Emotional Social Interaction Research Articles

Empirical Study on the Relationship between Leader–Member Exchange, Employee Trust, and Team Knowledge Sharing

Knowledge sharing is influenced not only by the attributes of the knowledge itself and the hierarchical differences among knowledge holders but also by micro-level factors such as interpersonal communication and psychological dynamics. As the demands of the new economic environment evolve, the role of knowledge sharing among team members in knowledge management has become increasingly critical. A growing body of research emphasizes the importance of sharing knowledge resources as a means of gaining strategic advantages in enterprises. Previous studies have shown that leadership behavior plays a crucial role in fostering knowledge sharing among team members. However, there is limited research on the specific pathways and mechanisms through which leadership behavior influences knowledge sharing. Additionally, existing research lacks a comprehensive examination of the structure and measurement methods of leader–member exchange (LMX), as well as its impact on employee work outcomes. This study addresses this gap by examining trust relationships through the lenses of social identity and emotional interaction, with trust serving as a mediating variable to explore the impact of leader–subordinate interactions on knowledge sharing behavior. Drawing on the relevant literature, the study focuses on 358 employees, investigating the relationship between LMX as the independent variable, team knowledge sharing as the dependent variable, and employee trust as the mediating factor. The research findings are as follows: (1) The quality of the LMX relationship significantly influences employees’ team knowledge sharing; higher-quality LMX relationships are associated with increased knowledge sharing among subordinates. (2) Employee trust in both leaders and colleagues has a substantial impact on team knowledge sharing, with higher levels of trust positively affecting knowledge sharing behaviors. (3) Employee trust serves as a mediating factor in the relationship between LMX and team knowledge sharing. This study delves into the dynamics between LMX, team knowledge sharing, and trust, providing practical recommendations for strengthening these relationships.

Integration of Culture and Language in Learning to Develop Aspects of Early Childhood Social Emotional Interaction.

The social and emotional growth of young children is significant for fostering empathy, communication, and social interaction. However, education in schools often ignores the linguistic and cultural components around children, thereby hampering the development of some parts of their social-emotional relationships. The ngumbai lawok tradition is one of the cultures of Lampung's coastal communities in appreciating marine products which can be integrated with language to improve children's social and emotional development using image media. This research aims to find out how early childhood learning that combines Ngumbai Lawok language and culture using image media can influence the formation of social and emotional relationships in early childhood. This research methodology is an action research design that combines qualitative and quantitative techniques. The research subjects are children aged 3-6 years at the early childhood education institution in Batanghari sub-district, East Lampung. Data is collected through observations, instructor interviews, questionnaires, documentation to measure children's social and emotional growth, and records of social-emotional development activities. Data analysis includes quantitative and qualitative to compare changes in children's social and emotional development before and after intervention. Research shows that the Numbai Lawok language and culture combined with image media can improve children's ability to interact socially and emotionally. The use of image media helps children understand the cultural concepts of Numbai Lawok and stimulates their language development, and children show improvements in aspects of cooperation, empathy, and communication. This research concludes that the integration of local culture and language with visual media is effective in improving the social emotional skills of young children.

Relationship evolution shapes inter-brain synchrony in affective sharing: The role of self-expansion.

The development of social relationships influences a person's self-concept, which in turn affects their perceptions and neural correlates in social interactions. This study employed an EEG-based hyperscanning technique and a longitudinal design to investigate how the evolution of interpersonal relationships impacts inter-brain synchrony during nonverbal social-emotional interactions. The framework for this study is based on the self-expansion model. We found that dyads exhibited enhanced affective sharing abilities and increased brain-to-brain synchrony, particularly in the gamma rhythm across the frontal, parietal, and left temporoparietal regions, after seven months together compared to when they first met. Additionally, the results indicate that inter-brain coupling evolves as relationships develop, with synchrony in nonverbal social-emotional interactions increasing as self-expansion progresses. Crucially, in the deep learning model, interpersonal closeness can be successfully classified by inter-brain synchrony during emotional-social interactions. The longitudinal EEG-hyperscanning design of our study allows for capturing dynamic changes over time, offering new insights into the neurobiological foundations of social interaction and the potential of neural synchrony as a biomarker for relationship dynamics.

The Effect of Family Characteristics on the Functioning of a Child with an Autistic Spectrum Disorder in Bedouin Society in Israel.

