Log in

Relevant bibliographies by topics / Social interaction in learning / Journal articles

To see the other types of publications on this topic, follow the link: Social interaction in learning.

Journal articles on the topic 'Social interaction in learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Social interaction in learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Hsiaw, Alice. "Learning tastes through social interaction." Journal of Economic Behavior & Organization 107 (November 2014): 64–85. http://dx.doi.org/10.1016/j.jebo.2014.08.010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Yang, Guang-Zhong, Paolo Dario, and Danica Kragic. "Social robotics—Trust, learning, and social interaction." Science Robotics 3, no. 21 (2018): eaau8839. http://dx.doi.org/10.1126/scirobotics.aau8839.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Jones, Mark. "Networked Collaborative Learning: Social Interaction and Active Learning." Australian Academic & Research Libraries 41, no. 3 (2010): 226–27. http://dx.doi.org/10.1080/00048623.2010.10721472.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Apriliyanto, B., D. R. S. Saputro, and Riyadi. "Student’s social interaction in mathematics learning." Journal of Physics: Conference Series 983 (March 2018): 012130. http://dx.doi.org/10.1088/1742-6596/983/1/012130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Daniels, Harry. "Institutional culture, social interaction and learning." Learning, Culture and Social Interaction 1, no. 1 (2012): 2–11. http://dx.doi.org/10.1016/j.lcsi.2012.02.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Yang Si-Ho. "Social Interaction in Second Language Learning." English Teaching 67, no. 1 (2012): 131–56. http://dx.doi.org/10.15858/engtea.67.1.201203.131.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Daniels, Harry. "Learning in cultures of social interaction." Revista de Investigación Educativa 34, no. 2 (2016): 315. http://dx.doi.org/10.6018/rie.34.2.252801.

Full text

Abstract:

Este artículo aborda las formas en que las culturas de las instituciones y los patrones de interacción social ejercen un efecto formativo en el qué y cómo del aprendizaje. El modo en que se regulan las relaciones sociales de las instituciones tienen consecuencias cognitivas y afectivas para aquellos que viven y trabajan dentro de las mismas. El actual estado del arte en las ciencias sociales se esfuerza por proporcionar una conexión teórica entre formas específicas,o modalidades, de regulación institucional y de la consciencia. Los intentos que se han llevado a cabo para hacerlo tienden a la incapacidad de generar análisis y descripciones de formaciones institucionales que sean predictivos de consecuencias para los individuos. Al mismo tiempo, la política social tiende a no comprometerse con las consecuencias personales de las diferentes formas de regulación institucional. Se discutirá un enfoque con el fin de establecer conexiones entre los principios de la regulación de las instituciones, las prácticas discursivas y de la formación de la consciencia. Este enfoque se basa en el trabajo del sociólogo británico, Basil Bernstein y el teórico social ruso Lev Vygotsky.

APA, Harvard, Vancouver, ISO, and other styles

8

Fragaszy, Dorothy M. "Extending the model: Pavlovian social learning." Behavioral and Brain Sciences 23, no. 2 (2000): 255–56. http://dx.doi.org/10.1017/s0140525x00292431.

Full text

Abstract:

Domjan et al.'s model of how Pavlovian processes regulate social interaction can be extended to social learning, where an individual learns about the value of events, objects, or actions from information provided by another. The conditioned properties of a particular social partner, following from a history of interactions with that partner, can modulate the efficiency and specificity of social learning.

APA, Harvard, Vancouver, ISO, and other styles

9

Lin, Yu-Tzu, Ming-Puu Chen, Chia-Hu Chang, and Pu-Chen Chang. "Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis." International Journal of Distance Education Technologies 15, no. 3 (2017): 65–85. http://dx.doi.org/10.4018/ijdet.2017070105.

