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This qualitative-descriptive study aimed to identify the different verbal interactions and most frequent and least observed interactions in the College of Teacher Education classrooms of a private non-sectarian institution in Davao City. Flanders' Interaction Analysis Category System (FIACS) was used to analyze the gathered data. In order to utilize the FIACS, the study employed observation, where three teachers were observed for two consecutive hours, and unstructured in-depth interviews, where five teachers were interviewed. The results revealed that the different verbal interactions used by the teachers involved accepting feelings, praising or encouraging, accepting or using pupils' ideas, asking questions, lecturing, giving directions, criticizing or justifying authority, pupil-talk response, pupil-talk initiation, and silence. Among the ten categories, the most frequently observed verbal interaction was pupil talkresponse, and the least observed was silence or confusion. The findings revealed how the teachers' verbal interactions promote active engagement in the teaching-learning process and create a thriving learning environment. From this, the teachers should provide a variety of learning opportunities to accommodate different learning needs and create interactive activities in the classroom to improve the quality of the teaching-learning process. [ABSTRACT FROM AUTHOR]

Conversational Agents (CAs) are characterized by their roles within a narrative and the communication style they adopt during conversations. Within computer games, users' evaluation of the narrative is influenced by their estimation of CAs' intelligence and believability. However, the impact of CAs' roles and communication styles on users' experience remains unclear. This research investigates such influence of CAs' roles and communication styles through a crime-solving textual game. Four different CAs were developed and each of them was assigned to a role of either witness or suspect and to a communication style than can be either aggressive or cooperative. Communication styles were simulated through a Wizard of Oz method. Users' task was to interact, through real-time written exchanges, with the four CAs and then to identify the culprit, assess the certainty of their judgments, and rank the CAs based on their conversational preferences. In addition, users' experience was evaluated using perceptual measures (perceived intelligence and believability scales) and behavioral measures (including analysis of users' input length, input delay, and conversation length). The results revealed that users' evaluation of CAs' intelligence and believability was primarily influenced by CAs' roles. On the other hand, users' conversational behaviors were mainly influenced by CAs' communication styles. CAs' communication styles also significantly determined users' choice of the culprit and conversational preferences. [ABSTRACT FROM AUTHOR]

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Algérie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lingvisticae Investigationes is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lingvisticae Investigationes is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lengua y Habla is the property of Universidad de Los Andes, Centro de Investigacion y Atencion Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars. Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis. Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute. Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members. [ABSTRACT FROM AUTHOR]

Copyright of Revue Phronesis is the property of Phronesis-Editions-Formations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Philologia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement. [ABSTRACT FROM AUTHOR]

The aim of our study was to gain understanding of different types of conflicts on knowledge in the discussions of problem-based learning tutorial groups, and how such conflicts are dealt with. We examined first-year medical and dental students' (N = 33) conflicts on knowledge in four videotaped reporting phase tutorials. A coding scheme was created for analysing verbatim transcripts of 43 conflict episodes in order to find out whether the conflict episodes were about factual or conceptual knowledge and how the students elaborated the knowledge. Conflict episodes were relatively rare (taking up 7.6 % of the time) in the videotaped groups. Conflict episodes were more frequently about factual knowledge (58 %) than conceptual knowledge (42 %), but conflicts on conceptual knowledge lasted longer and were more often elaborated. Elaboration was, however, more frequently done individually than collaboratively. Conflict episodes were generally fairly short (mean duration 28 s). This was due to a lack of thorough argumentation and collaborative elaboration of conflicting ideas. The results suggest that students' skills to bring out differences in each other's conceptual thinking, the depth of argumentation and the use of questions that elicit elaboration need to be improved. Tutors' skills to facilitate the collaborative resolving of conflicts on knowledge call for further study. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate the effects of manipulating toy sets on the social verbal interaction that occurs between preschool-age children with disabilities and their typically developing peers. A single-subject alternating-treatments design was used to evaluate the effects of manipulating social toy sets and isolate toy sets on the social interactions of young children with disabilities. The targeted children included 1 girl and 3 boys with significant developmental delay. The study took place within an inclusive Head Start preschool setting. Children included in the study were presented with opportunities to play with the different toy sets on alternating days with their typically developing peers. The results indicate that social toy sets in isolation elicit a higher amount of social interaction compared with isolate toy sets in isolation. Given these preliminary results a discussion on whether or not manipulating toy sets is an effective, efficient, and socially valid means of increasing social interactions in inclusive preschool settings follows. [ABSTRACT FROM AUTHOR]

Copyright of Lenguas Modernas is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this study was to increase our understanding of the learning-oriented verbal interactions taking place between students during the problem-based learning (PBL) cycle. The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study. The verbatim transcript consisting of more than 1,000 utterances was analyzed to investigate whether and how PBL stimulates students towards constructive, self-directed and collaborative learning. Our results demonstrate the occurrence of all above-mentioned learning activities, with 53.3% of episodes being collaborative, 27.2% self-directed and 15.7% constructive. [ABSTRACT FROM AUTHOR]

It has been documented that adolescent mothers are less verbally and emotionally responsive in their interactions with their children compared to adult mothers. These less than optimal adolescent mother/infant interactions have been found to affect the child's healthy growth and development. This small study aimed to identify and characterize the frequency of verbal behaviors exhibited in the infant/adolescent mother dyad during feeding sessions during a baseline phase of a study that employed single subject methodology. An individualized bug-in-the-ear feedback and prompting parent training model was instituted in the intervention phase of the study to improve the frequency and quality of infant-mother interaction. Results of the study clearly revealed low frequency of verbal interaction in the baseline phase. After a structured prompting intervention was instituted there were positive effects in the mother's behaviors which in turn positively impacted infant behavior [ABSTRACT FROM AUTHOR]