Autism spectrum disorders (ASD) are neurodevelopmental disorders characterized by difficulties in communication and social-emotional interaction. It is associated with an increase of parental stress and poor family functioning, both of which are harmful for a child's functioning and adaptive behavior. An important source of support to parents are grandparents, especially in traditional populations. One such population is the Bedouin population. The present study tested the association between emotional support from mother and mother-in-law to the adaptive behavior of children with ASD, and whether this relation is serially mediated by family functioning and satisfaction in life as reported by Bedouin mothers of children with ASD. 100 mothers of children with ASD fulfilled a questionnaire about emotional support from their mothers and mother-in-law, family functioning, satisfaction in life and child's adaptive behavior. We found that indeed, family functioning and satisfaction in life serially mediated the relations between emotional support from mother and mother-in-law and child adaptive behavior. These findings indicate that intergenerational solidarity between women can improve not only the functioning of the nuclear family and wife's satisfaction with life, but also, indirectly, the adaptive behavior of a child with ASD. It highlights the importance of women solidarity, especially in traditional society, where women are kept marginal.

The use of artificial intelligence for detecting the duration of autistic students' emotions in social interaction with the NAO robot: a case study

The use of artificial intelligence for detecting the duration of autistic students' emotions in social interaction with the NAO robot: a case study

Clinically derived 12-factor structure and confirmatory factor analysis of the neurodevelopmental parent report for outcome monitoring.

The ND-PROM was completed for 246 children with ASD ands tested using confirmatory factor analysis (CFA) and measurement invariance based on sex. A 12-factor correlated structure was found (expressive language, receptive language, nonverbal communication, social emotional understanding, social interaction, independent play, adaptive/toileting skills, restrictive and repetitive behaviors and interests, sensory processes, challenging behaviors, impulse/ADHD, and mental health), which did not vary by sex. The ND-PROM captures a range of distinct aspects of developmental and behavioral functioning in ASD that can be used to track independent functioning across domains.

Personality and emotions in social interactions – the PESI project

In this paper, we introduce the PESI project for investigating the interpersonal dynamics of Personality and Emotions in Social Interactions. The final sample in this preregistered study consisted of 436 participants (218 dyads) who were on average 31.2 years old (SD = 14.0, Range: 16–75). The study consisted of three parts and used a multimethod assessment: In Part 1, participants filled out online self-reports of personality. In Part 2, participants interacted in dyads at zero acquaintance in the laboratory and filled out self- and partner-reports of various states. During the interactions, video and audio tracks were recorded simultaneously, allowing later video analyses of every participant. In Part 3, participants provided self-reports via a follow-up online questionnaire. Our aim is to encourage researchers to use the present ideas, open materials, and data to be inspired to conduct future research.

Face-Selective Patches in Marmosets Are Involved in Dynamic and Static Facial Expression Processing.

The correct identification of facial expressions is critical for understanding the intention of others during social communication in the daily life of all primates. Here we used ultra-high-field fMRI at 9.4 T to investigate the neural network activated by facial expressions in awake New World common marmosets from both male and female sex, and to determine the effect of facial motions on this network. We further explored how the face-patch network is involved in the processing of facial expressions. Our results show that dynamic and static facial expressions activate face patches in temporal and frontal areas (O, PV, PD, MD, AD, and PL) as well as in the amygdala, with stronger responses for negative faces, also associated with an increase of the respiration rates of the monkey. Processing of dynamic facial expressions involves an extended network recruiting additional regions not known to be part of the face-processing network, suggesting that face motions may facilitate the recognition of facial expressions. We report for the first time in New World marmosets that the perception and identification of changeable facial expressions, vital for social communication, recruit face-selective brain patches also involved in face detection processing and are associated with an increase of arousal.SIGNIFICANCE STATEMENT Recent research in humans and nonhuman primates has highlighted the importance to correctly recognize and process facial expressions to understand others' emotions in social interactions. The current study focuses on the fMRI responses of emotional facial expressions in the common marmoset (Callithrix jacchus), a New World primate species sharing several similarities of social behavior with humans. Our results reveal that temporal and frontal face patches are involved in both basic face detection and facial expression processing. The specific recruitment of these patches for negative faces associated with an increase of the arousal level show that marmosets process facial expressions of their congener, vital for social communication.