Full text

Abstract:

The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was also conducted on a college course to investigate the correlation between peer interaction and learning achievement. The experiment results show that the students who tended to actively contribute knowledge to peers on the social learning platform had better learning achievements than the students who were used to the passive reception of knowledge. Besides, the knowledge transmitters and intermediaries performed better in learning achievement as well, and the knowledge contributors had closer interactions with their peers. The implications derived from the findings can inspire instructors/researchers to facilitate effective social learning, and provide suggestions to develop effective algorithms to analyze social interaction behaviors.

APA, Harvard, Vancouver, ISO, and other styles

10

Indriyani, Ina Eka, Syaharuddin Syaharuddin, and Jumriani Jumriani. "Social Interaction Contents on Social Studies Learning to Improve Social Skills." Innovation of Social Studies Journal 2, no. 2 (2021): 93. http://dx.doi.org/10.20527/iis.v2i2.3085.

Full text

Abstract:

Keterampilan sosial dapat dikembangkan dalam pembelajaran untuk mendukung terciptanya hubungan sosial efektif. Pengembangan keterampilan sosial dapat dilakukan melalui pembelajaran IPS denga tujuan untuk mengembangkan pengetahuan dan keterampilan peserta didik untuk menjadi warga negara dengan memiliki pengetahuan, nilai, sikap dan keterampilan. Pengembangkan keterampilan sosial melalui materi interaksi sosial. Tujuan penelitian ini untuk mendeskripsikan keterkaitan interaksi sosial pada pembelajaran IPS dalam pengembangan keterampilan sosial peserta didik melalui studi literatur. Strategi penelusuran data menggunakan berbagai buku, jurnal, dan skripsi atau tesis mahasiswa. Penelusuran data dilakukan dengan mendatangi perpustakaan untuk mencari buku yang sesuai dengan kata kunci, selain itu penulis juga mencari jurnal yang relevan dengan isi penelitian. Penyajian naskah dilakukan dengan deskripsi dengan mengelompokkan data-data hasil ekstraksi yang sejenis sesuai dengan hasil yang diukur untuk menjawab tujuan. Hasil penelitian memastikan bahwa konsep interaksi sosial yang memuat hubungan antara manusia seperti komunikasi dan kerjasama berguna untuk meningkatkan keterampilan sosial peserta didik. Keterampilan sosial merupakan satu bagian yang harus ada dalam kehidupan peserta didik yang berguna untuk membentuk hubungan sosial.

APA, Harvard, Vancouver, ISO, and other styles

11

Chik, Alice. "Humorous interaction, language learning, and social media." World Englishes 39, no. 1 (2019): 22–35. http://dx.doi.org/10.1111/weng.12443.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Colbourn, C. J., and P. H. Light. "Social interaction and learning using micro-PROLOG." Journal of Computer Assisted Learning 3, no. 3 (1987): 130–40. http://dx.doi.org/10.1111/j.1365-2729.1987.tb00322.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Xu, Tong, Hengshu Zhu, Enhong Chen, Baoxing Huai, Hui Xiong, and Jilei Tian. "Learning to annotate via social interaction analytics." Knowledge and Information Systems 41, no. 2 (2013): 251–76. http://dx.doi.org/10.1007/s10115-013-0717-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Br. Tarigan, Monica Agita, Reh Bungan Br Perangin-Angin, and Daulat Saragi. "Influence of Guided Inquiry Learning Model and Social Interactions on PPKn Lesson Result of 5th Grade Students in Primary School (SDN) 040444 Kabanjahe School Year 2017/2018." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (2019): 216–22. http://dx.doi.org/10.33258/birle.v2i3.366.

