DOCSLIB.ORG

Exploring Miscommunication and Collaborative Behaviour in Human

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exploring Miscommunication and Collaborative Behaviour in Human Exploring Miscommunication and Collaborative Behaviour in Hu- man-Robot Interaction Theodora Koulouri Stanislao Lauria Department of Information Systems and Department of Information Systems Computing and Computing Brunel University Brunel University Middlesex UB8 3PH Middlesex UB8 3PH [email protected] [email protected] and linguistic domain of the robot. Physical co- Abstract presence will lead people to make strong but misplaced assumptions of mutual knowledge This paper presents the first step in de- (Clark, 1996), increasing the use of underspeci- signing a speech-enabled robot that is ca- fied referents and deictic expressions. Robots pable of natural management of mis- operate in and manipulate the same environment communication. It describes the methods as humans, so failure to prevent and rectify errors and results of two WOz studies, in which has potentially severe consequences. Finally, dyads of naïve participants interacted in a these issues are aggravated by unresolved chal- collaborative task. The first WOz study lenges with automatic speech recognition (ASR) explored human miscommunication technologies. In conclusion, miscommunication management. The second study investi- in HRI grows in scope, frequency and costs, im- gated how shared visual space and moni- pelling researchers to acknowledge the necessity toring shape the processes of feedback to integrate miscommunication in the design and communication in task-oriented inte- process of speech-enabled robots. ractions. The results provide insights for the development of human-inspired and 1.2 Aims of study robust natural language interfaces in ro- bots. The goal of this study is two-fold; first, to incor- porate “natural” and robust miscommunication 1 Introduction management mechanisms (namely, prevention and repair) into a mobile personal robot, which is Robots are now escaping laboratory and indus- capable of learning by means of natural language trial environments and moving into our homes instruction (Lauria et al., 2001). Secondly, it and offices. Research activities have focused on aims to offer some insights that are relevant for offering richer and more intuitive interfaces, the development of NLIs in HRI in general. This leading to the development of several practical research is largely motivated by models of hu- systems with Natural Language Interfaces man communication. It is situated within the lan- (NLIs). However, there are numerous open chal- guage-as-action tradition and its approach is to lenges arising from the nature of the medium explore and build upon how humans manage itself as well as the unique characteristics of miscommunication. Human-Robot Interaction (HRI). 2 Method 1.1 Miscommunication in Human-Robot Interaction We designed and performed two rounds of Wiz- ard of Oz (WOz) simulations. Given that the HRI involves embodied interaction, in which general aim of the study is to determine how ro- humans and robots coordinate their actions shar- bots should initiate repair and provide feedback ing time and space. As most speech-enabled ro- in collaborative tasks, the simulations departed bots remain in the labs, people are generally un- from the typical WOz methodology in that the aware of what robots can understand and do re- wizards were also naive participants. The domain sulting in utterances that are out of the functional of the task is navigation. In particular, the user Proceedings of SIGDIAL 2009: the 10th Annual Meeting of the Special Interest Group in Discourse and Dialogue, pages 111–119, Queen Mary University of London, September 2009. c 2009 Association for Computational Linguistics 111 guided the robot to six designated locations in a right corner of the screen that displayed the cur- simulated town. The user had full access to the rent surrounding area of the robot, but not the map whereas the wizard could only see the sur- robot itself. Then, for the purposes of the second rounding area of the robot. Thus, the wizard re- study, this feature was removed (see Figure 1 in lied on the user’s instructions on how to reach Appendix A). the destination. In this section we outline the aim and approach of each WOz study, the materials used and the experimental procedure. Sections 4 and 5 focus on each study individually and their results. 2.1 The first WOz study This study is a continuation of previous work by the authors (Koulouri and Lauria, 2009). In that study, the communicative resources of the wizard were incrementally restricted, from “normal” dialogue capabilities towards the capabilities of a dialogue system, in three experimental condi- tions: Figure 1. The user’s interface. The wizard simulates a super-intelligent The wizard’s interface was modified accord- robot capable of using unconstrained, ing to the two experimental conditions. For both natural language with the user (henceforth, conditions, the wizard could only see a fraction Unconstrained Condition). of the map- the area around the robot’s current The wizard can select from a list of de- position. The robot was operated by the wizard fault responses but can also ask for clarifi- using the arrow keys on the keyboard. The dialo- cation or provide task-related information gue box of the wizard displayed the most recent (henceforth, Semi-Constrained condition). messages of both participants as well as a history of the user’s messages. The buttons on the right The wizard is restricted to choose from a side of the screen simulated the actual robot’s limited set of canned responses similar to ability to remember previous routes: the wizard a typical spoken dialogue system (SDS). clicked on the button that corresponded to a The current study investigates the first two con- known route and the robot automatically ex- ditions and presents new findings. ecuted. In the interface for the Unconstrained condition, the wizard could freely type and send 2.2 The second WOz study messages (Figure 2). The second round of WOz experiments explored the effects of monitoring and shared visual in- formation on the dialogue. 