Cooperative and Intrusive Interruptions in Inter- and Intracultural Dyadic Discourse
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 whether culture plays a role in the use of interruption in simulated doctor-patient conversations. Participants were 40 Canadians and 40 Chinese who formed 40 dyads in four experimental conditions: Canadian speaker-Canadian listener, Chinese speaker-Chinese listener, Chinese speaker-Canadian listener, and Canadian speaker-Chinese listener. All conversations were videotaped and microanalyzed. The data generated four findings: (a) In the Chinese speaker-Chinese listener interactions, cooperative interruptions occurred more frequently than intrusive interruptions; (b) when Canadians served as doctors, the doctors performed significantly more intrusive interruptions than cooperative ones; (c) the two intercultural groups engaged in more unsuccessful interruptions than the two intracultural groups; and (d) in the intercultural conditions, the occurrences of intrusive interruptions were greater than cooperative interruptions. This phenomenon provides unequivocal support for communication accommodation theory. The findings point to a hypothesis that conversational interruption may be a pancultural phenomenon, whereas interruption styles may be culture specific.
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 | 0.000 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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