This study investigated whether parents and kindergarten children show concurrent and time-lagged physiological synchrony during dyadic interaction. Further, we tested whether parent-child behavioral co-regulation was associated with concurrent and time-lagged synchrony, and whether synchrony varied by the type of interaction task. Participants…

This study aimed to examine the behaviour of learners across a whole system and in various courses to reveal the interrelation between learners' system interaction, age, programme features and course design. We obtained data from the system logs of 1,634 learners enrolled in distance learning programmes. We performed hierarchical clustering…

Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method developed at Nagoya University, Japan. This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome…

An asynchronous online discussion (AOD) is one format of instructional methods that facilitate student-centered learning. In the wealth of AOD research, this study evaluated how students' behavior on AOD influences their academic outcomes. This case study compared the differential analytic methods including web log mining, social network analysis…

This qualitative study examined whether and how preschoolers' social interactions during buddy "reading" supported their use and learning of theme-related vocabulary. Data included 32 transcribed videos of 14 preschoolers engaged in buddy "reading." Interaction analysis and constant comparative methods were applied to identify (1) patterns of…

Studied relevance of power and involvement in supervisory relationship. Analyzed by multiple-case-study approach Goodyear supervision interview series and compared results with previous findings. Found each interview, although following pattern of teacher-learner interaction, exhibited unique sequence of messaging style between supervisor and…

The Interaction Sequence Graph records the occurrence of events according to Flanders' 10 categories of verbal interaction, the duration of each behavioral event, and the relationship of each event to those which precede and follow it. Data obtained by observing classroom teaching are analyzed and converted from a long series of numbers to a…

Three secondary school teachers (A, B, and C) participated in a study to determine if teachers use a repeating pattern of verbal instructional techniques and if there are common instructional patterns among teachers. Sixteen observation records of interaction sequences for each teacher showed that teacher A exhibited the most complex system of…

Mothers of firstborn infants were videotaped playing with a six-month-old infant with sex-appropriate or cross-sex clothes and names. Toy choice and interaction styles varied with the perceived sex of the child. (BD)

Examines the differences between three systems of categorizing verbal communication acts. (MH)

Student discussion-group leaders were assessed on indices of facilitative empathy, respect, and genuineness, and their behaviors were analysed by Flanders' interaction categories. None of the leaders reached minimally helpful levels of the facilitative conditions, and only two out of five could be categorized as "indirect" leaders. (Author/JA)

Facial expressions used by children defending their possession of a disputed object were studied in 72 pairs of kindergarten children. Results showed a relationship between the facial expressions a child used and both his own subsequent behavior and that of his partner. (Author/JMB)

The Facial Action Code (FAC) was derived from an analysis of the anatomical basis of facial movement. The development of the method is explained, contrasting it to other methods of measuring facial behavior. An example of how facial behavior is measured is provided, and ideas about research applications are discussed. (Author)

Each of six patients saw each of four therapists twice. Each of four variables was scored separately for patient and therapist for each interview. Results indicate that therapist behaviors were not the result of a trait," of a given tendency to be empathic, or a consistently applied therapeutic technique, but rather were very substantially…

Down's children remained in social and geographical isolation, whereas spontaneous play immediately followed the introduction of a normal child. There was little or no eye contact between the Down's children and their siblings and no mutual gaze between the normal siblings as they played. (SB)