2.3 Set-up A custom Java-based system was developed and was designed to simulate the existing prototype (the mobile robot). The system consisted of two applications which sent and received coordinates and dialogue and were connected using the TCP/IP protocol over a LAN. The system kept a log of the interaction and the robot’s coordinates. Figure 2. The wizard’s interface in the Uncon- The user’s interface displayed the full map of strained condition. the town (Figure 1). The dialogue box was below the map. Similar to an instant messaging applica- In the version for the Semi-Constrained condi- tion, the user could type his/her messages and see tion, the wizard could interact with the user in the robot’s responses appearing on the lower part two ways: first, they could click on the buttons, of the box. In the first WOz study, the user’s in- situated on the upper part of the dialogue box, to terface included a small “monitor” on the upper automatically send the canned responses, “Hel- 112 lo”, “Goodbye”, “Yes”, “No”, “Ok” and the back? problem-signalling responses, “What?”, “I don’t U7 (351,68@10:46:55) instruct go forward and at the cros- understand” and “I cannot do that”. The second sroads keep going forward and way was to click on the “Robot Asks Question” the tube is at the end of the and “Robot Gives Info” buttons which allowed road R8 (351,0@10:47:14) WE explain the wizard to type his/her own responses (see Out of bounds. Figure 2 in Appendix A). R9 (351,608@10:47:47) query-w Where to go? 2.4 Procedure U10 (364,608@10:48:12) instruct the tube is in front of you A total of 32 participants were recruited, 16 users R11 (402,547@10:48:23) BOT query-yn and 16 wizards. The participants were randomly Is it this one? assigned to the studies, experimental conditions U12 (402,547@10:49:7) SUC reply-y and to the roles of wizard or user. The pairs were yes it is. Table 1. Example of an annotated dialogue. ID seated in different rooms equipped with a desk- top PC. The wizards were given a short demon- denotes the speaker (User or Robot), T.S. stands stration and a trial period to familiarise with the for task status and MISC for miscommunication. operation of the system and were also informed 3.1 Annotation of dialogue acts about whether the users would be able to monitor them. The users were told that they would inte- The DAs in the corpus were annotated following ract with a robot via a computer interface; this the HCRC coding scheme (Carletta et al., 1996). robot was very fluent in understanding spatial Motivated by Skantze (2005), the last column in language and could give appropriate responses, it Table 1 contains information on the explicitness could learn routes but had limited vision. The of the response. This feature was only relevant users were asked to begin each task whenever for repair initiations by the wizards. For instance, they felt ready by clicking on the links on their responses like “What?” and the the ones in Table computer screen, start the interaction with “Hel- 3 were considered to be explicit (EX) signals of lo”, which opened the wizard’s application, and miscommunication, whereas lines 2 and 4 in the end it with “Goodbye” which closed both appli- dialogue above were labelled as implicit (IMP). cations. The participants received verbal and 3.2 Annotation of task execution status written descriptions of the experiment. They were not given any specific guidelines on how to The coordinates (x,y) of the robot’s position re- interact or what routes to take.
Load more

Recommended publications
  • Networked Miscommunication: the Relationship Between Communication Networks, Misunderstandings, and Organizational Performance
    Networked Miscommunication: The Relationship Between Communication Networks, Misunderstandings, and Organizational Performance by John A. Meluso A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Design Science) in the University of Michigan 2020 Doctoral Committee: Professor Jesse Austin-Breneman, Co-Chair Professor Jose Uribe, Co-Chair Professor Scott Page Professor Lynette Shaw John A. Meluso [email protected] ORCID iD: 0000-0001-8200-8150 © John A. Meluso 2020 ACKNOWLEDGMENTS I am extremely grateful to all of those who have mentored, supported, and advised me throughout my time at Michigan. A deep and heartfelt thank you to Jesse Austin-Breneman for your support, guidance, and patience with me. I can’t thank you enough for the opportunity and encouragement you’ve given me to study such a diverse set of topics, methods, and disciplines, through the thick and thin. Thank you to Jose Uribe, who warmly ushered me into his world with his never-ending sense of curiosity and support. I would also like to thank Lynette Shaw for giving me a real, proper, and supportive introduction to a world I was haphazardly stumbling around in. And to Scott Page, for your guidance and for inspiring me to strive to make a difference. A great many thanks as well to my lab, Suzanne Chou, Mojtaba Are- zoomand, and Meira Chefitz, for your support, advice, random conversations, and friendship. To Rick Evans, for believing in me, encouraging me to apply to doctoral programs in the first place, and mentoring me wherever on earth we find ourselves.
