DOCSLIB.ORG

Running Head: Personality Types and Deception Cues Do Introverts and Extraverts Use Different Deception Cues in Detecting Decept

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Running Head: Personality Types and Deception Cues Do Introverts and Extraverts Use Different Deception Cues in Detecting Decept Personality and Deception Page 1 Running Head: Personality Types and Deception Cues Do Introverts and Extraverts Use Different Deception Cues In Detecting Deception? Thesis Professor: Jack Dunning Thesis Advisor: Andy Hepburn Researcher: Andre Bedard Algoma University College Personality and Deception Page 2 Introverts and Extraverts Use Different Deception Cues In Detecting Lzcer-J ion? oy si uegauaes om Agoma Uiesiy Coege wee ese wi e Eyseck esoaiy Quesioaie. e suecs iewe a ieo ecoig o eceie o uu ieos coaiig quesios eaiig o occuaio, ea, esoa accomismes, oies a iesye. uig a ause ae eac ieo a quesioaie was gie. e aicias wee equese o ae e uuess o e ieiewee, a aske o ae e ie cues o ei ecisio. I is suy eceio cues suc as seec eo, ieo ieiew coe, se maiuaio, a gesues, eye coac, oe o oice, seec isuaces, osua sis a smie uaio wee eae o eie ioee o eaee esoaiy caaceisics. e esus iicae a ee wee o ieeces ewee eaes a ioes i eie esimaes o uuess o cue imoace. Introduction Previous studies on deception mainly concentrated on the lie detection abilities of humans. Researchers also have sought to isolate verbal and nonverbal correlates of deception in their studies, such as in the study done by Bond, Kahler and Paolicelli (1985). This study was successful in determining which cues were heightened during deceptions. The more a behaviour was associated with deception, the less it was associated with perceived deception. Liars affected the very behaviour that would make them look honest. A study conducted by Stiff, Miller and Sleight (1989) tested whether unfamiliar or familiar situations influence information processing. In familiar situations, participants were influenced by verbal content while those in unfamiliar situations were influenced by both verbal and nonverbal cues. Situational factors influence Personality and Deception Page 3 information processing and affect the relative importance of verbal and nonverbal cues in judgments of authenticity. One study conducted by DePaulo and Toris (1985) used extraverted and introverted participants. Introverted and extraverted individuals each role played both extraverts and introverts in a way to convey information to naive or primed interviewers. However the study designed deals with deception in a different way. This study is not intended to capture deception or to isolate verbal and nonverbal deception cues. The goal is to have a positive correlation with extraverted and introverted personalities with specific deception cues. The hypothesis is that specific deception cues correspond to either introverted or extraverted personality characteristics. Studies by Mobbs (1968) and Kendon and Cook (1969) indicated a relationship between extraversion and eye contact. Extraverts initiated more looks than did introverts and initiated more speech bursts than did introverts. Extraverts have a speech-eye contact combination that is indicative of the more active level of interaction of the extraverts in the conversations. Introverted and extraverted individuals are biologically different. The differences between the two is located in the reticular activating system in the brain. This system monitors incoming neural impulses resulting from environmental stimulation. The environmental stimulation would cause an excitation process or an inhibition process depending on the personality type. Due to this difference in the cortical arousal level caused by the excitation and inhibition process, extraverts and introverts would focus on different environmental cues. The environmental stimulation would be the deceptive and truthful video interviews in my study. Personality and Deception Page 4 Method a_.icias Forty six undergraduates from Algoma University College were chosen to participate in the study. The participants were be tested with the Eysenck Personality Questionnaire (EPQ-R). Procedure Forty six undergraduates from Algoma University College participated in the study. The participants were asked to view a video recording of a person describing deceptive or truthful personal events about themselves. The individual explained a story related with their occupation, health, personal accomplishments, hobbies and lifestyle. A two minute pause following the video allowed the participants to answer a questionnaire In total the experimental session contained four videos, two being truthful and two being deceptive. The video was viewed in an Algoma University College classroom. The length of the video interview lasted two minutes. The questionnaire to be completed was administered following each video interview. The questionnaire itself asked on a five-point scale whether the video interview was either truthful or deceptive and listed nine deceptive cues. Each deception cue had beside it a 7-point grading scale ranging from