Social knowledge about food was investigated from a social contingency perspective (Guerin, 1994, 1998, 2004), a functional linguistic approach that considers language use having functions both to establish 'facts' in order to control listeners, and to maintain social relationships with words. In Study 1, whether people shared knowledge about food or not was examined. One hundred and fourteen New Zealand and 23 Japanese participants were asked to answer free format questionnaires asking the reasons they and others eat or do not eat particular food items. Those answers were categorised into 8 categories and 30 sub-categories of the knowledge about foods by qualitative content analysis. The results of a cluster analysis of those categories showed that participants used the categories homogeneously although there were some differences between New Zealand and Japanese participants, and that the participants selectively used different types of knowledge according to food items especially when explaining why people do or do not eat some foods. In Study 2, rhetorical features about foods were investigated: (1) numerical quantification rhetoric; (2) narrative use rhetoric; and (3) enumeration rhetoric. Factual statements from a corpus of 118 New Zealand TV commercials and 249 Japanese TV commercials were coded by the categories generated in Study 1. The results showed that the categories of factual statements were selectively used on TV commercials depending on the food types, and related closely to the results of Study 1. The rhetorical strategies appeared in commercials according to the categories of factual statements. When more than one factual statement was presented in a commercial, the relations of the factual statements were usually of a conjunctive form such as quotfact A however fact Bquot or quotfact A moreover fact Bquot, or else the factual statements were presented independently rather than the one statement logically warranting the other. These results suggest that those rhetoric uses and the arrangements of the factual statements were selectively used according to the effectiveness against counter arguments using shared knowledge. Study 3 and Study 4 analysed the functions of shared knowledge about food for maintaining social relationships through investigating the cases in which knowledge about foods presented as the form of 'collaborative talk', which occurs when one speaker completes the preceding saying by another speaker. In Study 3, the collaborative talk as sentence completions of knowledge about food was qualitatively analysed from conversations of 30 to 45 minutes produced by four groups consisting of four or five Japanese participants who were friends. From a social contingency view, the analysis focused on the following conversational properties: (1) who the listener was; (2) the degree of sharing of the information between the speakers; (3) the degree of sharing of the information between the 2nd speaker and the listener; and (4) the disagreement between the 2nd speaker and the listener. The results of Study 3 suggested some possible functions of sentence completions of knowledge about food: (1) the function when the first speaker is the listener may be enhancement of the relationship between the first and the second speakers through showing the second speaker's attention and understanding to the first speaker's utterance, because those sentence completions were often followed by the affirmation or negation by the first speaker; (2) when a third person is the listener, and the first and the second speaker refuted the third person using sentence completion, the function seems to be just establishing 'facts'; and (3) in the cases of 'assisted explaining' (Lerner Takagi, 1999) , the function may be not only establishing 'facts' but also enhancement the relationship between the listener and the speakers, because the constructed 'facts' may work as a kind of conversational 'gift'. In Study 4, five Japanese groups consisting of four participants who were friends were asked to talk about four topics about foods that all participants either agreed or disagreed ('All agree' condition) and four food topics for which there was disagreement about it between participants ('Some agree' condition). When the listeners could not be identified, and the second speakers did not used the utterance-final element such as 'yo ne' that is regarded as having a function of showing agreement between the speakers, the participants used sentence completions more frequently in 'All agree' conditions. The results suggested that the function of this type of sentence completion is not merely establishing 'facts' but also enhancing the relationship between the speakers through showing agreement about the relevant things to the topic. In conclusion, the results of the present studies suggest some possible social contingencies involved both when people get knowledge about food and when they use it.

