9 found
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  1.  47
    Rhythmic Synchrony and Mediated Interaction: Towards a Framework of Rhythm in Embodied Interaction. [REVIEW]Satinder P. Gill - 2012 - AI and Society 27 (1):111-127.
    Our everyday interactions increasingly involve both embodied face-to-face communication and various forms of mediated and distributed communication such as email, skype, and facebook. In daily face-to-face communications, we are connected in rhythm and synchrony at multiple levels ranging from the moment-by-moment continuity of timed syllables to emergent body and vocal rhythms of pragmatic sense-making. Our human capacity to synchronize with each other may be essential for our survival as social beings. Moving our bodies and voices together in time embodies a (...)
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  2.  33
    Socio-Ethics of Interaction with Intelligent Interactive Technologies.Satinder P. Gill - 2008 - AI and Society 22 (3):283-300.
    Socio-ethics covers the relation of the individual with the group and with society, as the individual acquires the skills for social life with others and the conduct of ‘normal responsible behaviour’ (Leal in AI Soc 9:29–32, 1995) that guides moral action. For a consideration of what it means to be socially skilled in everyday human interaction and the ethical issues arising from the new conditions of interaction that come with the integration of intelligent interactive artefacts, we will provide an analysis (...)
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  3.  20
    Entrainment and Musicality in the Human System Interface.Satinder P. Gill - 2007 - AI and Society 21 (4):567-605.
    What constitutes our human capacity to engage and be in the same frame of mind as another human? How do we come to share a sense of what ‘looks good’ and what ‘makes sense’? How do we handle differences and come to coexist with them? How do we come to feel that we understand what someone else is experiencing? How are we able to walk in silence with someone familiar and be sharing a peaceful space? All of these aspects are (...)
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  4.  47
    Knowledge in Co-Action: Social Intelligence in Collaborative Design Activity. [REVIEW]Satinder P. Gill & Jan Borchers - 2004 - AI and Society 18 (1):86-86.
    Skilled cooperative action means being able to understand the communicative situation and know how and when to respond appropriately for the purpose at hand. This skill is of the performance of knowledge in co-action and is a form of social intelligence for sustainable interaction. Social intelligence, here, denotes the ability of actors and agents to manage their relationships with each other. Within an environment we have people, tools, artefacts and technologies that we engage with. Let us consider all of these (...)
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  5.  22
    On Two AI Traditions.Satinder P. Gill - 1988 - AI and Society 2 (4):321-340.
    To understand the role of expert systems as a medium for transferring knowledge and skills within organisations requires an understanding of the nature of expertise within working life contexts. Central to this issue of transfer is the debate on the nature of tacit/implicit knowledge and the problem of formalising it in explicit form. This paper considers the British approach to the development of knowledge-based systems, which is regarded as being predominantly rationalistic, and compares it with the Scandinavian approach, which is (...)
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  6.  22
    Knowledge in Co-Action: Social Intelligence in Collaborative Design Activity.Satinder P. Gill & Jan Borchers - 2003 - AI and Society 17 (3-4):322-339.
  7.  32
    Mediation and Communication of Information in the Cultural Interface.Satinder P. Gill - 1999 - AI and Society 13 (3):218-234.
    In man-machine communication, there is a relationship between what may be described as tacit (human) and explicit (machine) knowledge. The tacit lies in practice and the explicit in the formulation of the processes and content of this practice. However, when a human communicates with another human face to face, we may describe them as communicating aspects of the tacit and explicit dimension of their knowledge, i.e. the expression and its background of meaning for the particular situation. When this is unsuccessful (...)
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  8.  28
    Aesthetic Design: Dialogue and Learning. A Case Study of Landscape Architecture. [REVIEW]Satinder P. Gill - 1995 - AI and Society 9 (2-3):273-285.
    In this paper the concept of knowledge in seen as embodying dialogue and learning in a shared practice. Sharing a practice involved sharing representations of practice. This necessitates the sharing of experiential knowledge at various levels and in various forms. It is proposed that participatory design can therefore be seen as consisting in dialogue and learning for the development of future practices and representations. The discussion in this paper is situated within the domain of landscape architecture. A study is made (...)
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  9.  17
    Witnessed Presence.Caroline Nevejan & Satinder P. Gill - 2012 - AI and Society 27 (1):1-4.