Full text

Abstract:

The purpose of this study was to find out: the PPKn learning outcomes of students taught with guided inquiry learning models, PPKn learning outcomes of students who had cooperative social interactions were higher than the learning outcomes of PPKn students who had competitive social interaction; and the interaction between guided inquiry learning models and social interactions on learning outcomes. This research is a quasi-experimental study. The population in this study were all V grade students in Primary School 040444 of Kabanjahe, while the sample in this study were 35 students of V-A class and 35 students of V-B class. The instrument consists of learning outcomes tests in the form of multiple choice tests and social interaction questionnaires. Data analysis using anawa two paths with the help of IBM SPSS Statistics 25 and Excel 2013 applications. The results showed that: PPKn learning outcomes of students taught using a guided inquiry learning model amounted to 82.79 higher than the average PPKn learning outcomes using the model. expository learning is 66.98, learning outcomes of students who have cooperative social interactions have an average of 87.46 and student learning outcomes that have a competitive social interaction averaging 85.3, and there are social interactions between guided inquiry learning models and interactions social influence on student learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

15

Isohätälä, Jaana, Piia Näykki, and Sanna Järvelä. "Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning." Small Group Research 51, no. 2 (2019): 229–64. http://dx.doi.org/10.1177/1046496419867760.

Full text

Abstract:

This qualitative study explores the convergences of small groups’ joint, positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in which joint participation and positive socioemotional interaction converged with regulation (planning, monitoring, and evaluating) in social interaction. The results show that when groups planned, monitored, or evaluated their learning, they participated more jointly in social interaction and showed more socioemotional support than in interactions with no observed regulation. The situations in which these elements converged served three functions: establishing agreement, responding to challenges or mistakes, and discussing strengths and weaknesses. The results suggest that the convergences of joint, positive interactions and regulation in social interaction can serve a function that is meaningful for collaborative learning progress.

APA, Harvard, Vancouver, ISO, and other styles

16

Kutnick, Peter. "Developing pupils' social skills for learning, social interaction and cooperation." Education 3-13 23, no. 1 (1995): 55–59. http://dx.doi.org/10.1080/03004279585200071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Lungu, Ovidiu V., and Karen Debas. "Motor learning during social interaction: the role of social interdependence." Journal of Applied Social Psychology 43, no. 10 (2013): 1984–96. http://dx.doi.org/10.1111/jasp.12151.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

HAYRAPETYAN, ANI, and MARIAM ARAKELYAN. "PROBLEM OF SOCIAL INTERACTION LACK IN ONLINE LANGUAGE LEARNING." Main Issues Of Pedagogy And Psychology 13, no. 1 (2017): 90–96. http://dx.doi.org/10.24234/miopap.v13i1.235.

Full text

Abstract:

The purpose of this article is to highlight the problem of the lack of social interactions in online language learning context and to suggest optimal solutions towards the development of social presence in virtual learning environment. Specifically, five main points figure prominently in the model of interaction development: implementation of parter-feedback system, collaborative preparation for online lessons, incorporation of video-recorded exercises in the course content, creation of students’ profiles and facing different cultural and linguistic dimensions.

APA, Harvard, Vancouver, ISO, and other styles

19

Dausendschön-Gay, Ulrich. "Producing and learning to produce utterances in social interaction." EUROSLA Yearbook 3 (August 28, 2003): 207–28. http://dx.doi.org/10.1075/eurosla.3.12dau.

Full text

Abstract:

Developmental research on first and second language acquisition is mainly concerned with cognitive, linguistic or pragmatic aspects of individual speech production treated separately and based on the tenets of separate disciplines or approaches (psycholinguistics, psychology of language, constructivism, conversation analysis). However, some studies try to integrate questions of language acquisition into the much broader context of social interaction in general. This paper argues in favour of such integration, taking a conversationalist perspective on speech and discourse production in social — face-to-face — interaction. In particular, it argues for the systematic integration of all kinds of body movements (traditionally called gestures) and prosody into the analysis of empirical data as a fundamental basis for the development of an interactional grammar and its study in an acquisitional research framework.

