An expanded servicescape perspective

Social interaction among conspecifics is essential for maintaining adaptive, cooperative, and social behaviors, along with survival among mammals. The 5-hydroxytryptamine (5-HT) neuronal system is an important neurotransmitter system for regulating social behaviors; however, the circadian role of 5-HT in social interaction behaviors is unclear. To investigate whether the circadian nuclear receptor REV-ERBα, a transcriptional repressor of the rate-limiting enzyme tryptophan hydroxylase 2 (Tph2) gene in 5-HT biosynthesis, may affect social interaction behaviors, we generated a conditional knockout (cKO) mouse by targeting Rev-Erbα in dorsal raphe (DR) 5-HT neurons (5-HTDR-specific REV-ERBα cKO) using the CRISPR/Cas9 gene editing system and assayed social behaviors, including social preference and social recognition, with a three-chamber social interaction test at two circadian time (CT) points, i.e., at dawn (CT00) and dusk (CT12). The genetic ablation of Rev-Erbα in DR 5-HTergic neurons caused impaired social interaction behaviors, particularly social preference but not social recognition, with no difference between the two CT points. This deficit of social preference induced by Rev-Erbα in 5-HTDR-specific mice is functionally associated with real-time elevated neuron activity and 5-HT levels at dusk, as determined by fiber-photometry imaging sensors. Moreover, optogenetic inhibition of DR to nucleus accumbens (NAc) 5-HTergic circuit restored the impairment of social preference in 5-HTDR-specific REV-ERBα cKO mice. These results suggest the significance of the circadian regulation of 5-HT levels by REV-ERBα in regulating social interaction behaviors.

Research has confirmed the positive impact of social interaction behaviors, including improved mental health, creativity, and stress reduction. Notably, a relationship exists between the spatial characteristics of university campuses and social interaction behaviors. The theories of supportive environment and ecological psychology were used to investigate the quantitative relationship between spatial features of informal spaces and social interactions at a university in a cold region to determine supportive features. Deep learning-based computer vision methods were employed to collect and analyze crowd behavior data, and multiple regression analysis was used to determine the relationship between the features and social interactions. The results indicate that functional features significantly influence social interactions, whereas physical features have a relatively minor impact on social interaction frequency. This finding confirms the efficacy of informal space design at cold-region universities in promoting social interaction behaviors. The deep learning method enables quantitative analysis of the effect of environmental features on social behaviors on cold-region university campuses, providing valuable design suggestions and insights for campuses in other regions and research related to social interaction behaviors.

The dorsal medial prefrontal cortex and basolateral amygdala exhibit social behavior-relevant neuronal oscillations, representing unified pathophysiological mechanisms underlying social behavioral deficits.

The dorsal medial prefrontal cortex and basolateral amygdala exhibit social behavior-relevant neuronal oscillations, representing unified pathophysiological mechanisms underlying social behavioral deficits.

This study examines the contributions of temperamentally and nontemperamentally based emotional reactions to the organization of social interactive behavior within the Strange Situation to better understand the emotional underpinnings of attachment system functioning. At 12 1/2 and 19 1/2 months, temperamental fear (assessed via maternal report) was related to independent per-episode dimensions of social interactive and distress behavior. Fear was moderately correlated with both distress and interactive dimensions at each age. Path-analytic models revealed that temperamental fear had direct effects on interactive behavior and also indirect effects mediated by preceding distress reactions. However, residualized measures of "context-specific" distress (with temperamental variance removed) were still highly consistent across Strange Situation episodes and also significantly predicted subsequent social interactive behavior; furthermore, stable distress reactions from 12 1/2 to 19 1/2 months significantly predicted concurrent stability in social interactive behavior. We discuss likely sources of "context-specific" emotional influences on Strange Situation behavior and also age-related differences in these findings.

Purpose Artificial intelligence (AI)-powered service apps are widely adopted but raise critical authenticity concerns, particularly as human-facing AI increasingly simulates social presence and care. This study aims to explore how customers discern authenticity through symbolic and natural stimuli, moving beyond technical perspectives. Design/methodology/approach A sequential mixed-method design combining in-depth interviews (n = 26) and text mining (N = 11,400 reviews) is conducted, focusing on health, beauty and lifestyle sectors. Interviews identified symbolic and natural stimuli, while topic modeling assessed their relative importance in comparison with physical and social stimuli. Findings We developed an integrated servicescape model incorporating physical, social stimuli with the new four symbolic stimuli (monetization strategy, situational/cultural fit, moral commitment, recommendation precision) and three natural stimuli (service realism, soothing interactions, safe disclosure environments). The findings reveal asymmetric effects on customer engagement valence, showing how different stimuli are associated with positive vs negative engagement. Practical implications The model guides app developers, service designers and marketers to strategically embed symbolic and natural stimuli that strengthen authenticity and foster sustained and positively valenced customer engagement. Social implications This study supports the creation of more transparent, trustworthy and inclusive AI service ecosystems. Originality/value Building on and extending the stimulus–organism–response framework and servicescape literature, this research identifies previously underexplored symbolic and natural stimuli beyond physical and social factors. It demonstrates how these stimuli shape customer engagement valence in AI-powered service apps, offering fresh insights into contemporary service authenticity.