    [Show full text]
  • A Qualitative Study of How Non-Native Interactants Manage Misunderstanding in A
    Linköping University Department of Culture and Communication Master’s Program Language and Culture in Europe “Misunderstanding in Telephone Interaction” A Qualitative Study of how Non-native Interactants Manage Misunderstanding in a Mediated Communication Obaidullah Anwar Autumn 2010 Supervisor: Ali Reza Majlesi Table of Contents 1 Introduction 2 1.1 Aims 3 1.2 Participants 3 2 Theoretical Background 5 2.1 Research Background; An Overview 5 2.1.1 Misunderstanding and Non-understanding 5 2.1.2 Miscommunication in Intercultural Communication 6 2.1.3 Telephone Conversation 8 2.2 Theoretical Framework 9 2.2.1 Ethnomethodology and CA as Theory 9 2.2.2 Methods of CA 10 3 Methodology 13 3.1 Description of Data 13 4 Analysis 15 4.1 Misunderstanding Due to Pronunciation 15 4.2 Misunderstanding Due to Grammatical Structure 16 4.3 Misunderstanding Due to Names 20 4.4 Misunderstanding Due to Pace of Utterance 22 4.5 Misunderstanding Due to Mother Tongue Effect 23 4.6 Misunderstanding Due to Non Clarity and Pitch 26 5 Concluding Discussion 31 5.1 Findings and Conclusions 32 6 References 34 7 Appendix 36 1 1. Introduction Miscommunications, misconceptions and misunderstandings are a common part of everyday human interaction. People, despite their desires to communicate successfully, misunderstand each other’s words, silences, gestures or other social actions many often times. Such incidents not only keep happening between interlocutors having different language and culture backgrounds, but also between fellows, spouses, grown-ups and children, medical doctors and their patients, and teachers and their students off and on. Tzanne (2000: 1) is of the view that such misunderstandings may have trivial, entertaining, unpleasant and even catastrophic consequences.
    [Show full text]
  • The Antecedents of Verbal Miscommunication in Culturally Diverse Work Groups
    International Journal of Business and Social Science Vol. 6, No. 9; September 2015 The Antecedents of Verbal Miscommunication in Culturally Diverse Work Groups Inessa Yu. Korovyakovskaya, PhD College of Business Administration Savannah State University 3219 College St Savannah GA 31404, USA Hyonsong Chong, PhD Department of Management and Marketing College of Business Jackson State University 1400 John R. Lynch Street, Jackson MS 39217, USA Palaniappan Thiagarajan, PhD Department of Management and Marketing College of Business Jackson State University 1400 John R. Lynch Street, Jackson MS 39217, USA Jean-Claude Assad, PhD Department of Economics, Finance, and General Business College of Business Jackson State University 1400 John R. Lynch Street, Jackson MS 39217, USA Abstract This study empirically examined the antecedents of verbal miscommunication in culturally diverse work groups. Data were collected from 222 employees of culturally diverse organizations currently working in organizations across the United States. Hypotheses were tested using exploratory factor analysis and multiple regression analysis. The findings identified three most salient antecedents of verbal miscommunication in culturally diverse work groups: Societal cultural values, individual cultural values, and communication openness. Keywords: verbal miscommunication, cultural diversity, work group, language proficiency, communication openness 1.Introduction Work groups and teams have become essential work units in all types of organizations in the last few decades.
    [Show full text]
  • Miscommunication: the Other of Communication Or the Otherness of Communication?