extremely important to extremely unimportant. The cues on the questionnaire are as follows, tone of voice, eye contact, hand gestures, self manipulation, video interview content, speech error, speech disturbances, postural shifts, and smile duration. The video showed the character sitting and the waist/torso area will be captured as to see the body positioning for better judgement. The purpose for this is that deceptive individuals tend to shift their body when Personality and Deception Page 5 deceiving and hand gestures would be more visible with a wide or zoomed out shot. The distance between the camera and the subject being interviewed would be a comfortable 2 feet. After completing the fourth and last questionnaire, the subjects were required to answer the Eysenck Personality Questionnaire. The Eysenck Personality Questionnaire is able to test for four personality dimensions (Psychoticism, Extraversion, Neuroticism and Lie Scale). The test was fairly easy to answer and only required the participants to answer one hundred "Yes" or "No" question. ?sus The results clearly indicate that there was no difference between extraverts and introverts and an association with specific deception cues. For the accuracy level in detecting deception, the main effect of truthful and deception was not significant. F (1, 132) = 1.36, MSE = 0.245. The participants could not accurately depict the difference between the group of video interviews. The following nine deception cues show interesting results with not just the personality types but also with the batch of videos shown as well as the question asked for a deception cue. For speech error, the main effect was not significant, F(1, 132) = 2.93, MSE = 0.117. Speech error was not a deception cue which correlated with a personality type, although there was a significant interaction with the question of speech error on the questionnaire, F(1, 132) = 5.93, MSE = 0.001. This could indicate that the interviewees displayed a large amount of speech error no matter what video format (truthful/deceptive). For self manipulation, the main effect was not significant, F(1, 132) = 1.81, MSE = 0.149. The p value being < .05. Self manipulation was not a Personality and Deception Page 6 deception cue which correlated with an introvert or extravert. The analysis of variance for video information did not show any correlation. There was no significance, F(1, 132) = 1.37, MSE =- 0.255. The information given by the interviewees in the videos did not estimate what personality type would be more prone to focus on to more. For hand gestures, the main effect was not significant, F(1, 132) = 0.67, MSE 0.516. There was no correlation with personality type and the use of hand gestures. For eye movement, the main effect was not significant, F(1, 132) = 0.79, MSE 0.456. Eye movement was not a deception cue which correlated with a personality type, although there a close difference with the importance of eye movement on the questionnaire, F(1, 132) = 2.62, MSE = 0.053. The analysis of variance for tone of voice showed no significance. The main effect of tone of voice was not significant with the following as results, F(1, 132) = 0.38, MSE = 0.768. With the p value being < .05, there was no correlation for tone of voice and personality differences. For speech disturbances, the main effects was not significant, F(1, 132) = 0.47, MSE = 0.854, although there was a significant interaction with the question on the questionnaire pertaining to speech disturbances. The main effect of the question on speech disturbances received, F(1, 132) = 5.02, MSE = 0.002. For postural shifts, the main effect was not significant but rather close to the p value. F(1, 132) = 2.15, MSE = 0.097. There was a close correlation with postural shifts but no significance. For the last deception cue, smile duration also resulted with no significance. The main effect of smile duration was, F(1,132) = 4.76, MSE =- 0.895. The results indicate that extraversion and introversion are not personality types which can be accurately pinpointed to a specific deception cue. Personality and Deception Page 7 eeeces o, C., Koe, K. a aoicei, . (8. e miscommuicaio o eceio: A aaie esecie. Journal of Experimental Psychology, 2, . 4. eauo, . a eauo, . (8.Ca eceio y saesesos a cusomes e eece oug oea eaiou cues? Journal of Applied Social Psychology, 8, .2. eauo, ., osea, . a Gee, C. (82. iagosig eceie a mie messages om ea a oea cues. Journal of Experimental Social Psychology, 8, 4446. eauo, . a ois, C. (8. Eecs o acua eceio a susiciousess o eceio o ieesoa eceios. Journal of Personality and Social Psychology, o. 4, o. , 060. ieage, G., Mao, . a ieau, M. (8. ecogiio o iscea oea messages a eecio o eceio. Perceptual and Motor Skills, 60, 2. Personality and Deception Page 8 Stiff, J, Miller, G. and Sleight, C. (1989). Explanations for visual cue primacy in judgment of honesty and deceit. oua o esoaiy a socia sycoogy, Vol. 56, pp. 555-564. Zuckerman, M., Kernis, M. and Driver, R. (1984). Segmentation of behaviour: Effects of actual deception and expected deception. oua o esoaiy a Socia sycoogy, Vol. 46, No.