To date, research on spontaneous social interactions in mixed and non-mixed groups has not included exchanges with peer buddies. In Study 1, socio-cognitive factors associated with the intention to volunteer to become a peer buddy for students with Autism Spectrum Disorder (ASD) were investigated. In Study 2, spontaneous social interactions in adolescents with ASD and a low level of support with selected peer buddies and with other students were compared. In Study 1, social-cognitive abilities were investigated through the use of self-report questionnaires. Among typically developing students, their willingness to spontaneously volunteer to help a classmate with ASD was evaluated. Moreover, students were required to indicate among their classmates who were competent to volunteer and who were not. In Study 2, social interaction behaviors in mixed and non-mixed groups were observed and opportunely codified. In Study 1, students expressing the intention to volunteer obtained higher scores on empathy scale and displayed more positive attitudes towards ASD than other classmates. Volunteers were, in turn, selected as peer buddies by their classmates. In Study 2, when students interacted with selected peer buddies engaged in the highest number of social positive interaction behaviors than they did in other kinds of groups. The worst social interactions were observed in non-mixed groups. Social behavior displayed by students with ASD appeared strongly influenced by social partners. Students with ASD seemed to more positively benefit from interactions with selected peer buddies compared to other mixed and non-mixed groups.

An Insula-Enriched Regulator of Retinoic Acid Marks a New Intersection in the Neural Circuitry of Mouse Social Behavior

General Background: Preschool children undergo rapid social and emotional development during early childhood while simultaneously experiencing increasing exposure to digital technology. Specific Background: Gadget use has become a routine activity among preschool children and is commonly associated with variations in social interaction behavior and social-emotional conditions in both home and school environments. Knowledge Gap: Previous studies tend to examine gadget use in general populations, with limited evidence focusing on specific kindergarten settings that concurrently assess social interaction behavior and social-emotional conditions. Aims: This study aimed to examine the relationship between gadget use, social interaction behavior, and social-emotional conditions among preschool children at Aisyiyah Bustanul Athfal V Gondangmanis Kindergarten. Results: Employing a quantitative correlational design with a cross-sectional approach involving 68 preschool children, the findings indicated a significant negative relationship between gadget use and social interaction behavior (r = −0.288; p = 0.017) and a significant positive relationship between gadget use and social-emotional problems (r = 0.334; p = 0.005). Novelty: This study integrates gadget use, social interaction behavior, and social-emotional conditions within a specific kindergarten context, providing localized empirical evidence. Implications: The findings underline the importance of structured parental and teacher guidance in regulating gadget use to support healthy social interaction and social-emotional development in preschool children. Highlights • Higher gadget use was associated with lower levels of social interaction behavior• Increased gadget use corresponded with a higher occurrence of social-emotional problems• The kindergarten-based context revealed distinctive behavioral and emotional patterns Keywords Gadget Use; Social Interaction; Social Emotional Conditions; Preschool Children; Early Childhood Development

This research is motivated by the inability of early childhood in social interaction and good social behavior towards the environment, school, family and society in the 21st century (Modernization Era). To help reduce a child's disability in social interaction and good social behavior. therefore, it takes the efforts of help from adults. In providing this assistance, parents or teachers should understand the process of developing social interaction and social behavior towards early childhood. This study aims to determine the development of social interaction and social behavior towards early childhood education in the 21st century. The type of research used in this study is a type of field research (Field Research). Then to obtain the research data using the method of observation, interviews, and documentation. This research was analyzed using descriptive qualitative (in the form of opinions or written opinions from people and the actions observed). The conclusion of this study is that providing good social interaction and social behavior will have a positive impact on early childhood education in the 21st century.
 Keywords: Social Inteaction; Social Behavior; Early Chilhood Education