APA, Harvard, Vancouver, ISO, and other styles

20

A. Abdelaziz, Marwa. "Proven Methods to Enhance e-Learning Process Using Social Media (Materials, Interaction, and Competitive Advantage)." International Journal of e-Education, e-Business, e-Management and e-Learning 5, no. 1 (2015): 40–46. http://dx.doi.org/10.17706/ijeeee.2015.5.1.40-46.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Tang, Hongyao, Jianye Hao, Li Wang, Tim Baarslag, and Zan Wang. "An Optimal Rewiring Strategy for Cooperative Multiagent Social Learning." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 10049–50. http://dx.doi.org/10.1609/aaai.v33i01.330110049.

Full text

Abstract:

Multiagent coordination in cooperative multiagent systems (MASs) has been widely studied in both fixed-agent repeated interaction setting and static social learning framework. However, two aspects of dynamics in real-world MASs are currently missing. First, the network topologies can dynamically change during the course of interaction. Second, the interaction utilities between each pair of agents may not be identical and not known as a prior. Both issues mentioned above increase the difficulty of coordination. In this paper, we consider the multiagent social learning in a dynamic environment in which agents can alter their connections and interact with randomly chosen neighbors with unknown utilities beforehand. We propose an optimal rewiring strategy to select most beneficial peers to maximize the accumulated payoffs in long-run interactions. We empirically demonstrate the effects of our approach in large-scale MASs.

APA, Harvard, Vancouver, ISO, and other styles

22

Jumaat, Nurul Farhana, Noriesah Ahmad, Norazrena Abu Samah, Zakiah Mohamad Ashari, Dayana Farzeeha Ali, and Abdul Halim Abdullah. "Facebook as a Platform of Social Interactions for Meaningful Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 04 (2019): 151. http://dx.doi.org/10.3991/ijet.v14i04.9363.

Full text

Abstract:

Undeniably, Facebook has become a significant part of students’ life in the 21st century. Therefore, interactions between instructors and students play a major role in learning through an online social learning environment like Facebook. Such an interaction is known as the key elements that can measure students’ learning process, particularly in an online learning environment. Past researchers have agreed that a social networking site does not only promote social interaction but also have high potential to be used for teaching and learning purposes. However, interactions that occur in social networking sites are meaningless due to lack of proper guidance. Lack of proper guidance will lead to no or little intellectual growth among students because the students might be very likely to discuss unrelated topics. Therefore, the goal of this study is to discuss the social interactions that exist in Facebook and its potential as a platform to enhance meaningful learning among students.

APA, Harvard, Vancouver, ISO, and other styles

23

Mumford, Debra J. "Networked Collaborative Learning: Social Interaction and Active Learning - By Guglielmo Trentin." Teaching Theology & Religion 15, no. 3 (2012): 296–98. http://dx.doi.org/10.1111/j.1467-9647.2012.00817.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

HARTMAN, KAREN, CHRISTINE M. NEUWIRTH, SARA KIESLER, et al. "Patterns of Social Interaction and Learning to Write." Written Communication 8, no. 1 (1991): 79–113. http://dx.doi.org/10.1177/0741088391008001005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Berlanga, Adriana J., Marlies Bitter Rijpkema, Francis Brouns, Peter B. Sloep, and Sibren Fetter. "Personal profiles: enhancing social interaction in learning networks." International Journal of Web Based Communities 7, no. 1 (2011): 66. http://dx.doi.org/10.1504/ijwbc.2011.038126.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Keizer, Simon, Mary Ellen Foster, Zhuoran Wang, and Oliver Lemon. "Machine Learning for Social Multiparty Human--Robot Interaction." ACM Transactions on Interactive Intelligent Systems 4, no. 3 (2014): 1–32. http://dx.doi.org/10.1145/2600021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

