varying, we provide a time‐varying strategy named threshold strategy to ensure that for any initial state the system achieves monocluster flocking and the final velocity reaches target velocity. In addition, the case of multiple target velocities is considered. According to the theory of bicluster flocking, we obtain a sufficient framework to guarantee that the system achieves bicluster flocking and two groups would reach their target velocities, respectively. [ABSTRACT FROM AUTHOR]

This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print‐based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed. [ABSTRACT FROM AUTHOR]

Peer support describes the process of giving and receiving support between people who share similar life experiences. It is commonly used by family members of people with disability, with positive outcomes. However, existing research tends to assume it has separate and discrete benefits, neglecting the subtleties of how the different outcomes may be interconnected and mutually reinforcing. An account of these broader connections between benefits is needed. Drawing on Australian data from 24 parents and siblings of people with disability, this paper identifies benefits of peer support, including exchange of information, benefiting from experience and problem solving; motivation/encouragement and self‐confidence/personal development; social interaction and friendship; understanding, perspective and belonging/community; working together for change; and resilience and well‐being. The paper then proposes a framework to understand these benefits in an interconnected manner, where they are either transactional (giving and receiving practical and social‐emotional resources) or integrative (assimilating what is given and received into one's own experience and actions). The implications for practice and for families are discussed. [ABSTRACT FROM AUTHOR]

In this paper, the authors report on the importance of using Intensive Interaction for the development of non‐verbal communication for people with autism. The complexity of learning non‐verbal communication means that it cannot be taught in any sense in a traditional, didactic manner. While a person may have the cognitive abilities to follow instructions and be taught the need to behave a certain way in social situations, which will not allow them to properly assimilate and understand social expectations and how to operate in social contexts. This paper suggests that the use of Intensive Interaction creates frequent opportunities for a person to take part in face‐to‐face interactions and consequently allow for the gradual development of non‐verbal communication. [ABSTRACT FROM AUTHOR]

The quality of institutions indicates the level of economic development in the country. Institutions are a part of a system that is based on human interactions and that leads to the generation of incentives. These incentives can deal with uncertainties and foster economic, social, political growth, provided the human interactions are moderated well. This paper reflects on the strength of the interventionalist institutions like cooperatives in India and promotes institution building for a better future. The base of the paper focuses on the lessons learnt from dairy cooperatives in Gujarat state and discusses the current situation of the cooperatives and challenges faced by them. The cooperatives in India have been old institutions with a great history of success as also failures. Though there are various types of cooperatives in India, the dairy cooperatives have been able to gain more attention in the international market due to the Operation Floods I, II, and III. India has secured its position as one of the largest milk producers in the world. At present, India produces 20% of the total milk production in the world. This paper is a blend and analysis of theoretical perspectives and ground realities of the dairy cooperative sector in India. The paper follows theoretical perspectives from institutional theory to analyse the present scenario of dairy cooperatives in India. It addresses the gaps in the dairy cooperative development sector with an in‐depth analysis of ground realities and contributes to future policy formulation and interventions. [ABSTRACT FROM AUTHOR]

Disagreements about what we owe to each other and about how to live pervade different dimensions of human interaction. We communicate our different moral and normative views in discourse. These disputes have features that are challenging to some semantic theories. This paper assesses recent Stalnakerian views of communication in moral and normative domains. These views model conversational context updates made with normative claims. They also aim to explain disputes between people who follow different norms or values. The paper presents various problems for these Stalnakerian views. Together, the problems show the insufficiency of metasemantic theories based only on speakers' psychological states in general, and of their application to normative communication in particular. The paper concludes that the problems require a new conception of how common ground relates to illocutionary force and attitude mode. [ABSTRACT FROM AUTHOR]

Extending recent developments in the neo‐Durkheimian analysis of suicidality as an indicator of social pathology, this paper analyses individual level survey data on suicidal ideation, perceptions of social support, and the sense of belonging from three Canadian provinces drawn from the Canadian Community Health Survey (2015–16). We ask whether or not social support and a sense of belonging affect suicide ideation differently. In answering this question, we pay attention to both subjective and objective indicators of integration, and how subjective indicators independently affect suicide ideation. Results show that a higher level of social support had the largest effect on suicidal ideation and that the effect of a sense of belonging disappeared when measures of social support are accounted for. These findings are consistent with Durkheim's general theory of suicide and previous studies on mental health, highlighting the importance of regular, proximate social interaction as a prophylactic against suicidality. [ABSTRACT FROM AUTHOR]

Focusing on the recent transformation of urban food markets in the UK, this paper applies a practice theory perspective to analyse the social practices involved in the making and doing of urban food markets. Based on fieldwork in Barnsley and Sheffield, we identify three sets of interrelated practices that are involved in the transformation of urban markets: economic diversification, traditionalisation, and technological innovation. We describe these practices as socio‐material in the sense that they involve the practices of buying and selling, and other forms of social interaction, combined with the foodstuffs, infrastructure, and other material things that together constitute the contemporary marketplace. The evidence presented in this paper challenges prevalent dichotomised ways of thinking about market transformation in terms of inclusion and exclusion or modernity and tradition. [ABSTRACT FROM AUTHOR]