Understanding the evolution of cognitive engagement with interaction levels in online learning environments: Insights from learning analytics and epistemic network analysis

AbstractBackgroundThere is a strong association between interactions and cognitive engagement, which is crucial for constructing new cognition and knowledge. Although interactions and cognitive engagement have attracted extensive attention in online learning environments, few studies have revealed the evolution of cognitive engagement with interaction levels.ObjectivesThe study aims to automatically identify learners' interactions and cognitive engagement and then analyse the evolution of learners' cognitive engagement with interaction levels and during different stages of online learning.MethodsThe participants of the study were learners who participated in an online open course. Their text data from discussion forums on five learning themes were collected. Data were analysed using text mining and ENA.ResultsLearners' cognitive engagement in online learning was related to interaction levels. As learners' online interaction levels changed from surface to deep, cognitive engagement levels changed from low to high. With the continuous occurrence of deep interactions, cognitive feedback became more complex. At the social–emotional interaction level, although learners' cognitive engagement levels began to change from low to high, complex cognitive feedback was still insufficient. In addition, the analysis of the evolution of cognitive engagement during different stages of online learning showed that learners' patterns of cognitive engagement changed significantly as the learning process continued, from initially dynamic and complex to a stable development pattern.ImplicationsThe results of the study are of theoretical significance and practical guidance for further understanding the relationship between online interaction levels and cognitive engagement as well as the process of online collaborative knowledge exploration, construction, and even connectivity.

Perceived facial happiness during conversation correlates with insular and hypothalamus activity for humans, not robots.

Emotional contagion, in particular of happiness, is essential to creating social bonds. The somatic marker hypothesis posits that embodied physiological changes associated with emotions and relayed to the brain by the autonomous nervous system influence behavior. Perceiving others’ positive emotions should thus be associated with activity in brain regions relaying information from and to the autonomic nervous system. Here, we address this question using a unique corpus of brain activity recorded during unconstrained conversations between participants and a human or a humanoid robot. fMRI recordings are used to test whether activity in key brain regions of the autonomic system, the amygdala, hypothalamus, and insula, is differentially affected by the level of happiness expressed by the human and robot agents. Results indicate that for the hypothalamus and the insula, in particular the anterior agranular region strongly involved in processing social emotions, activity in the right hemisphere increases with the level of happiness expressed by the human but not the robot. Perceiving positive emotions in social interactions induces local brain responses predicted by the contagion of somatic markers of emotions only when the interacting agent is a fellow human.

The Use of Binaural Based Spatial Audio in the Reduction of Auditory Hypersensitivity in Autistic Young People.

Individuals diagnosed with autism spectrum disorder (ASD) are characterised as experiencing impairments in social-emotional interaction and communication, alongside frequently displaying repetitive behaviours and interests. Further to this, they are often described as experiencing difficulties in processing sensory information, with particular prevalence within the auditory modality. Provoked by common environmental sounds, auditory hypersensitivity can result in self-regulatory fear responses. Rather than a physiological pain reaction, literature suggests that these hypersensitivities are resulting through irrational fear of the sounds. This investigation evaluates the use of binaural based spatial audio as a rendering technique for delivering realistic simulations of averse stimuli within a virtual reality (VR) exposure based computer game intervention for auditory hypersensitivity in autism. Over multiple experimental sessions, 20 autistic participants experiencing auditory hypersensitivity were exposed to either spatial audio or stereo renders of target stimuli during the intervention. Measurements of self-reported emotions displayed significant reductions in associated negative emotional reactions to target stimuli for all participants. However, significant improvements were experienced by those listening to spatial audio simulations. Moreover, tracked voluntary interactions with exposure based game-mechanics increased as the study progressed. Providing further evidence of increased tolerance towards averse auditory stimuli.

Les effets du port du masque sanitaire sur les jeunes enfants en lieux d’accueil collectif

IntroductionMandatory for professionals working in collective care facilities with children aged 3 months to 3 years, the wearing of a mask modifies information that is crucial for verbal and non-verbal communication, which is essential for social development. ObjectiveAn exploratory survey aims to collect the perception of these professionals of the children's reactions to the wearing and removal of the mask. MethodIn mid-December 2020, 586 people recorded 895 observed reactions to the wearing of masks and 793 to their removal in a questionnaire posted on a site dedicated to early childhood professionals. ResultsThe content analysis of the discursive corpus indicates that 75% of the observations on the wearing of the mask mainly concern problems in interactional experiences and difficulties in language activities, with 25% indicating no notable reaction in the children. When the mask is removed, more than half of the observations refer to positive effects: improved relational exchanges, better involvement in activities, particularly language activities, positive emotional reactions, etc. The testimonies also evoke an ostensible attentional activity to the (re)discovery of the adult's whole face, negative emotional reactions and sometimes a non identification of the adult. ConclusionThe majority of professionals perceive difficulties in the areas of language communication and social-emotional interaction. The overall data, although not conclusive due to the inherent limitations of the method used, are consistent with the results of other studies on the effects of wearing a mask on speech and social perception.