KATAGAMI, Daisuke, Hidefumi OHMURA, Yoshiaki YASUMURA, and Katsumi NITTA. "10209 Multi User Learning Agent for Social Interaction." Proceedings of Conference of Kanto Branch 2005.11 (2005): 317–18. http://dx.doi.org/10.1299/jsmekanto.2005.11.317.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Wing Yan Man, Thomas, and Christina Wai Mui Yu. "Social interaction and adolescent's learning in enterprise education." Education + Training 49, no. 8/9 (2007): 620–33. http://dx.doi.org/10.1108/00400910710834058.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Patompak, Pakpoom, Sungmoon Jeong, Itthisek Nilkhamhang, and Nak Young Chong. "Learning Proxemics for Personalized Human–Robot Social Interaction." International Journal of Social Robotics 12, no. 1 (2019): 267–80. http://dx.doi.org/10.1007/s12369-019-00560-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Fahri, Lalu Moh, and Lalu A. Hery Qusyairi. "Interaksi Sosial dalam Proses Pembelajaran." PALAPA 7, no. 1 (2019): 149–66. http://dx.doi.org/10.36088/palapa.v7i1.194.

Full text

Abstract:

This study aims to provide an overview of students' social interactions in the learning process for instructors and prospective teachers. In this article a number of things will be reviewed, including the meaning of social interaction and learning, forms of social interaction and learning, and interaction relationships with learning. After understanding the interaction in the learning process, instructors and prospective instructors are expected to understand that learning outcomes and learning processes must be balanced so that the educational process leads to the development of attitudes, intellectual intelligence, or the development of children's skills according to their needs.

APA, Harvard, Vancouver, ISO, and other styles

31

Acerbi, Alberto, Davide Marocco, and Paul Vogt. "Social learning in embodied agents." Connection Science 20, no. 2-3 (2008): 69–72. http://dx.doi.org/10.1080/09540090802091867.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Pepperberg, Irene M. "Avian cognition and social interaction." Interaction Studies 12, no. 2 (2011): 195–207. http://dx.doi.org/10.1075/is.12.2.01pep.

Full text

Abstract:

The study of animal behavior, and particularly avian behavior, has advanced significantly in the past 50 years. In the early 1960s, both ethologists and psychologists were likely to see birds as simple automatons, incapable of complex cognitive processing. Indeed, the term “avian cognition” was considered an oxymoron. Avian social interaction was also seen as based on rigid, if sometimes complicated, patterns. The possible effect of social interaction on cognition, or vice versa, was therefore something almost never discussed. Two paradigm shifts—one concerning animal cognition and one concerning social interaction—began to change perceptions in, respectively, the early 1970s and 1980s, but only more recently have researchers actively investigated how these two areas intersect in the study of avian behavior. The fruits of such intersection can be seen in the various papers for this special issue. I provide some brief background material before addressing the striking findings of current projects. In some cases, researchers have adapted early classic methods and in other cases have devised new paradigms, but in all instances have demonstrated avian capacities that were once thought to be the exclusive domain of humans or at least nonhuman primates. Keywords: avian cognition; avian social learning; avian observational learning; avian communication

APA, Harvard, Vancouver, ISO, and other styles

33

Swartout, William, Ron Artstein, Eric Forbell, et al. "Virtual Humans for Learning." AI Magazine 34, no. 4 (2013): 13–30. http://dx.doi.org/10.1609/aimag.v34i4.2487.

Full text

Abstract:

Virtual humans are computer-generated characters designed to look and behave like real people. Studies have shown that virtual humans can mimic many of the social effects that one finds in human-human interactions such as creating rapport, and people respond to virtual humans in ways that are similar to how they respond to real people. We believe that virtual humans represent a new metaphor for interacting with computers, one in which working with a computer becomes much like interacting with a person and this can bring social elements to the interaction that are not easily supported with conventional interfaces. We present two systems that embody these ideas. The first, the Twins are virtual docents in the Museum of Science, Boston, designed to engage visitors and raise their awareness and knowledge of science. The second SimCoach, uses an empathetic virtual human to provide veterans and their families with information about PTSD and depression.

APA, Harvard, Vancouver, ISO, and other styles

34

Mumthaza, Silwana, Isa Anshori, and Istikomah Istikomah. "Increased patterns of Islamic social interaction with E-Learning-based learning methods during the COVID-19 Pandemic." Halaqa: Islamic Education Journal 5, no. 1 (2021): 29–42. http://dx.doi.org/10.21070/halaqa.v5i1.1129.