This paper examines the protracted nature of displacement in the Iraqi context and places emphasis on the need for a social integration policy to bridge the deep cleavages of Iraqi society. Methodologically, the paper utilizes qualitative data by conducting focus‐group discussions with IDPs and semi‐structured individual interviews in KRI. In terms of return possibilities, while return in many ways is perceived to be not practical and to involve future risks, research findings show that a community‐based distinction needs to be made between IDPs from minority backgrounds and IDPs who belong to demographic majorities in the homeland locations. A second distinction is a geographic and political one as findings indicate that IDPs who take refuge in KRI, though remain largely dissatisfied with displacement conditions, are willing to stay in KRI longer in the hope of further security and reconstruction process in the violence‐affected areas. With respect to social integration policy, the paper outlines institutional, political and cultural explanations for a virtually absolute absence of social integration policy on national and regional levels. The paper suggests that the proposed social integration policy can capitalize practical implications of Social Contact Theory (SCT) in enhancing the integration of IDPs in the host communities. [ABSTRACT FROM AUTHOR]

Background: Local governments play an important role in supporting people with intellectual disability to feel included in their local communities and local‐level inclusion is an increasing priority for councils and local authorities in many countries. However, people with intellectual disability themselves have had little involvement in setting the priorities for initiatives and activities in their local communities. In the project, we wanted to know what kinds of initiatives were being implemented and what people with intellectual disability felt was important about these activities in their local communities. In this paper, we explore how the involvement of people with intellectual disability has shaped the outcomes of the review and implications for research and practice. Methods: We completed a review of local‐level inclusion‐building initiatives. We translated the results into accessible formats and our inclusive research team used these to involve six people with intellectual disability in New South Wales, Australia, in exploring their priorities around kinds of activities, quality and depth of inclusion in their local communities. Findings: The data showed that people wanted to share their deep, rich insights and questions about the things that drive inclusion and exclusion—not only their views about the effectiveness of particular kinds of activities. Conclusions: Implications for future policy and practice are that consultation should not be framed narrowly, but invite people with intellectual disability into conversation about change‐making at community and societal levels, as well as seeking their views on specific initiatives and activities. This opens up new opportunities to respond to the priorities of people with intellectual disability in local community‐building. Accessible summary: Our project was about the different kinds of activities that people with intellectual disability can do in their local communities.We talked with people with intellectual disability about these activities, to find out what they liked and did not like. We asked people what was most important about activities in their community.People wanted to talk more about what helped them to feel safe and welcome, not just the activity itself.Having safe places, having your rights, meeting people and making friends, and having accessible information, were all very important to people.This study is important to local planners and people in communities. They can think about how they are planning to make things safe and welcoming before they start planning an activity. [ABSTRACT FROM AUTHOR]

In this paper, we examine whether social class and class divides in social networks contribute to individuals' attachment to society. We argue that network segregation restricts individuals' social worlds, thereby diminishing societal attachment. Our research site is Chile, a country with relatively low social cohesion and one of the world's highest levels of economic inequality. We use large‐scale representative survey data collected in 2016 for the Chilean urban population aged 18–75 years (n = 2983) and interrelate indicators of well‐established dimensions and sub‐dimensions of societal attachment. Results of our regression analyses show that members of the upper middle class are more attached to society than their fellow citizens from other social strata. In addition, having more social contacts within one's own social class reduces attachment to society. In particular, network homogeneity lessens societal attachment for lower‐ and upper‐class individuals, but not so strongly in the middle class. We conclude that social cohesion in Chilean society would be enhanced not only by more equal opportunities but also by changes to the social settings in which social class segregation is (re)produced. [ABSTRACT FROM AUTHOR]

Many of the computational problems people face are difficult to solve under the limited time and cognitive resources available to them. Overcoming these limitations through social interaction is one of the most distinctive features of human intelligence. In this paper, we show that information accumulation in multigenerational social networks can be produced by a form of distributed Bayesian inference that allows individuals to benefit from the experience of previous generations while expending little cognitive effort. In doing so, we provide a criterion for assessing the rationality of a population that extends traditional analyses of the rationality of individuals. We tested the predictions of this analysis in two highly controlled behavioral experiments where the social transmission structure closely matched the assumptions of our model. Participants made decisions on simple categorization tasks that relied on and contributed to accumulated knowledge. Success required these microsocieties to accumulate information distributed across people and time. Our findings illustrate how in certain settings, distributed computation at the group level can pool information and resources, allowing limited individuals to perform effectively on complex tasks. Blurb: Many of the problems people face are difficult to solve under the limited time and resources available to them. We show that individuals can overcome these limitations by following a simple social learning heuristic that yields distributed Bayesian inference at the population level. We test our model in two large behavioral experiments, comparing observed knowledge accumulation with the Bayesian ideal in multigenerational microsocieties. [ABSTRACT FROM AUTHOR]