The Emotional-Social Interaction Between Teachers аnd Student During тhe Physical Education аnd Sports Lessons

The study aimed to find out the correlation between the emotional-social interaction of a professor of physical education and sports and the activity of his students during the physical education and sports lesson. It was used the descriptive approach, and the sample comprised (14) teachers and (398) students from some Middle school of El Bayadh state, and the researchers used the questionnaire form and the Weethol scale to measure the social-emotional interaction. The results showed the existence of a positive and strong correlation between the first three behavioral groups of the tool, and the extent of student activity. The researchers recommend using indirect methods by professors in teaching, whether verbal or kinesthetic.

Социоэмоциональная регуляция в условиях коллаборативного обучения: обзор исследований

We analyze studies on socio-emotional regulation in collaborative learning. The features and advantages of collaborative learning are described. We consider The role of academic emotions in the learning process. The emotional background plays an important role in the learning process in general and collaborative learning in particular. Students often experience problems in the emotional sphere during learning process, for the solution of which they use the strategy of “emotion suppression”. In this context, social-emotional interaction plays an important role in the learning process. Positive social and emotional interaction contributes to increased motivation, harmonious functioning of the group and greater involvement in the learning process. Negative socio-emotional interaction creates difficulties for the process of group learning and is realized in directive forms of social regulation. The N.G. Lobczowski’s model describes the process of formation and regulation of emotions in the process of collaborative learning. According to this model, emotion formation spans the first four stages (context, stimulus event, appraisal, and emotional response) leading to the regulation. An important aspect of the socio-emotional interaction is the socio-emotional discourse. To create positive social and emotional conditions for learning, it is important to show interest in other members of the group, express social responsiveness, positively assess the progress in completing the task and the actions of group members, and express mutual support between participants. Solving problems and conflicts between group members is necessary to maintain a sense of cohesion among group members. The solution of the problems associated with the socio-emotional interaction requires the socio-emotional regulation, that is, responding to the manifestation of emotions in the group, solving the problems of the group and supporting positive interaction between group members. Students can apply behavioral, interpersonal, cognitive, motivational and motivational-cognitive socioemotional regulation strategies.

Emotions in social interactions in pre-service teachers’ team practica

ABSTRACT Emotions are significant in the process of becoming a teacher, especially during the teaching practicum. While studies have repeatedly shown that pupils impact the emotional experiences of student teachers, little is known about student teacher emotions that are triggered by social interactions with their mentor teacher and their team partner. This is the focus of the present research. It is investigated: (1) which emotions are experienced in social interaction situations in the practicum, (2) which factors trigger these emotions, and (3) based on self-determination theory, how the evoked emotions are linked to the fulfilment of basic psychological needs. In order to explore these research questions, semi-structured qualitative interviews with 27 Swiss student teachers were conducted. Thematic qualitative text analysis shows that in different interaction situations, such as successful teaching-related cooperation, support, positive feedback, and goodwill of the mentor teacher, positive emotions are triggered, which are strongly connected to need fulfilment. On the contrary, situations of failed communication, negative feedback, and lack of support are related to need threat and evoke negative emotions. This study shows the importance of emotions in interaction situations during practica and the need to focus more strongly on emotional dimensions of becoming a teacher in teacher education.

Perception Differences between the Depressed and Non-Depressed Users in Twitter

One's state of mind will influence her perception of the world and people within it. In this paper, we explore attitudes and behaviors toward online social media based on whether one is depressed or not. We conducted semi-structured face-to-face interviews with 14 active Twitter users, half of whom were depressed and the other half non-depressed. Our results highlight key differences between the two groups in terms of perception towards online social media and behaviors within such systems. Non-depressed individuals perceived Twitter as an information consuming and sharing tool, while depressed individuals perceived it as a tool for social awareness and emotional interaction. We discuss several design implications for future social networks that could better accommodate users with depression and provide insights towards helping depressed users meet their needs through online social media.

