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Social and Behavioral Sciences Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
Can Gender Pronouns In Interview Questions Work As Nudges?, Fei Lu
Can Gender Pronouns In Interview Questions Work As Nudges?, Fei Lu
Industrial-Organizational Psychology Dissertations
Organizations that are historically male-dominated have struggled to attract and retain an equitable representation of women (Debs et al., 2021; Germain et al., 2012; Hall et al., 2018) Using the two systems processing model from Cognitive Psychology, this study assessed whether gender pronouns can function as environmental cues (“nudges”) to disrupt the patterns of mental models on biases and stereotypes. It was proposed that participants can be “nudged” to decrease the impact of gender stereotype biases in the interview process in male-dominated professions (e.g., Information Technology) such that pronouns used in the interview questions will interact with the interviewee’s gender. …
Automation Anxieties: Perceptions About Technological Automation And The Future Of Pharmacy Work, Cameron W. Piercy, Angela N. Gist-Mackey
Automation Anxieties: Perceptions About Technological Automation And The Future Of Pharmacy Work, Cameron W. Piercy, Angela N. Gist-Mackey
Human-Machine Communication
This study uses a sample of pharmacists and pharmacy technicians (N = 240) who differ in skill, education, and income to replicate and extend past findings about socioeconomic disparities in the perceptions of automation. Specifically, this study applies the skills-biased technical change hypothesis, an economic theory that low-skill jobs are the most likely to be affected by increased automation (Acemoglu & Restrepo, 2019), to the mental models of pharmacy workers. We formalize the hypothesis that anxiety about automation leads to perceptions that jobs will change in the future and automation will increase. We also posit anxiety about overpayment related to …
Forms And Frames: Mind, Morality, And Trust In Robots Across Prototypical Interactions, Jaime Banks, Kevin Koban, Philippe De V. Chauveau
Forms And Frames: Mind, Morality, And Trust In Robots Across Prototypical Interactions, Jaime Banks, Kevin Koban, Philippe De V. Chauveau
Human-Machine Communication
People often engage human-interaction schemas in human-robot interactions, so notions of prototypicality are useful in examining how interactions’ formal features shape perceptions of social robots. We argue for a typology of three higher-order interaction forms (social, task, play) comprising identifiable-but-variable patterns in agents, content, structures, outcomes, context, norms. From that ground, we examined whether participants’ judgments about a social robot (mind, morality, and trust perceptions) differed across prototypical interactions. Findings indicate interaction forms somewhat influence trust but not mind or morality evaluations. However, how participants perceived interactions (independent of form) were more impactful. In particular, perceived task interactions fostered functional …
Metaphors, Mental Models, And Multiplicity: Understanding Student Perception Of Digital Literacy, Jason Tham, Kenyan Degles Burnham, Daniel L. Hocutt, Nupoor Ranade, John Misak, Ann Hill Dunn, Isabel Pedersen, Jessica Lynn Campbell
Metaphors, Mental Models, And Multiplicity: Understanding Student Perception Of Digital Literacy, Jason Tham, Kenyan Degles Burnham, Daniel L. Hocutt, Nupoor Ranade, John Misak, Ann Hill Dunn, Isabel Pedersen, Jessica Lynn Campbell
School of Professional and Continuing Studies Faculty Publications
This study examines student perception of digital literacy from their engagement with the Fabric of Digital Life, a digital archive of emerging technologies. Through grounded theory analysis we identified the ways students make sense of an unfamiliar technology. Our results show students assign metaphors to understand a new digital platform, apply mental models transferred from previous conceptual domains onto new technologies, and express multiply-layered approaches that facilitated their digital literacy development––an indication for instructors to orient toward an expansive description of digital literacy that caters to student learning needs as well as their professional futures.