Full text

Abstract:

The spread of Corona in the world in 2019-2020 caused a global pandemic. The COVID 19 pandemic is forcing changes on many fronts. This impact also affects education in a big way. Meanwhile, the school acts as a forum to form intellectualism and values that arise in individuals so that they are able to influence social changes in society continu- ously and massively. The goal is for individuals to be able to survive and adapt in this pandemic.Various educational innovations were made as a step to be able to survive with the interaction of the realm of education. Learning process innovation is an impor- tant strategy in school innovation. The use of ICT is carried out as an effort to improve the business of running education. Elearning is a learning model that can be applied with limited mobility. However elearning is a double-edged knife-like tool. On the one hand, this method has effectiveness that can work during a pandemic. But on the other hand there are social changes that occur as a result of e-learning. This social change changes the transition of knowledge, attitudes, beliefs, skills and other aspects. As a result, social changes in education as a process of teaching and learning will experience social shifts.The social shift that occurs is a form of change in social interaction. The sociological approach to education is used to understand the changes in interaction that arise in e-learning. Limited due to this pandemic, humans must still have to perform their function as social individuals to influence each other. Education as a forum for influence must carry out this interaction through e-learning.Social interaction is one of social activi- ties and integration. Contact and communication will create social interaction so that they are able to carry out a role in their life. This interaction is both associative and dissocia- tive.The identification of social interactions in e-learning learning can provide insight to the teacher in providing important strategies in more meaningful learning so that learning objectives can be achieved. Teachers can also explore the potential of e-learning as an alternative to future education.

APA, Harvard, Vancouver, ISO, and other styles

35

Lanza‐Kaduce, Lonn, and Mary Klug. "Learning to cheat: The interaction of moral‐development and social learning theories." Deviant Behavior 7, no. 3 (1986): 243–59. http://dx.doi.org/10.1080/01639625.1986.9967710.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Zentall, Thomas R. "Social learning mechanisms." Interaction Studies 12, no. 2 (2011): 233–61. http://dx.doi.org/10.1075/is.12.2.03zen.

Full text

Abstract:

Social influence and social learning are important to the survival of many organisms, and certain forms of social learning also may have important implications for their underlying cognitive processes. The various forms of social influence and learning are discussed with special emphasis on the mechanisms that may be responsible for opaque imitation (the copying of a response that the observer cannot easily see when it produces the response). Three procedures are examined, the results of which may qualify as opaque imitation: the bidirectional control procedure, the two- action procedure, and the do-as-I-do procedure. Variables that appear to affect the emergence of opaque imitation are identified and other complex forms of response copying are discussed. Keywords: bidirectional control procedure; contagion; emulation; imitation; local enhancement; object movement reenactment; observational conditioning; opaque imitation; social enhancement; social facilitation; social influence; social learning; stimulus enhancement; two action procedure

APA, Harvard, Vancouver, ISO, and other styles

37

CLARE, I., and J. CLEMENTS. "Social cognition and impaired social interaction in people with severe learning difficulties*." Journal of Intellectual Disability Research 34, no. 4 (2008): 309–24. http://dx.doi.org/10.1111/j.1365-2788.1990.tb01542.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