    International Journal of Communication 11(2017), 259–277 1932–8036/20170005 Miscommunication: The Other of Communication or the Otherness of Communication? TUĞRUL İLTER Eastern Mediterranean University, North Cyprus Unlike most studies of miscommunication, which understand it as the opposite other of communication, I reconceptualize it in this article as involving the otherness of communication. Using the resources of deconstruction, and taking into consideration the irreducible necessity of mediation through an other, I rethink communication without reducing its complexity. My rethinking is inspired by deconstructive readings of Austin’s How to Do Things With Words and Lacan’s “Seminar on The Purloined Letter.” In the end, I contend that miscommunication cannot be definitively separated from communication, indicating communication’s differential makeup. Miscommunication uncannily resides in communication. Keywords: miscommunication, communication, dissemination, iterability, adestination Given the present tendency, in some metropolitan centers of the world, to move away from “theory” to “a more humanist ethos and what are regarded as more politically or instrumentally ‘useful’ modes of research and analysis” (Hall & Birchall 2006, p. 1)—and, within theory, from deconstruction and associated suspects such as l’ecriture féminine to big, masculine, system-building ontologies1—my deconstructive orientation in this article may, perhaps, seem out of step with the times to some readers. So, let me state from the outset that my interest in deconstruction is not because of its fashion value but because I find that Derrida’s work, and other work produced in his wake, enable us to understand and deal with the contradiction, the difference within communication without reducing its Janus-faced complexity.
    [Show full text]
  • Communication in History: the Key to Understanding
    2021 Theme Narrative: Communication in History: The Key to Understanding ASHLEY FOLEY DABBRACCIO, Program Assistant, National History Day® During the 2020-2021 academic year, National History Day (NHD) students will explore topics relating to the theme Communication in History: The Key to Understanding. This theme asks students to consider how people exchange information and interact with each other. Students have the chance to explore how the methods and modes of communication have changed over time, and how they have shaped the present. Major inventions like the telephone, the telegraph, and the television stand out in our minds as obvious examples of how communication has changed over time. Yet, communication is more than just these inventions. It is about how words, thoughts, or ideas are exchanged throughout history. THE ACT OF COMMUNICATION Merriam-Webster defines communication as “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” History is filled with stories about people, groups, or nations either communicating or failing to communicate with each other. Before we can understand these stories, we must go beyond common definitions of communication and recognize the many ways people communicate. Only then can we begin to investigate the impact communication has had on social and political changes throughout history. Let us look at written communication. Johannes Gutenberg invented the printing press in the 1400s, making it easier to mass-produce the written word. Before that, manuscripts had been written by hand and were only available to the elite. How did the mass J. F. Bando’s November 13, 1933, letter to the Secretary of the production of books and other printed materials help President revealed that President Franklin D.
    [Show full text]
  • Miscommunication Detection and Recovery for Spoken Dialogue Systems in Physically Situated Contexts
    Miscommunication Detection and Recovery for Spoken Dialogue Systems in Physically Situated Contexts Matthew Marge CMU-LTI-15-015 Language Technologies Institute School of Computer Science Carnegie Mellon University 5000 Forbes Ave., Pittsburgh, PA 15213 www.lti.cs.cmu.edu Thesis Committee: Alexander I. Rudnicky (Chair), Carnegie Mellon University Alan W Black, Carnegie Mellon University Justine Cassell, Carnegie Mellon University Matthias Scheutz, Tufts University Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Language and Information Technologies Copyright c 2015 Matthew Marge Keywords: physically situated dialogue, spoken dialogue systems, human-robot communication, human-robot interaction, recovery strategies, instance-based learning To my wife, Boyoung Abstract Intelligent agents that are situated in a physical space, like robots and some virtual assistants, enable people to accomplish tasks. Their potential utility in many applications has also brought about a desire to communicate with them effectively using spoken language. Similarly, advances in speech recognition and synthesis have enabled spoken dialogue systems to run on these platforms. These agents face an array of problems when they try to apply instructions from people to their surroundings, even when there are little to no speech recognition errors. These situated grounding problems can be referential ambiguities or impossible- to-execute instructions. Navigation tasks are a prime example of where such problems can occur. Existing approaches to dialogue system error detection and recovery traditionally use speech and language input as evidence. In this thesis, we incorporate additional information from the agent’s planner and surroundings to detect and recover from situated grounding problems. The goal of this thesis was to produce a framework for handling situated grounding problems in task-oriented spoken dialogue.
    [Show full text]
  • Is It Possible to Avoid Pragmatic Failure?
