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Academic literature on the topic 'Dyadic confrontation'
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Journal articles on the topic "Dyadic confrontation"
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Fairchild, Alea, Anne-Françoise Rutkowski, and John Rijsman. "Group Decision Support Systems and Patterns of Interpersonal Communication to Improve Ethical Negotiation in Dyads." International Negotiation 9, no. 1 (2004): 11–30. http://dx.doi.org/10.1163/1571806041262089.
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AbstractThis article demonstrates experimentally that in the context of dyadic conflict, patterns of interpersonal communication (PIC), supported by a particular Group Decision Support System (GDSS) technology, affect the quality of decision making. A GDSS technology that supports confrontation of strongly-internalized personal meanings appears less efficient in supporting the resolution of ethical dilemmas than in stimulating interdependent co-construction of shared-meanings between opposing parties. Intersubjectivity and reciprocity are adapted when the conflict is linked to variables of personality and cultural identity. GDSSs are an efficient tool to support intergroup communication and relations. This article discusses the direct implications of our research for the study of intercultural negotiation and conflict resolution.
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Duclos, Louis-Jean. "La « guerre d’usure » égypto-israélienne, 1968-1970." Études internationales 10, no. 1 (April 12, 2005): 127–75. http://dx.doi.org/10.7202/700916ar.
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The « War of Attrition » constituted one of the crises of the ongoing Arab-Israeli confrontation. From March 8th 1969 Arab revendications for restoration by Israel of the territories lost in 1967 took, under Egyptian direction and the urging of the Palestinian movement, the form of a limited armed conflict. We postulate that the evolution of this crisis depended not only on the capabilities of the belligerents nor on the intervention of the superpowers but also on the objectives of the principal actors. Analysis of these objectives confirms the radical nature of the hostility between Egypt and Israel and the both defensive and restitutory aspect of each country's goals. It emphasizes above all that the object of the crisis was basically the occupied territories dispute and that the cease-fire has left a legacy of heightened disaffection in comparison with the period preceding the crisis. Examination of the behavioral data enables the delimitation of not only the dyadic and polarized configuration of the confrontation but also the latter's context. The search for a purely interactional determination of behaviour leads one to put forward prudently that an increase in lsraeli coercion is related to deescalation while an aggravation of Egyptian belligerence produces the opposite effect. The latter being often preceded in Cairo by the articulation of negative objectives, one could conclude, provisionally, that the « War of Attrition » evolved according to a multivariate open model in which the objectives of Cairo determined the conduct of Israel subject to the intervening Egyptian behavioural variable.
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von Rueden, Christopher, Michael Gurven, and Hillard Kaplan. "Why do men seek status? Fitness payoffs to dominance and prestige." Proceedings of the Royal Society B: Biological Sciences 278, no. 1715 (December 8, 2010): 2223–32. http://dx.doi.org/10.1098/rspb.2010.2145.
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In many human societies, high male social status associates with higher fertility, but the means by which status increases lifetime fitness have not been systematically investigated. We analyse the pathways by which male status begets reproductive success in a small-scale, Amerindian society. Men who are more likely to win a dyadic physical confrontation, i.e. dominant men, have higher intra-marital fertility for their age, and men with more community-wide influence, i.e. prestigious men, exhibit both higher intra-marital fertility and lower offspring mortality. Both forms of status elicit support from allies and deference from competitors, but high status men are not provisioned more than their peers. Prestigious but not dominant men marry wives who first give birth at earlier ages, which multivariate analysis suggests is the strongest pathway between status and fitness in this population. Furthermore, men are motivated to pursue status because of fitness gains both within and outside of marital unions: dominant and prestigious men have more in-pair surviving offspring as well as more extra-marital affairs.
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Reblin, Maija, Dana Ketcher, Jennifer M. Taber, Kristin G. Cloyes, Brian R. Baucom, Margaret F. Clayton, and Lee Ellington. "Let’s chat: Piloting an approach to patient-caregiver goal discussions in a neuro-oncology clinic." Journal of Clinical Oncology 36, no. 34_suppl (December 1, 2018): 28. http://dx.doi.org/10.1200/jco.2018.36.34_suppl.28.
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28 Background: Communication is important to fostering joint coping in patients with advanced cancer and their family caregivers. Joint goal setting has been shown to enhance relationship quality for dyads and increase interpersonal ease and connection. Often patients and caregivers indicate they wish to discuss issues together but have difficulty doing so, which can inhibit dyadic coping and achievement of treatment goals and interpersonal plans. The aim of this study was to determine the feasibility and describe the methods of a short, one-time goal communication intervention for neuro-oncology patients and their primary family caregivers. Methods: Participants were recruited from a neuro-oncology clinic at an NCI-Designated Comprehensive Cancer Center. After informed consent from both patient and caregiver, the dyad was taken to a private room to complete a demographic questionnaire, eight-minute self-directed dyadic discussion of goals, and post-discussion questionnaire. For the discussion, dyads were asked to create and discuss three goals they had for themselves, and three goals they thought their partner would list, with at least one non-cancer related goal. Results: 10 dyads (n=20) were recruited for this study. Participants were mostly white, non-Hispanic, and married spouses. Only one patient participant was unable to list three goals. Dyads reported that the discussion was not stressful and they found high levels of benefit. Analysis of questionnaire and open-ended feedback overwhelmingly indicated the discussion task was useful to participants and that the study environment encouraged open, non-confrontational communication. Conclusions: Our brief prompted dyadic discussion intervention was feasible to implement and participants reported it was useful. Communication between advanced cancer patients and caregivers is vitally important to facilitate dyadic coping and ensure dyads are better able to achieve their goals. This pilot could be easily adapted to facilitate dyadic communication longitudinally to help facilitate communication between patients and caregivers along the cancer care continuum.