Stressful life experiences are known to be a precipitating factor for many mental disorders. The social defeat model induces behavioral responses in rodents (e.g. reduced social interaction) that are similar to behavioral patterns associated with mood disorders. The model has contributed to the discovery of novel mechanisms regulating behavioral responses to stress, but its utility has been largely limited to males. This is disadvantageous because most mood disorders have a higher incidence in women versus men. Male and female California mice (Peromyscus californicus) aggressively defend territories, which allowed us to observe the effects of social defeat in both sexes. In two experiments, mice were exposed to three social defeat or control episodes. Mice were then behaviorally phenotyped, and indirect markers of brain activity and corticosterone responses to a novel social stimulus were assessed. Sex differences in behavioral responses to social stress were long lasting (4 wks). Social defeat reduced social interaction responses in females but not males. In females, social defeat induced an increase in the number of phosphorylated CREB positive cells in the nucleus accumbens shell after exposure to a novel social stimulus. This effect of defeat was not observed in males. The effects of defeat in females were limited to social contexts, as there were no differences in exploratory behavior in the open field or light-dark box test. These data suggest that California mice could be a useful model for studying sex differences in behavioral responses to stress, particularly in neurobiological mechanisms that are involved with the regulation of social behavior.

This research is based on the inability of young children to have good social interaction and behavior towards the environment, school, family, and society in the era of Society 5.0. To help reduce a child's inability to engage in social interaction and good social behavior. So, help from adults is needed. In providing this assistance, parents or teachers should understand the process of developing social interactions and social behavior for young children. This research aims to determine the development of social interaction and social behavior toward early childhood education in the era of Society 5.0. The type of research used in this research is field research. Then, to obtain data, this research used observation, interviews, and documentation methods. This research was analyzed using descriptive qualitative (in the form of opinions or written opinions from people and the actions observed). This research concludes that providing social interaction and good social behavior will positively impact early childhood education in the era of Society 5.0.

The effect of intraperitoneal and intra-RMTg infusions of CTAP on rats’ social interaction

The purpose of this study was to explore the effectiveness of the Turkish Version of the Responsive Teaching program applied as an online group intervention on autistic children and their fathers. In this study, conducted with pre-test-post-test control group experimental design, 20 father-child pairs were randomly assigned to the experimental and control groups. This study's independent variable was the implementation of the Turkish Version of the Responsive Teaching (TV-RT) program (TV-RT) applied as an online group intervention. The dependent variables of this study were (a) fathers' interactional behaviors, (b) fathers' ability to use TV-RT strategies, (c) children's interactional behaviors, (d) children's ability to use TV-RT pivotal behaviors, (e) children's social interaction behaviors (typical social interaction and autistic interaction), and (f) the opinions of the fathers and mothers of the children in the experimental group about the program and results. Data were collected with the Turkish Version of the Maternal/Parent Behavior Rating Scale (M/PBRS-TV) to measure fathers' interactional behaviors; the Responsive Teaching-Parent Strategy Profile (RT-PSP) to measure fathers' level of use of the TV-RT strategies; the Turkish Version of the Child Behavior Rating Scale (CBRS-TV) to measure children's interactional behaviors; the Responsive Teaching-Pivotal Behavior Profile (RT-PBP) to measure children's level of displaying TV-RT pivotal behaviors; and the Turkish Version of the Social Interaction Assessment Instrument (SIAI-TV) to measure children's social interaction behaviors (typical social interaction and autistic interaction). In addition, social validity data were collected from the fathers and mothers in the experimental group through satisfaction questionnaires. Results revealed that the fathers of autistic children who received the intervention differed significantly on the use of TV-RT strategies and the quality of interactional behaviors from the fathers who did not receive the intervention. On the other side, autistic children in the experimental group showed significant progress on interactional behaviors, TV-RT pivotal behaviors, and social interaction behaviors and improved changes on autistic interaction behaviors. Fathers who participated in the online group TV-RT program, and their wives (mothers) as outside observers, reported high satisfaction with the program. Results were discussed extensively, and future suggestions are provided.

The purpose of this study was to determine the impact of a therapeutic recreation program on social interaction behaviors of students with disabilities. Specifically, this paper examines a service-learning course called Project Therapeutic Recreation in Public Schools (TRiPS) offered at a large public university in the Southeast. In the current study, 18 students with disabilities were observed on five social interaction behaviors: (1) “motor gestural positive” behaviors, (2) “motor gestural negative” behaviors, (3) “vocal verbal positive” behaviors, (4) “vocal verbal negative” behaviors, and (5) “response to environment” behaviors. Results indicated instances where there was an increase in the frequency of students with disabilities’ social interaction behaviors. Further examination of the developed activities implemented provides insight into why significant differences in some social interaction behaviors exists and direction for future research. Limitations of the study and implications are discussed.Subscribe to TRJ