Load more

Recommended publications
  • Speech Error Expressions in Maliki National Debate Tournament (Mandate) 2015
    SPEECH ERROR EXPRESSIONS IN MALIKI NATIONAL DEBATE TOURNAMENT (MANDATE) 2015 THESIS By: MUHAMMAD RYDZKY MUHAMMAD ALI NIM 12320079 DEPARTMENT OF ENGLISH LITERATURE FACULTY OF HUMANITIES THE ISLAMIC STATE UNIVERSITY MAULANA MALIK IBRAHIM MALANG 2017 SPEECH ERROR EXPRESSIONS IN MALIKI NATIONAL DEBATE TOURNAMENT (MANDATE) 2015 THESIS Presented to Maulana Malik Ibrahim State Islamic University of Malang in Partial Fulfillment of the Requirement for the Degree of Sarjana Sastra (S.S) By: MUHAMMAD RYDZKY MUHAMMAD ALI NIM 12320079 Advisor Dr. ROHMANI NUR INDAH, M.Pd. NIP 19760910 200312 2 003 DEPARTMENT OF ENGLISH LITERATURE FACULTY OF HUMANITIES THE ISLAMIC STATE UNIVERSITY MAULANA MALIK IBRAHIM MALANG 2017 i ii iv v MOTTO قَا َل َر ِّب ا ْش َر ْح لِي َص ْد ِري )52( َويَ ِّس ْر لِي أَ ْم ِري )52( َوا ْحلُ ْل ُع ْق َدةً ِم ْن لِ َسانِي )52( يَ ْفقَهُوا قَ ْولِي )52 Musa said, "Allah, expand for me my breast [with assurance], and ease for me my task, and untie the knot from my tongue, that they may understand my speech. (QS. Thoha: 25-28) vi DEDICATION This thesis is dedicated to: My beloved father and mother, Muhammad Ali Hamzah and Abida Yakob Saman. I hope that it could make them proud. It is also for my beloved brother Fitrianto Muhammad Ali and Muhammad Ali Family who always support me. Thank you for my wife, Dian Purwitasari, for helping me finishing this work. vii ACKNOWLEDGMENT All praises are to Allah, who has given power, inspiration, and health in finishing the thesis. All my hopes and wishes are only for him.
    [Show full text]
  • Accuracy in the Detection of Deception As a Function of Training in the Study of Human Behavior
    University of Central Florida STARS Retrospective Theses and Dissertations 1976 Accuracy in the Detection of Deception as a Function of Training in the Study of Human Behavior Charner Powell Leone University of Central Florida Part of the Communication Commons Find similar works at: https://stars.library.ucf.edu/rtd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Leone, Charner Powell, "Accuracy in the Detection of Deception as a Function of Training in the Study of Human Behavior" (1976). Retrospective Theses and Dissertations. 230. https://stars.library.ucf.edu/rtd/230 ACCURACY IN THE DETECTION OF DECEPTION AS A FUNCTION OF TRAINING I N· ·T"H E STU 0 Y 0 F HUMAN BE HA V I 0 R BY CHARNER POWELL LEONE B.S.J., University of Florida, 1967 THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Arts: Communication in the Graduate Studies Program of the College of Social Sciences Florida Technological University Orlando, Florida 1976 TABLE OF CONTENTS Page LIST OF TABLES . i v INTRODUCTION . 1 METHODOLOGY . 12 Subjects . 12 Procedure and Materials . 12 RESULTS . 1 7 DISCUSSION . ~ 26 SUMMARY . 34 APPENDIX A. Questionnaire . 37 APPENDIX 8 • Judge•s Scoresheets . 39 REFERENCES . 44 i i LIST OF TABLES TABLE Page 1 Mean Behaviors Used to Discriminate Lying from Truthful Role Players by Decoder Groups .
