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Experiment in social intelligence design

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Abstract

In this paper we present recent research into computer-mediated communication with special emphasis on the use of collaborative tools in shared task environment. In order to explain the regularities and uniformities in people’s behaviour obtained through quantitative study of interaction among groups of students engaged in structured debates, we have developed an experimental approach that enables us to measure and quantify several key aspects of computer-mediated communication in this context.

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Notes

  1. Syntactic priming refers to the phenomenon of using a particular syntactic structure given prior exposure to the same structure. This behaviour has been observed when speakers hear, read or write sentences (e.g. Pickering and Branigan 1999).

  2. SCALE (internet based intelligent tool to support collaborative argumentation based learning in secondary schools (March 2001–February 2004) project funded by the European community under the information for societies technology (IST) programme. SCALE–EU IST F5, 2001–2004.

  3. The high value of chat 2 (221) for dyad 2 is an outlier and does not invalidate our result, since it was not a conversation exchange, but resulted from pressing the return tab several times resulting in a blank space.

  4. Start and stop, which are part of the edit action have been recoded as blank.

  5. The other issue is that the design of the experiment is not randomized (Montgomery 1997). In other words, all the dyads took up the sessions 1, 2 and 3 in that order. This means that we could have some learning effect; however; as the results will show this effect turns out not to be significant.

  6. For full ANOVA tables see appendix.

  7. Rosenberg (1998): Information environments in construction, collaborative integrated communications for construction funded by European Commission under ACTS Programme (ACTS 017).

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Correspondence to Duska Rosenberg.

Appendix : ANOVA tables

Appendix : ANOVA tables

Tables 1, 2, 3, and 4

Table 1 tuningoverallaov←aov(tuningcountsall∼dyad.number+learning,data=tuningoverall)
Table 2 summary (tuningoverallaov, split=list(learning=list (“remote2 vremote3 “=1,”ftf v remote2and3”=2)))
Table 3 buildingoverallaov←aov(building∼dyad.number+learning,data=buildingoverall)
Table 4 summary (buildingoverallaov, split = list(learning = list (“remote2 vremote3 “= 1,”ftf v remote2and3” = 2)))

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Cornillon, J., Rosenberg, D. Experiment in social intelligence design. AI & Soc 22, 197–210 (2007). https://doi.org/10.1007/s00146-007-0119-0

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