KATAGAMI, Daisuke, Hidefumi OHMURA, Yoshiaki YASUMURA, and Katsumi NITTA. "Multi User Learning Agent (MULA) based on Social Interaction." Journal of Japan Society for Fuzzy Theory and Intelligent Informatics 17, no. 3 (2005): 340–50. http://dx.doi.org/10.3156/jsoft.17.340.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Pattison, Scott A., and Lynn D. Dierking. "Staff-Mediated Learning in Museums: A Social Interaction Perspective." Visitor Studies 16, no. 2 (2013): 117–43. http://dx.doi.org/10.1080/10645578.2013.767731.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Agaliotis, Ioannis, and Efrosini Kalyva. "Nonverbal social interaction skills of children with learning disabilities." Research in Developmental Disabilities 29, no. 1 (2008): 1–10. http://dx.doi.org/10.1016/j.ridd.2006.09.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Yates, Lynda. "Interaction, language learning and social inclusion in early settlement." International Journal of Bilingual Education and Bilingualism 14, no. 4 (2011): 457–71. http://dx.doi.org/10.1080/13670050.2011.573068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Tran, Phuong. "Enhancing online language learning task engagement through social interaction." Australian Journal of Applied Linguistics 1, no. 2 (2018): 88–101. http://dx.doi.org/10.29140/ajal.v1n2.78.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Pongrácz, Péter, Ádám Miklósi, Enikõ Kubinyi, József Topál, and Vilmos Csányi. "Interaction between individual experience and social learning in dogs." Animal Behaviour 65, no. 3 (2003): 595–603. http://dx.doi.org/10.1006/anbe.2003.2079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Duff, Melissa C., Diana R. Gallegos, Neal J. Cohen, and Daniel Tranel. "Learning in Alzheimer's disease is facilitated by social interaction." Journal of Comparative Neurology 521, no. 18 (2013): 4356–69. http://dx.doi.org/10.1002/cne.23433.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Espinoza, Manuel Luis, and Shirin Vossoughi. "Perceiving Learning Anew: Social Interaction, Dignity, and Educational Rights." Harvard Educational Review 84, no. 3 (2014): 285–313. http://dx.doi.org/10.17763/haer.84.3.y4011442g71250q2.

Full text

Abstract:

What are the origins of educational rights? In this essay, Espinoza and Vossoughi assert that educational rights are “produced,” “affirmed,” and “negated” not only through legislative and legal channels but also through an evolving spectrum of educational activities embedded in everyday life. Thus, they argue that the “heart” of educational rights—the very idea that positive educative experiences resulting in learning are a human entitlement irrespective of social or legal status—has come to inhere in the educational experiences of persons subjected to social degradation and humiliation. After examining key moments in the African American educational rights experience as composite historical products, the authors determine that learning is “dignity-conferring” and “rights-generative.” They revisit African slave narratives, testimony from landmark desegregation cases, and foundational texts in the history of African American education where they find luminous first-person accounts of intellectual activity in the shadow of sanction, suppression, discouragement, and punishment. They conclude by outlining an empirical framework for studying the nexus of learning, dignity, and educational rights from a social interactional perspective.

APA, Harvard, Vancouver, ISO, and other styles

46

Beecher, Michael D., and John M. Burt. "The Role of Social Interaction in Bird Song Learning." Current Directions in Psychological Science 13, no. 6 (2004): 224–28. http://dx.doi.org/10.1111/j.0963-7214.2004.00313.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

O’Doherty, Katherine, Georgene L. Troseth, Priya M. Shimpi, Elizabeth Goldenberg, Nameera Akhtar, and Megan M. Saylor. "Third-Party Social Interaction and Word Learning From Video." Child Development 82, no. 3 (2011): 902–15. http://dx.doi.org/10.1111/j.1467-8624.2011.01579.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Ollendick, Thomas H., and Constance R. Schmidt. "Social Learning Constructs in the Prediction of Peer Interaction." Journal of Clinical Child Psychology 16, no. 1 (1987): 80–87. http://dx.doi.org/10.1207/s15374424jccp1601_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Li, Guangliang, Shimon Whiteson, W. Bradley Knox, and Hayley Hung. "Social interaction for efficient agent learning from human reward." Autonomous Agents and Multi-Agent Systems 32, no. 1 (2017): 1–25. http://dx.doi.org/10.1007/s10458-017-9374-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Taylor, Sheryl V., and Cynthia B. Leung. "Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning." Early Childhood Education Journal 48, no. 1 (2019): 1–10. http://dx.doi.org/10.1007/s10643-019-00974-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!