    [Show full text]
  • Cultures and Traditions of Wordplay and Wordplay Research the Dynamics of Wordplay
    Cultures and Traditions of Wordplay and Wordplay Research The Dynamics of Wordplay Edited by Esme Winter-Froemel Editorial Board Salvatore Attardo, Dirk Delabastita, Dirk Geeraerts, Raymond W. Gibbs, Alain Rabatel, Monika Schmitz-Emans and Deirdre Wilson Volume 6 Cultures and Traditions of Wordplay and Wordplay Research Edited by Esme Winter-Froemel and Verena Thaler The conference “The Dynamics of Wordplay / La dynamique du jeu de mots – Interdisciplinary perspectives / perspectives interdisciplinaires” (Universität Trier, 29 September – 1st October 2016) and the publication of the present volume were funded by the German Research Founda- tion (DFG) and the University of Trier. Le colloque « The Dynamics of Wordplay / La dynamique du jeu de mots – Interdisciplinary perspectives / perspectives interdisciplinaires » (Universität Trier, 29 septembre – 1er octobre 2016) et la publication de ce volume ont été financés par la Deutsche Forschungsgemeinschaft (DFG) et l’Université de Trèves. ISBN 978-3-11-058634-3 e-ISBN (PDF) 978-3-11-058637-4 e-ISBN (EPUB) 978-3-11-063087-9 This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/. Library of Congress Control Number: 2018955240 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. © 2018 Esme Winter-Froemel and Verena Thaler, published by Walter de Gruyter GmbH, Berlin/Boston Printing and binding: CPI books GmbH, Leck www.degruyter.com Contents Esme Winter-Froemel, Verena Thaler and Alex Demeulenaere The dynamics of wordplay and wordplay research 1 I New perspectives on the dynamics of wordplay Raymond W.
    [Show full text]
  • 1 to “Err” Is Human: the Nature of Phonological “Errors” in Language
    To “Err” is Human: The Nature of Phonological “Errors” in Language Development1 Suzanne N. Landi Bryn Mawr College Abstract In children, two types of phonological “errors” may occur: slips of the tongue and pathological speech. A slip of the tongue is considered a normal, non- systematic “error”, whereas a series of consistent speech “errors” is labeled as a speech pathology. Both types of “errors” follow phonotactic constraints defined by the target grammar, and may result in substitutions and omissions of sounds in conversation. They differ traditionally in two key ways: (1) while slips are unique utterances that generally occur only once, the disfluencies are consistent in a pathology, and (2) the speaker is able to notice and correct their error when they make a slip, but it is not the case in a speech pathology. Relevant research to both types of “errors” will be presented for comparison purposes, and theoretical explanations will be offered. I will propose that a deficit in self-monitoring exists in those with disordered phonology, in order to explain why “errors” repeat. 1 I would like to acknowledge my thesis advisor Jason Kandybowicz for his patience and support, as well as Donna Jo Napoli, Jessica Webster-Love and Katie Bates for their valuable comments during this process. Although their contributions were utilized, the following ideas are my own and cannot be blamed on anyone else. I would also like to thank my friends and family for their love and support this semester, including (but not limited to): Deborah Landi, Sue Henry, Jenny Brindisi, Sarah Deibler, Katie Nagrotsky, Skye Rhodes-Robinson, Aaron Schwager and Chuck Bradley.