    CORE Metadata, citation and similar papers at core.ac.uk Provided by Repositorio Institucional de la Universidad de Alicante Revista Alicantina de Estudios Ingleses 21 (2008): 11-24 Teaching Culture: Is It Possible to Avoid Pragmatic Failure? Lucía Fernández Amaya Pablo de Olavide University, Seville [email protected] ABSTRACT The main purpose of learning a second language is communication. Nevertheless, many students are surprised when they realise that, in spite of having a perfect dominion of the L2 grammar rules, they have difficulties at interpersonal level when establishing a conversation with native speakers. Thus, pragmatics constitutes a fundamental element of language ability for L2 learners. However, L2 teachers often overlook pragmatics, due to the difficulty of its teaching, and instead focus on the grammatical aspects of language. The resulting lack of pragmatic competence on the part of L2 students can lead to pragmatic failure and, more importantly, to a complete communication breakdown. In this paper, several examples are used to illustrate how pragmatic failures affect the interpretation of messages and sometimes block communication completely, thus defeating the principal purpose of L2 acquisition. Finally, guidance is provided to encourage teachers to incorporate the necessary pragmatic and cultural aspects of L2 learning into their lessons in order to prevent students from making these types of mistakes. 1. Introduction The main purpose of learning a second language is communication. Nevertheless, many students are surprised when they realize that, in spite of having a perfect dominion of 12 Revista Alicantina de Estudios Ingleses the L2 grammar rules, they have difficulties at interpersonal level when establishing a conversation with native speakers.
    [Show full text]
  • Managing Miscommunication and Problematic Talk at Work
    “Was that my misunderstanding?” Managing miscommunication and problematic talk at work by Maria Stubbe A thesis submitted to Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics Victoria University of Wellington March 2010 Table of contents Page Acknowledgements vi Abstract vii 1 Introduction The problem with workplace communication p 1 1.1 Rationale for the study p 1 1.2 Background p 3 1.3 Objectives and scope p 9 2 Literature review (a) Theoretical perspectives on workplace discourse p 13 2.1 Introduction p 13 2.2 Theoretical frameworks p 14 2.2.1 Epistemological positions p 15 2.2.2 Definitions of discourse p 17 2.3 Methodologies p 19 2.3.1 Conversation Analysis p 19 2.3.2 Pragmatics and politeness theory p 21 2.3.3 Sociolinguistics p 23 2.3.4 Social psychology p 25 2.3.5 Critical discourse theory p 26 2.3.6 Organisational theory p 29 2.4 Summary and discussion p 34 i Page 3 Literature review (b) Miscommunication and problematic talk p 37 3.1 Introduction p 37 3.2 Existing models of miscommunicative talk p 38 3.2.1 Some problems of definition p 38 3.2.2 An “integrative” model? p 44 3.3 Miscommunication in the workplace p 53 3.3.1 Interpersonal and intergroup miscommunication p 55 3.3.2 Competing and conflicting discourses p 61 3.3.3 Miscommunication in complex systems p 64 3.4 Summary and discussion p 68 3.5 Research Questions p 73 4 Methodology Analytic approach and research design p 75 4.1 Introduction p 75 4.2 Analytic approach p 76 4.2.1 Methodological framework
    [Show full text]
  • 42Nd Annual Volusia County Social Studies Fair
    42ND ANNUAL VOLUSIA COUNTY SOCIAL STUDIES FAIR ELEMENTARY STUDENT GUIDE IMPORTANT INFORMATION The Volusia County Social Studies Fair will be a VIRTUAL Fair. There will NOT be in-person judging. Projects moving on to the Volusia County Virtual Social Studies Fair must have written materials and videos of projects uploaded. o Instructions will be forwarded to teachers/schools at a later date. Uploading portal deadline is 11:59 p.m. February 12, 2021. Judging of uploaded written materials and videos of presentations will take place during the week of February 13-26, 2021. There will not be interaction between participants and judges. 1 This year’s fair theme is: “Communication in History: The Key to Understanding” Students may select a topic on any aspect of local, regional, national, or world history. But whatever topic is chosen, the project must clearly relate to the theme. The Social Studies Fair is an exciting learning opportunity encouraging students to explore a self-chosen topic in History. The school fair may also be a stepping stone to the Volusia County Social Studies Fair and the state and national competitions. The final product a student submits for the school or county fair MUST BE THEIR OWN WORK. Students are encouraged to explore ideas with parents, teachers, and friends and may ask them for help in locating information; however, the final product must be their own. The following questions will help students in considering their topic choice and beginning to work on their project: How is my topic important? How does my topic relate to the theme? How did my topic influence history? After working on the project, the following questions will help students to evaluate and improve upon their work: Is my entry historically accurate? Is my entry original, creative, and imaginative? Is my written material clear, grammatical, and correctly spelled? Did I follow all of the rules for my type of project? 2 Social Studies Fair Project Timeline Where do I begin? READ the Fair Guidelines packet! Then what? 1.
