Outcome Of Social Interactions Research Articles

Post-play communication of emotions facilitates prosociality and cooperation

Social decisions with monetary consequences are often accompanied with emotional consequences. Previous studies document a robust role of pre-play message communication in facilitating pro-sociality and cooperation. Yet, the effects of communicating emotional experiences in social interactions (particularly post-play) remain understudied. Here, we examine the value of a social environment where emotional expressions are shared post-play in contrast to a private environment where emotion exposure is absent. We develop an experimental design that facilitates emotion exposure and can be readily administered in or outside the laboratory. In this pre-registered online study, participants (N = 196) completed incentivized extensions of the Dictator Game (DG) and the Prisoners' Dilemma Game (PD). Participants learned to classify their emotional experiences on the arousal, valence, and dominance dimensions using non-verbal pictorial representations. Our experiment comprised both a within-subject and a between-subject manipulation: each participant completed a control condition (C, no emotional exposure) as well as an emotion exposure condition (Emotions), but the type of exposure varied between subjects (certain exposure, or Emotions-E, or probabilistic exposure, or Emotions-P). In all conditions, participants complete a one-shot DG and PD. We find that emotion exposure increases other-regarding behavior under both Emotions-E and Emotion-P conditions in the DG and under Emotions-E only in PD. Further, we find that demand for emotion exposure is hardly driven by the outcome of the social interaction (or the actions selected). We also document how empathic concern influence other-regarding behavior and how reports of emotional experiences vary across treatments and with the different outcomes of social interactions. Our results highlight the integral role of emotion exposure in social decision making. Environments that facilitate the communication of emotional experiences increase pro-sociality and encourage cooperation.

Moderation Effects of Daily Behavior on Associations between Symptoms and Social Participation Outcomes after Burn Injury: A 6-month Digital Phenotyping Study

To examine the moderation effects of daily behavior on the associations between symptoms and social participation outcomes after burn injury DESIGN: A 6-month prospective cohort study SETTING: Community PARTICIPANTS: 24 adult burn survivors INTERVENTIONS: Not applicable MAIN OUTCOME MEASURES: Symptoms and social participation outcomes were assessed weekly using smartphone surveys, including symptoms of pain (Patient-Reported Outcomes Measurement Information System (PROMIS) Pain Intensity and Pain Interference), anxiety (PROMIS Anxiety), and depression (Patient Health Questionnaire (PHQ-8)), as well as outcomes of social interactions and social activities (Life Impact Burn Recovery Evaluation (LIBRE) Social Interactions and Social Activities). Daily behaviors were automatically recorded by a smartphone application and smartphone logs, including physical activity (steps, travel miles, and activity minutes), sleep (sleep hours), and social contact (number of phone call and message contacts). Multilevel models controlling for demographic and burn injury variables examined the associations between symptoms and social participation outcomes, and the moderation effects of daily behaviors. Lower (worse) LIBRE Social Interactions and LIBRE Social Activities scores were significantly associated with higher (worse) PROMIS Pain Intensity, PROMIS Pain Interference, PROMIS Anxiety, and PHQ-8 scores (p<0.05). Additionally, daily steps and activity minutes were associated with LIBRE Social Interactions and LIBRE Social Activities (p<0.05), and significantly moderated the association between PROMIS Anxiety and LIBRE Social Activities (p<0.001). Social participation outcomes are associated with pain, anxiety, and depression symptoms after burn injury, and are buffered by daily physical activity. Future interventions studies should examine physical activity promotion on improving social recovery after burns.

Hubungan Interaksi Sosial Dengan Hasil Belajar Ilmu Pengetahuan Sosial di SDN Maccini Sombala Makassar

The main problem of lack of social interaction among students is known to be one of the research problems. The research objective was to analyze the relationship between social interaction and social studies learning outcomes at SDN Maccini Sombala. This study uses a mixed strategy (Mixed Methods). The quantitative respondents used a probability sampling of 30 people, while the qualitative used a purposive sampling of 3 people. Data collection techniques are questionnaires, observation, documentation and interviews. The data analysis technique is descriptive statistics. The results of the study show that there is a strong relationship between social interaction and learning outcomes. This can be seen from the results of the measurement of r count which is more prominent than 0.997 ≥ 0.374 or r count ≥ rtable, from the information handling that has been carried out shows that the interaction and learning outcomes at level IV have a strong relationship. The conclusion is that social interaction plays an important role in improving student learning outcomes.