    [Show full text]
  • Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech
    Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech David Supp-Montgomerie A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Communication Studies in the College of Arts and Sciences. Chapel Hill 2013 Approved by: Christian Lundberg V. William Balthrop Carole Blair Lawrence Grossberg William Keith © 2013 David Supp-Montgomerie ALL RIGHTS RESERVED ii ABSTRACT David Supp-Montgomerie: Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech (Under the direction of Christian Lundberg) This dissertation is a critique of the idea that the artifice of public speech is a problem to be solved. This idea is shown to entail the privilege attributed to purportedly direct or unmediated speech in U.S. public culture. I propose that we attend to the ēthos producing effects of rhetorical concealment by asserting that all public speech is constituted through rhetorical artifice. Wherever an alternative to rhetoric is offered, one finds a rhetoric of non-rhetoric at work. A primary strategy in such rhetoric is the performance of sincerity. In this dissertation, I analyze the function of sincerity in contexts of public deliberation. I seek to show how claims to sincerity are strategic, demonstrate how claims that a speaker employs artifice have been employed to imply a lack of sincerity, and disabuse communication, rhetoric, and deliberative theory of the notion that sincere expression occurs without technology. In Chapter Two I begin with the original problem of artifice for rhetoric in classical Athens in the writings of Plato and Isocrates.
    [Show full text]
  • Phonological Encoding in Adults Who Clutter and Adults Who Stutter Phd
    Phonological Encoding in Adults Who Clutter and Adults Who Stutter PhD School of Psychology and Clinical Language Sciences Jess Bretherton-Furness August 2016 Acknowledgements Thanks to David Ward for encouraging me to undertake this project and for being so supportive throughout its completion. Also thanks to Douglas Saddy for his support and ideas especially when creating my stimuli. Special thanks to Bobby Stuijfzand and Dr Kou Murayama for helping me work out how to analyse my data, to Becky Lucas for her time and patience and to Suzannah, Tiffany, Birthe and Faith for cake, positivity and being the best office buddies a girl could ask for. Declaration I confirm that this is my own work and the use of all material from other sources has been properly and fully acknowledged. The work presented in chapter six has been published. Bretherton-Furness, J., Ward, D., & Saddy, D. (2016). Creating a non-word list to match 226 of the Snodgrass standardised picture set. i Table of Contents 1 CHAPTER ONE .......................................................................... 1 1.1 Introduction ............................................................................................................................ 1 1.1.1 Definitions ....................................................................................................................... 1 1.1.2 Epidemiology of stuttering and cluttering ...................................................................... 3 1.1.3 Causes of Stuttering and Cluttering ...............................................................................
    [Show full text]
  • Glitch Poetics: Critical Sensory Realisms in Contemporary Language Practice
    Glitch Poetics: Critical Sensory Realisms in Contemporary Language Practice Nathan Jones Royal Holloway, University of London Submitted for Doctor of Philosophy [corrections] April 2019 "1 Declaration I declare that this thesis has been composed solely by myself and that it has not been submitted, in whole or in part, in any previous application for a degree. Parts of this work have been published previous to this submission, as follows: Parts of Chapter 1 “Body-System Glitch” and the Introduction were published as “Glitch Poetics: The Posthumanities of Error” in Bloomsbury Handbook of Electronic Literature (ed. Joseph Tabbi 2017), and A Peer Review Journal About Machine Research (2018). Parts of Chapter 2 “Lyric-Code Glitch” and the Introduction were published in A Peer Review Journal About Excessive Research (2017) and Thresholds Journal (2017). Except where stated otherwise by reference or acknowledgment, the work presented is entirely my own. Signed ______Nathan Jones Date __22/04/2019_______ "2 Abstract This is a combined practice and theory submission. In it, I propose the term ‘glitch poetics’ to name a mode for reading and writing with deliberate error in contemporary literary texts. I pose the question: do glitches offer a moment of correspondence between the (already diverse) concerns of poetics and those of critical media practice? In attending to this question I perform a range of close- readings of contemporary media technologies and texts looking for moments in which revealing errors allow us to read across poems, devices, bodies and environments. In “Body-System Glitch”, I use analysis of textual artworks by Caroline Bergvall and Erica Scourti, alongside that of two new media devices to show how the relationships between physical and technical systems are exposed and re-constituted by language errors.
