Processing long-distance dependencies (original) (raw)
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Supporting the distributed family
Proceedings of the third Nordic conference on Human-computer interaction - NordiCHI '04, 2004
Two studies on how to support communication between grandparents and grandchildren are presented. The first study, an interview with 12 parents, investigates the conversation between grandparents and grandchildren in face-to-face and phone situations. The results of the study suggest that in the face-to-face situation conversation is closely tied to the concurrent activity. The phone does not support this kind of conversation. This might explain why the calls are short and infrequent. In the second study, alternative communication technologies are studied using a focus group. Two of them aimed at sharing a context for conversation. They were well received. The technology that supports always-on connection was objected due to privacy concerns.
Appendix 1 The Relationship Inventory Forms and Scoring Keys
A Complete Resource and Guide, 2015
This appendix includes all the principal forms and adaptations of the Barrett-Lennard Relationship Inventory (BLRI), presented in their entirety and with the relevant scoring keys. They comprise a considerable array, and are arranged approximately in order of their original development, but also in keeping with similarities of purpose or usage and shared scoring keys. All of the included forms are in English, but the last part of the appendix lists the other languages in which versions of the BLRI are known to have been used, and shows where possible the names of colleagues originally involved in the translations. General guidelines for the translation process, as supplied to most of these colleagues, are also included. APPENDIX 1 ANNOTATED CONTENTS Primary forms (class of relationship open): The basic 64-item OS (other-to-self) and MO (me-to-other) forms have the longest record of use. Included in the same cluster is the later adapted "Dyad-We" version (Form DW-64). The shared score key for 64-item forms comes last. 101 The basic 40-item forms, OS-40 and MO-40, reduced from the above versions, follow in a second cluster that also includes the later 40-item 'Observer' form and shared scoring key. 116 Teacher-student RI forms (distinct for students and for teachers) have slightly rearranged items of the same scope as in the above OS-40 and MO-40 forms. A modified version designed for young child respondents in varied kinds of relationships follows in this cluster and shares the same scoring form. The further simplified items in the child version require only yes/no answers. 123 The distinctive "Life Relationships" spectrum RI (Form OS-LR-40), tapping a broad range of life relationships follows, in its three parts: Directions, Answer form, and Score form. 131 Two small-group relationship forms, where one or both parties to the relation are groups, are included. These are the group-to-member and group-to-group versions. There is also a draft organization-to-member form. The scoring key is the same as for the basic 40-item forms listed in the second-listed group above. 140 OS and MO forms centered specifically on empathy, with score key, are new additions. 149 An experimental "self-with-self relationship" version is last-listed of the BLRI forms.
Health & social work, 1991
Use this outline to follow along with the module's main features. The blank "Notes" panels below each section are interactive and can be filled in using Adobe Acrobat. Otherwise, print this document and record your notes by hand.
American Journal of Speech-Language Pathology, 1996
Child language research thrives on naturalistic data-data collected from spontaneous interactions in naturally occurring situations. However, the process of collecting, transcribing, and analyzing naturalistic data is extremely time-consuming and often quite unreliable. To improve this process, the Child Language Data Exchange System (CHILDES) has developed tools that facilitate the sharing of transcript data, increase the reliability of transcription, and automate the process of data analysis. These new tools, described in detail in , are bringing about significant changes in the way research is conducted in the field of child language. This chapter reviews the background to the formation of the CHILDES system, the shape of the basic CHILDES tools, and the relation of particular tools to particular research goals. It concludes with a presentation of extensions to the system that will be developed during the coming decade.
Life in the Asynchronous Family
2015
Max has not only been highly gifted all of his life, but also somewhat adolescent all of his life...at 14, he can display a ferocious insistence for justice with the passions and tenacity of a 3-year-old...this gets confusing! We were told that at age 9 he displayed "cognitive reasoning skills way beyond his years. " I wish he came with a blinking sign on his forehead to let me know just who I am dealing with: the 3-year-old, the 14-year-old, or the 25-year-old. Last summer an ill-placed golf ball landed in the bedroom of a house adjoining a picturesque lighthouse. (Remind me to ask how this boy could ignore the physics of playing golf in a densely populated suburban neighborhood.) As glass went crashing, his highly gifted buddy was heard to have prayed, "Thank God it wasn’t me! " I hear myself asking Max, again and again, 'What were you thinking?" That’s the thing- they think when you least expect them to, and go blank at the most inopportune times. My...
DOAJ (DOAJ: Directory of Open Access Journals), 2014
I have always wanted to write about my cousin Shelby, but whenever I try, the words just don't seem to do justice to my cousin who never grew up. I want to make him live again in this story. But mostly, I would just really like to not cry today. Shelby was born to my aunt, with too much life ahead of her, and so he was raised by my silentstoic, gentle grandfather, Dave and Leona, the asthmatic, arthritic heart-young grandmother, with more love in her than those sick lungs could handle. This little boy was never formally diagnosed, as he never got the opportunity to spend much time in school, but looking back now, I know that he did indeed have certain cognitive delays, which I did not, and still cannot, name. Nor do I want to. Socially-constructed deficiencies are not lovable. To me, he was just Shelby, even though on that level beyond the one that we talk about, we all knew that he didn't function in quite the same way we all did. Shelby was diagnosed with something, though. He was diagnosed with leukemia at the age of five. His childhood years were a blur for all of us. Waiting and hoping, trips to Vancouver through the Fraser Canyon-and later, over the Coquihalla, stays at the Ronald McDonald house, fundraising projects, months in isolation units, missed school, missed life,
RENDER FP7-ICT-2009-5 Contract no.: 257790 www.render-project.eu ... Author(s): Maurice Grinberg, Ontotext; Mariana Damova, Ontotext; Atanas Kiryakov, Ontotext Deliverable Nature: Prototype (P) ... Suggested Readers: Research staff working on the data ...