Backchannel Responses and Enjoyment of the Conversation: The More Does Not Necessarily Mean the Better
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examined the types of backchannel response as well as its relationship with speaker presentation, listener recall, and participants’ perceived enjoyment of the conversation in an intercultural setting. Participants were 40 Anglo-Canadians and 40 Mainland Chinese, forming 40 same-gender dyads and performing two dialogues. All interactions were video-taped and micro-analyzed. Noteworthy findings include the following: 1) The Chinese participants in the role of listeners made significantly more backchannel responses than their Canadian counterparts in performing Task 2. 2) “Nod” and “okay” had the highest frequencies in both cultural groups. However, the Canadians used “repeat” more frequently than Chinese and the Chinese used “uhm” and “yeah” more than the Canadians. Participants in both groups “switched codes” when making backchannel responses, providing support for communication accommodation theory. 3) A significant negative correlation was found between the frequency of backchannel responses and participants’ self-reported level of enjoyment of the conversation, raising the critical issue of how to balance the appropriate amount of backchannel response in intercultural communication.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it