    [Show full text]
  • 1984 Final Project Assignment
    1984 Final Project George Orwell’s 1984 is so widely read because it raises many interesting and important questions. In a live or recorded presentation, examine (#1) a central theme or issue in Orwell’s fictional 1984, and compare it to (#2) things that have happened, or are happening, in the real world since the novel was written. In choosing your topic, as well as how to present it, you – unlike the characters in 1984 – have a lot of freedom. Most of these topics will be new to you, so ask yourself right away which ones appeal to you. Then, read 1984 with the focus of a researcher. It is important that you begin researching your topic early, as you’ll need your reading notes on 1984 to help you make your case. The sooner in the reading schedule that you narrow down to one or two favorite topics, the better your final project experience will be. A successful presentation: ü follows a design approved by the teacher. ü lasts roughly five minutes. ü explains the topic in 1984 in accurate detail. ü supports your work with specific passages from the text. ü explicitly connects Orwell’s writings with a real-world issue o (“Explicitly” means “don’t just hint at it, come out and say it!”) ü explains the real-world topic, defining terms as necessary. o (Explain similarities and differences to Orwell’s vision.) ü supports your major claim/s with research. Format Every project requires research. Present your findings in a speech, video, song, collage, sculpture, guest speaker or interview, short film, or almost anything other format.
    [Show full text]
  • ESU-Speaking-Frankly.Pdf
    Speaking – The case Frankly oracy for in the curriculum Speaking Frankly The case for oracy in the curriculum Speaking Frankly is a collection of essays by teachers, academics and educational thinkers on the importance of oracy in education. Find out more at oracynetwork.org The English-Speaking Union is a unique global educational charity and membership organisation that believes in the power of spoken communication. Through our educational programmes, competitions, cultural exchanges and advocacy we provide people with the skills to realise their full potential, helping them become confident communicators, critical thinkers and empowered citizens. We believe that good communication is essential to individual, community and cross-cultural development and understanding, and endeavour to ensure it is recognised as such. In 2012, School 21 in Stratford, East London, opened its doors. Recognising the value of developing students’ speaking skills to support them in learning and in life, the school places speech at the heart of every lesson and nurtures a whole-school culture of oracy. Teachers and students have found that that this talk-centred approach has a pronounced effect on achievement across the curriculum as well as enhancing pupils’ eloquence, confidence and wellbeing. In 2014, supported by the Education Endowment Fund, the School 21 Trust worked with Cambridge University to develop an oracy curriculum and assessment tools to be shared with schools across the country. With the backing of the Big Change Charitable Trust, Voice 21 was born. Now that we are confident that prioritising oracy has a transformational effect on students we want to spread our ideas in order to bring about change.
    [Show full text]
  • Compensating for Language Deficits in Amnesia II: H.M.'S
    Brain Sci. 2013, 3, 415-459; doi:10.3390/brainsci3020415 OPEN ACCESS brain sciences ISSN 2076-3425 www.mdpi.com/journal/brainsci/ Article Compensating for Language Deficits in Amnesia II: H.M.’s Spared versus Impaired Encoding Categories Donald G. MacKay *, Laura W. Johnson and Chris Hadley Psychology Department, University of California, Los Angeles, CA 90095, USA; E-Mails: [email protected] (L.W.J.); [email protected] (C.H.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-310-825-8465; Fax: +1-310-206-5895. Received: 20 December 2012; in revised form: 17 March 2013 / Accepted: 19 March 2013 / Published: 27 March 2013 Abstract: Although amnesic H.M. typically could not recall where or when he met someone, he could recall their topics of conversation after long interference-filled delays, suggesting impaired encoding for some categories of novel events but not others. Similarly, H.M. successfully encoded into internal representations (sentence plans) some novel linguistic structures but not others in the present language production studies. For example, on the Test of Language Competence (TLC), H.M. produced uncorrected errors when encoding a wide range of novel linguistic structures, e.g., violating reliably more gender constraints than memory-normal controls when encoding referent-noun, pronoun-antecedent, and referent-pronoun anaphora, as when he erroneously and without correction used the gender-inappropriate pronoun “her” to refer to a man. In contrast, H.M. never violated corresponding referent-gender constraints for proper names, suggesting that his mechanisms for encoding proper name gender-agreement were intact. However, H.M.
