Shy children often have difficulty communicating; however, it is not clear whether these difficulties stem from a skills deficit or from an anxiety-driven performance deficit. Therefore, the present study examined how shy children’s communication skills differed from those of average, non-shy children, using the Internet as a medium for social communication. It was hypothesized that shy children may be more reticent than average children to initiate conversation in a novel situation. However, over time shy children were expected to become more comfortable in discussions with their on-line partner and to become less anxious as they acknowledge the anonymity of chat groups. This study also investigated potential changes in negative effects associated with shyness over time. Fifteen shy children (Mean shyness score=72.3; SD=6.43) and 15 average children (Mean shyness score=53.7; SD=5.6) participated in the 10 MSN conversation groups. Children were also given a series of questionnaires prior to and after the 10 sessions. Results from this study suggest that shy children communicate in a similar manner to their average partners when online. Results also suggest that shy children had higher levels of social anxiety than average children before beginning an online conversation with an unknown partner. However, by the end of the 10 sessions, their anxiety had been significantly reduced. No other changes or differences in psychological functioning were noted between shy and average children.

published_or_final_version / Linguistics / Master / Master of Philosophy

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This study examines the differences between interaction in Internet chat rooms and face to face communication and the effect those differences have on the development of social capital. Much has been written recently regarding the decline of social capital as evidenced by decreasing membership in small organizations. However, relatively little has been written about the potential for social capital to be_ developed through other forms of interaction. Results of this study indicate that though there are differences in the two experimental groups, there are no statistically significant differences between them. / Department of Political Science

Brummett’s ontological view of epistemic rhetoric frames a world in which reality is truly only shaped once it is communicated. This reality creation is uniquely performed within online spaces that are separated from the physical world by means of programming code and internal culture. These spaces are constructed of language and constitute new realities (Chesebro ) which are fundamentally rhetorical. However, the study of these tools lack shared terminology with which to classify and understand their potential as educational spaces. This study explores connections between communication mechanics of multi-user social technologies and their effectiveness as teaching tools. The study focuses on virtual worlds (defined as WAN-based, persistent, multi-user spaces which include avatars), such as Second Life and World of Warcraft, as examples of multi-user social technologies because these tools converge mechanics and communication tools found separately elsewhere. Communication mechanics are operationalized as facets found through the application of Shiyali Ranganathan’s Faceted Classification method. The facets of seventy worlds are first identified. These facets are then used to describe typical uses of the facets through Activity Theory (Engeström) and Genre Ecology Models (Spinuzzi). Finally, a framework is suggested for selecting virtual worlds and the most effective activities within them by ensuring coordination among the strategic, tactical, and operational goals and activities of the tool, the course/instructor, and student. / Incommensurate terms, incommensurate practices -- Background and current state of virtual world technology -- Classification of virtual worlds -- Using activity theory and genre ecology models to connect facets with motivations in virtual world education -- Implications, limitations and further study. / Department of English

Thesis (M.A.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 158-169). Also available via the World Wide Web.

Thesis (Ph.D.)--Ohio University, August, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 124-135.

Thesis (M. Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 101-111).