Four experiments are presented that explore social interactivity in a visually communicating species: the pigeon, Columba livia. A closed-loop teleprompter system was used to isolate, control and manipulate social contingency in a natural courtship interaction. Experiment 1 tested different ways to measure pigeon behaviour and developed an automatic method for measuring the pigeon’s circle walking display using motion energy analysis. In Experiment, 2 the subject’s courtship behaviour towards the video image of an opposite sex partner streamed live (Live), was compared with their behaviour towards a pre-recorded video image of the same partner (Playback). The only difference between the Live and Playback condition was the presence or absence of social contingency. The results showed that pigeons behaved interactively: their behaviour was determined, in part, by the social contingencies between visual signals. To investigate what types of social contingencies are behaviourally relevant, the effects of the partner’s facing direction and the timing of social contingencies on behaviour were investigated in Experiment 3 and 4, respectively. To manipulate partner facing direction, the camera was rotated so that the partner appears to be courting 90° away from the subject. To manipulate social timing, three time delays, 1, 3 and 9s, were implemented within the closed-circuit communication. In Experiment 4, the context-specificity of interactive behaviour was also investigated by testing behavioural sensitivity to social contingency and timing in both opposite sex and same sex social interactions. The results showed that the partner’s facing direction did not significantly influence behaviour, whereas the timing of social contingencies had a significant impact on behaviour: in courtship only. These findings suggest that temporal relations between display bouts in courtship are behaviourally relevant. A post hoc analysis was then used to evaluate the behavioural relevance of two social contingencies in particular: partner responsiveness and simultaneous display. The results showed that females may be sensitive to the male responsiveness in courtship. Also, simultaneous display appeared to create a perceptual interaction which acted to potentiate the courtship dynamic. These studies provide a basis for further developing the pigeon and its courtship behaviour as a model for visual communication. / Thesis (Ph.D, Neuroscience Studies) -- Queen's University, 2011-04-25 14:37:19.888

Sensitive and responsive parenting promotes adaptive outcomes for children. Within the domain of language development, responsiveness has been examined through the effects of temporal and semantic contingency on children’s vocabularies. The term adaptive contingency can be used to characterize the process whereby dyads co-construct common ground, establishing a co-dependence of both timing and meaningfulness. This dissertation examined the role of adaptive contingency in early verb learning by examining the learning consequences when timing is manipulated but meaning is held constant (Study 1) and when meaningfulness is manipulated but timing is held constant (Study 2). In a previous study, toddlers learned novel action words when teaching was uninterrupted, but failed to do so when caregivers were interrupted while teaching by a cell phone call from the experimenter (Reed, Hirsh-Pasek, & Golinkoff, in preparation). Study 1 explored how the timing of interruptions differentially affects word learning. Experimenters blind to study hypotheses taught two-year old toddlers novel words, and learning was assessed via the Intermodal Preferential Looking Paradigm (IPLP). During the teaching period, experimenters responded to text messages, momentarily disrupting the teaching. The timing of these interruptions occurred (1) in the middle of an utterance, such that the label and demonstration of its action referent were decoupled, (2) before the “label + action referent” event occurred, or (3) after (the control condition). At test, only children in the after condition learned the novel words. Study 2 examined whether word learning would be disrupted when teaching interactions were interrupted by an event that breaks the shared focus (e.g., a cell phone call) but not when the interruption shifts the shared context (e.g., when a lighted display suddenly shines). Novel words were learned in one of three experimental conditions (light display to shift attention, cell phone call to break attention, no interruption control), and learning was again assessed via the IPLP. Only toddlers in the shift condition learned the novel words. This dissertation contributes to the growing recognition that the quality of interactions with caregivers affects children’s language trajectories (e.g., rich and diverse vocabulary, Rowe, 2012; fluent and connected bouts of sustained joint attention, Hirsh-Pasek et al., in press). Utilizing ecologically valid interruptions, the two studies together illuminate how the social context can support or hinder early verb learning. / Psychology

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No. of bitstreams: 1 tese_herek_201707jul14.pdf: 1604205 bytes, checksum: 19c1859219a27a397e40ddb87877f37a (MD5) Previous issue date: 2017-07-14 / This thesis seeks to understand the relationship between a system of accountability structured in mechanisms with different principles and rules, and the tension between institutions and accountability, for the investigation of how the logic of adequacy interferes in the influence of three distinct mechanisms of accountability on the Managers of UFSC, UDESC and FURB. In this sense it was explored a model that combines the historical perspectives, dynamics and conflicts of accountability mechanisms, using the models of the public administration theory, using authors such as Secchi (2009), Denhardt (2015) and Rocha (2011). Sanction-Based Accountability, Trust-Based Accountability, Process Accountability, Outcome