Classification of Facial Expressions for Intended Display of Emotions Using Brain-Computer Interfaces.

Facial expressions are important for intentional display of emotions in social interaction. For people with severe paralysis, the ability to display emotions intentionally can be impaired. Current brain–computer interfaces (BCIs) allow for linguistic communication but are cumbersome for expressing emotions. Here, we investigated the feasibility of a BCI to display emotions by decoding facial expressions. We used electrocorticographic recordings from the sensorimotor cortex of people with refractory epilepsy and classified five facial expressions, based on neural activity. The mean classification accuracy was 72%. This approach could be a promising avenue for development of BCI‐based solutions for fast communication of emotions. ANN NEUROL 2020;88:631–636

SoundFields: A Virtual Reality Game Designed to Address Auditory Hypersensitivity in Individuals with Autism Spectrum Disorder

Individuals with autism spectrum disorder (ASD) are characterised as having impairments in social-emotional interaction and communication, alongside displaying repetitive behaviours and interests. Additionally, they can frequently experience difficulties in processing sensory information with particular prevalence in the auditory domain. Often triggered by everyday environmental sounds, auditory hypersensitivity can provoke self-regulatory fear responses such as crying and isolation from sounds. This paper presents SoundFields, an interactive virtual reality game designed to address this area by integrating exposure based therapy techniques into game mechanics and delivering target auditory stimuli to the player rendered via binaural based spatial audio. A pilot study was conducted with six participants diagnosed with ASD who displayed hypersensitivity to specific sounds to evaluate the use of SoundFields as a tool to reduce levels of anxiety associated with identified problematic sounds. During the course of the investigation participants played the game weekly over four weeks and all participants actively engaged with the virtual reality (VR) environment and enjoyed playing the game. Following this period, a comparison of pre- and post-study measurements showed a significant decrease in anxiety linked to target auditory stimuli. The study results therefore suggest that SoundFields could be an effective tool for helping individuals with autism manage auditory hypersensitivity.

The Maternal Role On Emotional Competence Development of Early Childhood

Abstract Emotional competence is a multi-dimensional construct, consists of the skills to recognize and understand emotions, express emotions appropriately, and regulate emotions. Emotional competence develops very rapidly during preschool age and helps the child's success in fulfilling the developmental task of that age, such as building a positive relationship with the social environment, regulating emotion in social interaction, as well as learning skills such as concentrating and following the teacher's direction. A number of studies also proved emotional competence as the predictor of social competence and academic competence of children. This article aims to discuss the theoretical review and research review on the maternal role in the development of children's emotional competence. It was found that mother has a protective factor through attachment and emotional socialization. Secure attachment helps the child to regulate negative emotions. Conversely, insecure attachment results in inadequate emotional regulation skills. Through the socialization of emotions by the mother, children learn to recognize emotions, express emotions, and regulate emotions. The maternal role is also related with cultural frames. Suggestions are given for further research on conceptual definition, instruments, and interventions to optimize the emotional competence of early childhood. Keywords: attachment, emotional socialization, emotional competence, early childhood

Personality traits and locus of control in situations of successes and failures among first grade junior high school students

The situation of the change of education stage is an important moment in life of school children. Finishing elementary school education and transition into the first grade of junior high school is parallel to developmental psychophysiological changes which occur in the early adolescence. The need of acceptance of these changes and the necessity of adaptation to new environment and school demands, may be interpreted by students as a developmental chance or a risk. The article presents the results of research conducted on 560 students from first grades of junior high schools in the school year 2016/2017. The analysis pertained to estimate connections between personality traits in Big Five Model measured with Obrazkowy Pomiar Cech Osobowości Dzieci OPCO-D (Maćkiewicz, Cieciuch, 2012), and locus of control in the situations of successes and failures measured with Kwestionariusz do Badania Poczucia Kontroli KBPK (Krasowicz, Kurzyp-Wojarska, 1990). Boys are more extravert, eager to engage and experience more positive emotions in social interactions than girls. Girls, in turn, scored higher in features linked with anxiety than boys. In terms of locus of control, results indicate it is not formed yet, both in the situations of successes and failures. There is no difference between boys and girls in the way how they explain causes of events which they experience. The strongest correlations between personality traits and locus of control were reported in links between locus of control and consciousness, openness to experience and agreeableness. Moreover, the results revealed interaction effect between gender and openness to experience, only in the situations of successes.