    [Show full text]
  • Communication and Miscommunication in Informed Consent to Research
    University of Pennsylvania ScholarlyCommons Center for Bioethics Papers Center for Bioethics December 2004 Communication and Miscommunication in Informed Consent to Research Pamela Sankar University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/bioethics_papers Recommended Citation Sankar, P. (2004). Communication and Miscommunication in Informed Consent to Research. Retrieved from https://repository.upenn.edu/bioethics_papers/28 Reprinted from the Medical Anthropology Quarterly, Volume 18, Issue 4, December 2004, pages 429-446. Copyright 2004 by the Regents of the University of California/American Anthropological Association. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California/on behalf of the American Anthropological Association for libraries and other users, provided that they are registered with and pay the specified eef via Rightslink® on AnthroSource (http://www.anthrosource.net) or directly with the Copyright Clearance Center, http://www.copyright.com. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/bioethics_papers/28 For more information, please contact [email protected]. Communication and Miscommunication in Informed Consent to Research Abstract Biomedical ethics require that research subjects be aware that the drugs they take or procedures they undergo are designed to fulfill the conditions of the experiment and not ot benefit a subject’s health. This apparently straightforward distinction between research and treatment is a source of much controversy and misunderstanding.
    [Show full text]
  • A Poetics of Miscommunication Joseph David L. Satlin a Thesis
    A Poetics of Miscommunication Joseph David L. Satlin A thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts University of Washington 2014 Committee: Jeanne Heuving Ted Hiebert Program Authorized to Offer Degree: School of Interdisciplinary Arts and Sciences, UW Bothell ©Copyright 2014 Joseph David L. Satlin University of Washington Abstract A Poetics of Miscommunication Joseph David L. Satlin Chair of the Supervisory Committee: Professor Jeanne Heuving School of Interdisciplinary Arts and Science, UW Bothell An analysis of the concept of miscommunication in and through literature. Primary sources include the novels of Samuel Beckett and Reader-response theory, particularly in the writings of Wolfgang Iser. This thesis problematizes the concept of ambiguity within the literary field and argues instead for the rehabilitation of miscommunication as a productive lens through which literature should be viewed. It provides a brief history of the ways in which the concept of miscommunication has been used and is presently used before settling on Samuel Beckett's trilogy of novels as the grounds for exploring alternative understandings of the way in which miscommunication can instantiate and improve the overall communicative endeavor. The thesis ends with some of the author's own creative and conceptual writing so as to explore the problem from both a critic's and a writer's perspective. Satlin i Preface: Poetics always emerges at a point of convergence. By its very nature poetics exists in a state of turbulence. It is something personal but also general; it needs to be understandable if not applicable to all.
    [Show full text]
  • 20 Ways to Enhance Your Communication Skills
    THE CENTER FOR CORPORATE AND PROFESSIONAL DEVELOPMENT 20 WAYS TO ENHANCE YOUR COMMUNICATION SKILLS WWW.KENT.EDU/YOURTRAININGPARTNER 1 TABLE OF CONTENTS INTERPERSONAL COMMUNICATION ............................................................................................3 WHAT IS THE IMPACT OF YOUR COMMUNICATION STYLE ON OTHERS? ................................. 4 HOW TO FLEX YOUR COMMUNICATION STYLE - FORGET THE GOLDEN RULE ......................... 6 POWER LISTENING ........................................................................................................................ 8 WHAT DOES NONVERBAL LANGUAGE REVEAL ABOUT YOUR COMMUNICATION STYLE? ..10 THE #1 WAY TO CONTROL EMOTIONS DURING CONFLICT: FOCUS ON THE ISSUE................. 12 GEN Y, MILLENNIALS AND GEN Z: DO YOU KNOW THE DIFFERENCE? .................................... 15 ORGANIZATIONAL COMMUNICATION ....................................................................................... 17 WHY BE HAPPY? .......................................................................................................................... 18 EFFECTIVELY COMMUNICATING CHANGE................................................................................ 20 CREATING A COMMUNICATION CALENDAR ..............................................................................22 WHY CHANGE MANAGEMENT? ..................................................................................................24 PRESENTING INFORMATION .......................................................................................................27
    [Show full text]