Accountability and Dynamic Accountability, as well as their influences on the intrinsic motivations of managers, have been highlighted from the bureaucratic, management and public governance model. . In order to highlight competing principles and rules, the main one being: the conflict between stimulating and curbing the discretion of the public manager. The typical tension between institutions and accountability is explored from public higher education (public universities), a sector of governmental action historically of enforce between autonomy and control. In addition to the universities have structures, although complex, highly adaptive (Meyer Jr, 2003) (Weick, 1976). The basis of analysis is the rules based on the Federal Constitution of 1988, since the CF / 1988 that institutionalizes the conflict, in articles 207, 212 and 37. Based on this categorization, a comparative case study was conducted, based on interviews with managers from the Federal University of Santa Catarina, State University of Santa Catarina and Regional University of Blumenau. Three distinct institutions both in their historical origins, maintainer, availability of resources, teaching qualification, number of courses, amount of student, but that are inserted in a close socioeconomic context, that is the state of Santa Catarina. In addition to the interviews, secondary data were used to help highlight the historical trajectory of these institutions, their values, the relevant interest groups. For the cases studied, it is observed that the accountability system for public higher education, which is structured in mechanisms with different principles and rules, which provide concurrent analysis and prescriptions, has significantly broadened the typical tension between these IPES and accountability, and the actions of their managers have privileged the survival of these organizations. The adaptation of these organizations to accountability mechanisms, through their managers, has observed not only the limitations of resources but also the organizational values. And it points to an informational asymmetry, in the sense that the system of accountability in favor of the principle of impersonality, equal treatment, disregards the historical and cultural factors of these organizations. The data also stipulate that the competition among the mechanisms induces these managers to act in a way that they do not believe to be of interest to society, pointing to over-accountability. / De modo geral esta tese busca compreender a relação entre um sistema de accountability estruturado em mecanismos com diferentes princípios e regras, e a tensão entre instituições e accountability, pela investigação de como a lógica da adequação interfere na influência de três mecanismos de accountability distintos sobre os gestores da UFSC, UDESC e FURB. Accountability é entendido como um arranjo institucional, definida como uma relação social na qual os atores sentem-se obrigados (formal ou informal) a explicar e justificar sua condução para alguém, que irá debater, julgar e aplicar a sanção, formal ou informal. Por sistema de accountability é entendido como um conjunto de arranjos institucionais. Nesse sentido foi explorado um modelo combina as perspectivas históricas, dinâmicas e conflitos dos mecanismos de accountability, a partir dos modelos da teoria da administração pública, utilizados autores como Secchi (2009), Denhardt (2015) e Rocha (2011). A partir do modelo burocrático, gerencialista e da governança pública, foram destacadas as características da Sanction-Based Accountability, da Trust-Based Accountability, da Process Accountability, da Outcome Accountability e da Dynamic Accountability, bem como suas influências sobre as motivações intrínsecas dos gestores. De forma a evidenciar princípios e regras concorrentes, sendo o principal deles: o conflito entre estimular e coibir a discricionariedade do gestor público. A típica tensão entre instituições e accountability é explorada a partir da educação superior pública (universidades públicas), setor de atuação governamental historicamente de enforce entre autonomia e controle. Além de as universidades possuirem estruturas, apesar de complexas, altamente adaptativas (MEYER JR, 2003) (WEICK, 1976). A base de análise são os regramentos a partir da Constituição Federal de 1988, pois a própria CF/1988 que institucionaliza o conflito, nos artigos 207, 212 e 37. Foi realizado um estudo de casos comparativos, a partir de entrevistas com gestores da Universidade Federal de Santa Catarina, Universidade do Estado de Santa Catarina e Universidade Regional de Blumenau. Três instituições distintas tanto nas suas origens históricos, mantenedor, disponibilidade de recursos, qualificação docente, quantidade de cursos, quantidade de estudante, mas que estão inseridas em um contexto sócio econômico próximo, que é o estado de Santa Catarina. Para além das entrevistas foram utilizados dados secundários que auxiliassem a evidenciar a trajetória histórica dessas instituições, seus valores, os grupos de interesse relevantes. Para os casos estudados é observado que o sistema de accountability para a educação superior pública, que está estruturado em mecanismos com diferentes princípios e regras, que fornecem análises e prescrições concorrentes, ampliou significativamente a típica tensão entre essas IPES e accountability, e as ações de seus gestores têm privilegiado a sobrevivência dessas organizações. A adaptação dessas organizações aos mecanismos de accountability, por meio de seus gestores, tem observado não apenas as limitações de recursos, mas também os valores organizacionais. Pois, o sistema de accountability ao privilegiar o princípio da impessoalidade, igualdade de tratamento, desconsidera os fatores históricos e culturais dessas organizações. Os dados também estilizam que a concorrência entre os mecanismos induz esses gestores a agirem de forma na qual não acreditam ser de interesse da sociedade, apontando para o problema de over-accountability.