    [Show full text]
  • Student Clinic Handbook 2020-2021-1.Pdf
    School of Arts and Sciences Department of Speech Communication Studies Speech, Language & Hearing Clinic Handbook Policy and Procedure Manual 2020-2021 Table of Contents INTRO Pages 3-11 Appendix A- Student Concerns and Grievances Page 12 Appendix B- Professional Code of Conduct-Clinic Policies Page 13-34 Appendix C- Dress Code Appendix D- Electronic Message Exchange Page 35-39 Appendix E- Student Clinical Requirements Page 40-58 Appendix F- Procedural Safeguards Pages 59-66 Appendix F- Clinical Assignments Pages 67-99 Appendix G- Professional Writing-Helpful Hints Pages 100-104 Appendix H- Grading Policy Pages Appendix I- Clinical Supervision Pages Appendix J- Media Specialist Handbook-Student Guidelines Pages Appendix K- Clinical Forms Fall 2020 Pages Appendix L- Documentation Samples Pages Appendix M- Clinical Practice Resources Pages Appendix N- Resources Pages Telepractice Info? The Iona College Speech, Language and Hearing Clinic has assembled a Clinic Handbook to support the clinical student success in one’s clinical practicum experience at the Iona College Speech, Language and Hearing Clinic. The Clinic Handbook is not intended to replace College Policies listed in the Iona College Undergraduate and Graduate Catalogs, but to supplement the student’s program requirements. Graduate CSD Handbook is to supplement the student’s program requirements. The Clinic Handbook and the Graduate CSD Handbook is not intended to replace the Iona College Graduate Catalog. The Graduate Catalog details the official requirements for completion of the Master’s Degree. The Graduate Catalog is available online at: https://www.iona.edu/iona/media/Documents/Student%20Life/SFS/14- 15GraduateCatalog.pdf The Clinic Handbook is a living document and may be modified, with notice at the discretion of the Chairperson, Clinic Director and/or Program Director.
    [Show full text]
  • Hate Speech and Image Sharing in the 2020 Singaporean Elections?
    Visualizing Vitriol: Hate Speech and Image Sharing in the 2020 Singaporean Elections? Joshua Uyheng1[0000−0002−1631−6566], Lynnette Hui Xian Ng1[0000−0002−2740−7818], and Kathleen M. Carley1[0000−0002−6356−0238] CASOS Center, Institute for Software Research, Carnegie Mellon University, Pittsburgh PA 15213, USA fjuyheng,huixiann,[email protected] Abstract. Online hate speech represents a damaging force to the health of digital discourse. While text-based research in this area has advanced significantly, little work explicitly examines the visual components of online hate speech on social media platforms. This work empirically an- alyzes hate speech from a multimodal perspective by examining its as- sociation with image sharing in Twitter conversations during the 2020 Singaporean elections. We further link our findings to bot activity and potential information operations to discern the role of potential digital threats in heightening online conflicts. Higher levels of hate speech were detected in bot-rich communities which shared images depicting the in- cumbent Prime Minister and other contested elections in the Asia-Pacific region. Implications of this work are discussed pertaining to advancing multimodal approaches in social cybersecurity more broadly. Keywords: Hate speech · Social cybersecurity · Elections · Images 1 Introduction Scholars of digital disinformation recognize that the quality of online discourse is negatively influenced not just by falsehoods, but also by targeted hate [9]. Online hate speech refers to abusive language directed toward specific identities [6]. When it is salient on social media platforms, it can lead to the formation of hateful communities, increase prejudice and polarization, and potentially trigger instances of real-world violence [1,11,13,4].
    [Show full text]