Adult attachment and interpersonal emotion regulation motives in daily life.

Interpersonal goals and adult attachment have implications for how people interact with others as well as for emotion experience and regulation. Literature on intrapersonal emotional processes has typically not examined motivations underlying people's engagement with others' emotions and its connections to individual differences related to close relationships such as attachment. This study analyzed the relationships between interpersonal emotion regulation motives, perceived social interaction outcomes, and attachment. Undergraduates (N = 211) reported their trait attachment. Experience sampling was used to examine the reasons why they wanted to regulate others' emotions during daily interactions and perceived changes in their own well-being and relationship quality with the target of regulation. Attachment anxiety was associated with more self-focused prohedonic motives and impression management motives, while attachment avoidance predicted less perceived increases in emotional and relational well-being after interactions. People who tended to report more (self- and other-focused) prohedonic and less impression management motives in daily life perceived more positive changes in their emotional well-being and people who tended to report higher emotional similarity motives perceived more positive changes in their relational well-being after interactions People also perceived more positive emotional and relational interaction outcomes at times when they held more (self- and other-focused) prohedonic, impression management, or relationship maintenance motives and less self-focused performance and relationship distancing motives. Overall, these findings suggest that attachment anxiety may guide why people engage with other people's emotions and these extrinsic interpersonal emotion regulation motives may play a role in socioemotional outcomes of daily interactions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Effectiveness of School-Based Occupational Therapy Interventions on School Skills and Abilities Among Children with Attention Deficit Hyperactivity and Autism Spectrum Disorders: Systematic Review

ABSTRACT This systematic review aimed to synthesize the best available research evidence regarding the effectiveness of school-based occupational therapy interventions on school skills and abilities among children with ADHD (attention deficit hyperactivity disorder) and ASD (autism spectrum disorder). The review was conducted according to JBI (Joanna Briggs Institute) guidelines . A three-step search strategy was conducted from five electronic databases (CINAHL, PubMed, OTDBASE, Google Scholar, and Oula-Finna) in January 2022. This review considered randomized and quasi-randomized studies that evaluated school-based occupational therapy interventions for children on school skills and abilities, specifically outcomes of social interaction and process skills, and cognitive abilities. This review includes thirteen studies with a total sample size of 375 participants. Results are divided into two categories: school-based occupational interventions for children with ADHD (three studies) and school-based occupational interventions for children with ASD (ten studies). Results from school-based occupational therapy intervention studies for children and adolescents with ADHD indicate that this group of students benefits from manualized interventions that focus on social interaction skills, process skills, and cognitive abilities. Positive responses to these outcomes were found when using interventions concerning mindfulness, weighted vests, and executive function training programs. Results from school-based occupational therapy intervention studies for children and adolescents with ASD emphasize using interventions that affect social interaction skills.

Tolerant macaque species are less impulsive and reactive.

Inhibitory control, the inhibition of impulsive behaviours, is believed to be key in navigating a complex social environment. Species characterised by higher social tolerance, living in more complex groups, with more diverse relationships, face higher uncertainty regarding the outcome of social interactions and, therefore, would benefit from employing more inhibitory strategies. To date, little is known about the selective forces that favour the evolution of inhibitory control. In this study, we compared inhibitory control skills in three closely related macaque species which differ in their social tolerance style. We tested 66 macaques from two institutions (Macaca mulatta, low tolerance; M. fascicularis, medium tolerance; and M. tonkeana, high tolerance) using a battery of validated inhibitory control touchscreen tasks. Higher social tolerance was associated with enhanced inhibitory control performances. More tolerant species were less impulsive and less distracted by pictures of unknown conspecifics. Interestingly, we did not find evidence that social tolerance degree was associated with performance in reversal learning. Overall, our results support the hypothesis that evolution has promoted the development of socio-cognitive skills to cope with the demands related to the complexity of the social environment.

