We report the personal eye gaze patterns of people engaged in face-to-face getting acquainted conversation. Considerable differences between individuals are underscored by a stability of eye gaze patterns within individuals. Results suggest the existence of an eye-mouth gaze continuum. This continuum includes some people showing a strong preference for eye gaze, some with a strong preference for mouth gaze, and others distributing their gaze between the eyes and mouth to varying extents. Additionally, we found evidence of within-participant consistency not just forlocationpreference but also for thedurationof fixations upon the eye and mouth regions. We also estimate that during a 4-minute getting acquainted conversation mutual face gaze constitutes about 60% of conversation that occurs via typically brief instances of 2.2 seconds. Mutual eye contact ranged from 0–45% of conversation, via very brief instances. This was despite participants subjectively perceiving eye contact occurring for about 70% of conversation. We argue that the subjective perception of eye contact is a product of mutual face gaze instead of actual mutual eye contact. We also outline the fast activity of gaze movements upon various locations both on and off face during a typical face-to-face conversation.

This study introduces a new reflective practice questionnaire (RPQ) that can be used to assess self-reported measures for investigating the experiences, benefits, and potential pitfalls of reflective practice and reflective supervision. This questionnaire sets itself apart from previous self-report measures of reflective practice by the ability to administer to individuals working in any service industry (e.g. psychology, nursing, education, and others). This will allow for future investigations that can compare and contrast across different contexts and professions. This will further the understanding of how reflective practice impacts those engaged with the process. The present study provides preliminary evaluation of the questionnaire with samples from the general public (Study 1), and mental health practitioners (Study 2). The questionnaire includes a number of short four-item sub-scales for evaluating reflective practice including: reflective-inaction; reflective-on-action; reflective with others self-appraisal; desire for improvement; confidence (general); confidence (communication); uncertainty; stress interacting with clients; and job satisfaction. A six-item attitude towards reflective supervision scale is also included in the research. Results suggest that reflective practice can foster confidence and further a desire for self-improvement. However, results also indicate how reflective practice might increase uncertainty and stress in some individuals. Study 2 reveals that a more positive appraisal of reflective supervision is associated with greater selfreported reflection, desire for improvement, and confidence.

This study evaluated participant self-reported appraisal of social interactions with another person in virtual reality (VR) where their conversational partner was represented by a realistic motion avatar. We use the term realistic motion avatar because: 1. The avatar was modelled to look like the conversational partner it represented, and 2. Full face and body motion capture was utilised so that the avatar mimicked the facial and body language of the conversational partner in real-time. We compared social interaction in VR with face-to-face interaction across two communicative contexts: 1. Getting acquainted conversation, and 2. A structured interview where the participant engaged in self-disclosure about positive and negative experiences. Overall, participants largely indicated they preferred face-to-face over VR communication. However, some participants did indicate a preference for VR communication. Additionally, an analysis of post-conversation ratings indicated no significant difference for rated enjoyment, understanding, self-disclosure, comfort, and awkwardness between communication modes. The only ratings where face-to-face was found to be superior was for perceived closeness across both types of communication, and for feeling understood specifically when disclosing negative experiences. Most participants perceived frequent eye contact in both face-to-face and VR interaction, but typically more eye contact when face-to-face. Eye contact was positively associated with rated enjoyment, closeness, and comfort. Overall, our findings suggest that harnessing full face and body motion capture can make social interaction in VR very similar to face-to-face interaction. We anticipate that VR social interaction is poised to become the next major technological evolution for human computer mediated communication and suggest avenues for further research.

We sought to determine whether the Reflective Practice Questionnaire (RPQ) is a reliable measure of reflective capacity and related characteristics in medical students. We also planned to learn how the RPQ could be used in medical education. The RPQ is a 40 item self-report questionnaire that includes a multi-faceted approach to measuring reflective capacity. It also includes sub-scales on several other theoretically relevant constructs such as desire for improvement, confidence, stress, and job satisfaction. The reliabilities of reflective capacity and other sub-scales were determined by calculating their Cronbach alpha reliability values. In the present study, the RPQ was answered by 98 graduating fourth-year medical students from an American University, and these RPQ scores were compared with general public and mental health practitioner samples from a prior study using ANOVA and Bonferroni adjusted comparisons. Medical students reported a higher reflective capacity than the general public sample, but students were statistically indistinguishable from the mental health practitioner sample. For medical students, reflective capacity was associated with features of confidence, stress, and desire for improvement. Job satisfaction was positively associated with confidence in communication with patients, and negatively associated with stress when interacting with patients. A cluster analysis revealed that around 19% of the medical students exhibited a relatively high level of anxiety interacting with patients, 23% were less engaged, 5% were dissatisfied, and 7% expressed a level of over-confidence in their knowledge and skills that was concerning. The RPQ is a reliable measure of reflective capacity (Chronbach’s alpha value = 0.84) and related characteristics (Cronbach’s alpha values from 0.75 to 0.83) in medical students. The RPQ can be used as part of pre-post evaluations of medical education initiatives, to complement student self-reflection activities in the curriculum, and to identify students who might benefit from targeted intervention.

This paper contrasts two influential theoretical accounts of language change and evolution – Iterated Learning and Social Coordination. The contrast is based on an experiment that compares drawings produced with Garrod et al’s (2007) ‘pictionary’ task with those produced in an Iterated Learning version of the same task. The main finding is that Iterated Learning does not lead to the systematic simplification and increased symbolicity of graphical signs produced in the standard interactive version of the task. A second finding is that Iterated Learning leads to less conceptual and structural alignment between participants than observed for those in the interactive condition. The paper concludes with a comparison of the two accounts in relation to how each promotes signs that are effi cient, systematic and learnable.