Communication and memory of texts in face-to-face and computer-mediated communication

Adrianson, Lillemor; Hjelmquist, Erland

doi:10.1016/0747-5632(93)90002-a

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…This notion is supported by the post-interview feedback, which reveals that participants found it far easier to say ‘I don’t know’ to the avatar than participants in the FtoF condition who communicated directly with the interviewer. This indicates the social demands experienced by witnesses (see Fisher et al, 2011 ) were ameliorated by context and the physical absence of the questioner, which may have resulted in improved speaker–listener coordination ( Adrianson and Hjelmquist, 1993 ). Participants did not experience full embodiment in terms of avatar motions, only head movements were tracked, although head movements are viewed as sufficient to exhibit supportive and encouraging interviewer behaviors, which in turn can improve witness remembering (see Fisher and Schreiber, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Eyewitness Memory in Face-to-Face and Immersive Avatar-to-Avatar Contexts

Taylor

Dando

2018

Front. Psychol.

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Technological advances offer possibilities for innovation in the way eyewitness testimony is elicited. Typically, this occurs face-to-face. We investigated whether a virtual environment, where interviewer and eyewitness communicate as avatars, might confer advantages by attenuating the social and situational demands of a face-to-face interview, releasing more cognitive resources for invoking episodic retrieval mode. In conditions of intentional encoding, eyewitnesses were interviewed 48 h later, either face-to-face or in a virtual environment (N = 38). Participants in the virtual environment significantly outperformed those interviewed face-to-face on all episodic performance measures – improved correct reporting reduced errors, and increased accuracy. Participants reported finding it easier to admit not remembering event information to the avatar, and finding the avatar easier to talk to. These novel findings, and our pattern of retrieval results indicates the potential of avatar-to-avatar communication in virtual environments, and provide impetus for further research investigating eyewitness cognition in contemporary retrieval contexts.

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Section: Discussionmentioning

confidence: 99%

Eyewitness Memory in Face-to-Face and Immersive Avatar-to-Avatar Contexts

Taylor

Dando

2018

Front. Psychol.

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“…Two basic approaches are those of preventing spontaneous group discussion and of controlling the group discussion process. The first approach involves using some technique for information exchange in which there is no face-to-face interaction (e.g., Adrianson & Hjelmqvist, 1993;Arrow, 1997;Reid et al, 1997). For example, a mailbox can be used for exchange of written messages or a computer for transmitting verbal messages.…”

Section: Methodsmentioning

confidence: 99%

Post‐decision consolidation: Group members in different social settings compared to individual decision makers

Eisele

2000

Scandinavian J Psychology

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Two experiments were conducted to examine how making decisions in a 3-member group affects the degree of post-decision consolidation, defined as attractiveness changes in favor of the chosen alternative. Both experiments were conducted in two sessions one week apart. In the first session (decision phase), participants estimated the importance of each of four different attributes describing two decision alternatives. They were then shown predetermined attractiveness ratings on each of the attributes and were to decide on the two alternatives, either individually or as a group. In the second session (post-decision phase), the participants were to attempt to recall the attractiveness ratings for the attributes as presented to them in session one. In both experiments, significant post-decision consolidation was found for individual decision makers but not for group members. In experiment 2, this result was replicated, no difference in consolidation being found between group members with face-to-face interaction and without.

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“…Specific visual or graphical coding systems for research analysis of written work and electronic discourse have been developed for a variety of educational settings (Adrianson & Hjelmquist, 1993;Bales, 1976;Butler, 1992;Evans Knight, 1990;Ruberg et al, 1996). The cognotes codes created for this study were based on the rhetorical content coding of Butler (1992) and the reader response coding of language arts journalling (Evans Knight, 1990).…”

Section: Methodsmentioning

confidence: 99%

“…The software used for the electronic discussion group was part of the Acadia Courseware Management Environment (ACME). In order to address concerns regarding software and hardware familiarity effects (Adrianson & Hjelmquist, 1993) the course instructor adopted a gradual implementation plan for introducing the EDG format. Also, the instructional model (see Table II) was designed in response to the findings of Everett & Ahern (1994), that is, for electronic discussion to be most effective, it needed to be linked to pre-existing and upcoming learning activities and the implementation must be appropriately integrated into the instructional goals of the course.…”

Section: Specific Interactionmentioning

confidence: 99%

Exploring the use of electronic discussion group coding with pre-service secondary teachers

Aylward

MacKinnon

1999

Journal of Information Technology for Teacher Education

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The extensive technology and rewiring made available through the Acadia Advantage project has been integrated into Acadia University's secondary science Bachelor of Education program in a number of ways, one of which is to support discussion groups. This article provides a qualitative analysis of an instructional strategy intended to promote substantive discussion within an electronic discussion group. A hierarchical series of discussion codes (cognotes) was designed and applied to students' discussion contributions to act as a procedural facilitator for critical thought processes. Our findings indicate that pre-service teacher education students used the coding in a variety of ways to facilitate their learning.

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Communication and memory of texts in face-to-face and computer-mediated communication

Cited by 7 publications

References 11 publications

Eyewitness Memory in Face-to-Face and Immersive Avatar-to-Avatar Contexts

Eyewitness Memory in Face-to-Face and Immersive Avatar-to-Avatar Contexts

Post‐decision consolidation: Group members in different social settings compared to individual decision makers

Exploring the use of electronic discussion group coding with pre-service secondary teachers

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