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Shiro, Martha, Maia Migdalek, and Celia Rosemberg. "Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction." Psychology of Language and Communication 23, no. 1 (January 1, 2019): 184–211. http://dx.doi.org/10.2478/plc-2019-0009.
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Abstract The aim of this study is to determine what linguistic resources are used for stance-taking in confrontational interactions. For this purpose, we analyze 70 argumentative sequences in spontaneous peer conversations during play situations of 4 dyads (2 mid and 2 low socio-economic status backgrounds) of 4 to 7-year-old Argentinian children. Stance-taking relies on the use of evaluative language, understood as the markers of speaker’s attitude (reference to internal states such as attribute, cognition, emotion, intention, and reported speech, [Shiro, 2003]); and the use of evidential markers, understood as speaker’s reference to the status of the information in the utterance (causality, concession, capacity, deontic and epistemic modality, and inference, [Shiro, 2007]), including markers of politeness which serve to mitigate (or intensify) the confrontation (Watts, 2003). Our findings describe the evaluative resources used for stance-taking strategies produced by children at this early age in confrontational interactions with their peers.
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Nina, Susana Rogeiro, and José Santana-Pereira. "Feasting Our Eyes on the Candidates: Visual Cues in Televised Debates Prime Personality Traits of Lesser Known Candidates and Promote Learning." International Journal of Press/Politics 26, no. 1 (September 23, 2020): 236–55. http://dx.doi.org/10.1177/1940161220959578.
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This article examines how different modes of exposure to debates between presidential candidates affect both the criteria by which they are assessed and levels of learning about politics in an unobtrusive, distant context. In this study, 167 Portuguese undergraduate students were randomly assigned to either watch or listen to one of two 1986 dyadic presidential debates, rate the candidates on a series of items, and answer questions about the contents of the debate. We found that the mode of exposure only affected the assessment criteria of the lesser known presidential candidate. In fact, his personality appraisals carried more weight for viewers than for listeners, while the substantive performance was more important for those who listened to the debate. Although a more confrontational debating style lowered the ratings of the lesser known candidate, this was not conditional to mode of exposure. Moreover, video exposure to the debate resulted in higher levels of learning. In summary, this study supports the assumption that the visual cues in audiovisual formats are major factors of learning and prime personality traits as criteria for the appraisal of (relatively) unknown candidates.
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Burke, Meghan M., Kristina Rios, and Chung eun Lee. "Exploring the Special Education Advocacy Process According to Families and Advocates." Journal of Special Education 53, no. 3 (November 28, 2018): 131–41. http://dx.doi.org/10.1177/0022466918810204.
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Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent–advocate dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school’s response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed.
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Barnett, R. L. Etienne. "Cioran et le gouffre temporel." Revue Romane / Langue et littérature. International Journal of Romance Languages and Literatures 44, no. 1 (March 6, 2009): 83–93. http://dx.doi.org/10.1075/rro.44.1.05bar.
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In the Cioranian universe, language and time, both inextricably bound, both chillingly perverse, constitute icons of what is, contextually, an inexorable vision of the human condition. The pairing progenerates specters, phantasms of the void, pernicious and vacuous. It is at the perilous, indeed, the perfidious nexus of enunciation and endlessness — each dreaded, yet each ineluctable — that the dyad adopts an onerous cast. To the extent that discourse configures a cipher of perpetuity, and in that, conversely, any trace of eternity conjures a ceaseless extension of the word, of that very word which begets and embodies postmodern aporia, there lurks in consequence of discourse emitted a palpable trepidation, a confrontation with the ultimate precipice, the unconscionable, inscrutable continuity of nothingness. The deconstructive imperative overtakes the text, from which there is neither scriptural nor metaphysical exit. A curious dynamic, a tangled skein of haunting refrain.
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Beaumont, Justin, Klaus Eder, and Eduardo Mendieta. "Reflexive secularization? Concepts, processes and antagonisms of postsecularity." European Journal of Social Theory 23, no. 3 (December 27, 2018): 291–309. http://dx.doi.org/10.1177/1368431018813769.
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This article deals with the concepts, processes, and antagonisms that are associated with the notion of postsecularity. In light of this article’s expanded interpretation of José Casanova on the secular and secularization, as well as thoughts on James A. Beckford’s take on public religions, five rubrics on the postsecular derived from critical theory and an understanding of ‘reflexive secularization’ are presented. This term focuses on secularization processes and how these practices unleash complementary as well as antagonistic tendencies, a confrontation of normativities and specific social-empirical challenges. From this basis it is argued that social-empirical analysis should focus on non-naturalistic relations between individuals occupying structurally equivalent positions in narrative networks. A plurality of normativities are seriously considered as ideas circulating through social relations where the critical competence of the participants of such communication processes are provoked to subvert anything – including any normative positionality – as taken for granted. Moves towards the decolonization of the secular/postsecular dyad are emphasized, with ramifications for thinking about the urban, which point to the universal and authentic foundations of the human condition that are brought into play.
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Darnon, Céline, Céline Buchs, and Fabrizio Butera. "Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning." Swiss Journal of Psychology 61, no. 3 (September 2002): 139–51. http://dx.doi.org/10.1024//1421-0185.61.3.139.
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When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.