Exploring the lived experiences of young autistic adults in Nordoff-Robbins music therapy: An interpretative phenomenological analysis

ABSTRACT Introduction Research in music therapy and autistic people to date has predominantly focused on communication and social interaction outcomes. The purpose of this exploration was to explore the lived experiences of young autistic adults in Nordoff-Robbins Music Therapy. To our knowledge, the body of research that seeks to understand participants’ perspectives regarding their experiences of music therapy and the goals they want to pursue is limited. Method Four autistic young adult men who had received at least 6 months of Nordoff-Robbins music therapy services at the Nordoff-Robbins Center for Music Therapy at New York University participated in this study. Each participant engaged in four to five interview sessions to share their experiences of Nordoff-Robbins Music Therapy and the role it plays in their life. Interviews were analyzed using the IPA method. A summary of the results was shared with each participant to ensure sensitivity to and accuracy of their lived experiences. Results Three themes emerged from the analysis: (1) Participants attend Nordoff-Robbins music therapy to develop their musicianship and personal selves; (2) participants create meaningful relationships with their peers, music therapists, and music; and (3) participants bring their sociocultural identities into music therapy sessions. Discussion Participants’ responses led to a critical reexamining of “the music child”, challenging music therapy research and practice agendas of normalizing autistic social and communication behaviors, and suggest the need for more research that collaborates and centers the autistic community.

A Study of Popular Culture and its Impact on Youth’s Cultural Identity

With the advent of technology and globalization, the level of interaction is very high, and people are close to each other, due to this the social communication and exchange of values, opinions, and cultures are at their peak. This certainly plays a very important role in the society to understand new culturism and allows people to interact and mix with people from other parts of the world, accept other cultures, and express them in a variety of ways in order to promote economic development and accelerate social and indigenous progress. Media globalization and social change accelerate the flow of information and mutual intrusions of all kinds of cultures, which results in the assimilation of culture and its values and beliefs. The majority of people in society accept mass culture under the banner of pop culture. Cultural identity is a concept that exists in today’s globalized world but may have drastic change in recent decades. Considering all these facts, youth and cultural identity are inextricably linked. In the present era, the youth represent the main idea of cultural identity as they are frequently accepting new values and cultural patterns. Modern culture is a component of social development, and the impact of globalization and the development of the information society have given social capital a new direction. The effect of changing faces of people, especially the youth, is well marked in their expression as a popular culture. Popular culture is a kind of popularized culture among the masses, which is an outcome of media and social interactions. The representation of high culture and mass culture gives a new style to the traditional concept and is represented as a popular culture in the present scenario. The youth are very prone to change and symbolize popular culture. This is largely accepted by the majority of society’s members. The current study looked at the impact of traditional and modern factors on the emergence of cultural identity in the younger generation. The current study examines the growth and development of a new culture in society based on experience and perception that strengthens the youth group’s identity. The methodology used in the study was primary.&#x0D;

Social interaction and negotiation outcomes: An experimental approach

We study experimentally the impact of pre-play social interactions on negotiations. We isolate the impact of several common components of interactions: conversations, food, and alcoholic or non-alcoholic beverages. Participants perform a standardized (complex or simple) negotiation under six conditions: without interaction; interaction only; and interactions with water, wine, water and food, and wine and food. We find that none of the treatments improves the outcomes over the treatment without interactions. We also study trust and reciprocity, where we find the same lack of superiority of interaction. JEL numbers: C91, M11, I18

Embodied social cognition investigated with virtual agents: The infinite loop between social brain and virtual reality

While the debate regarding the embodied nature of human cognition is still a research interest in cognitive science and epistemology, recent findings in neuroscience suggest that cognitive processes involved in social interaction are based on the simulation of others’ cognitive states and ours as well. However, until recently most research in social cognition continues to study mental processes in social interaction deliberately isolated from each other following 19th century’s scientific reductionism. Lately, it has been proposed that social cognition, being emerged in interactive situations, cannot be fully understood with experimental paradigms and stimuli which put the subjects in a passive stance towards social stimuli. Moreover, social neuroscience seems to concur with the idea that a simulation process of possible outcomes of social interaction occurs before the action can take place. In this “perspective” article, we propose that in the light of past and current research in social neuroscience regarding the implications of mirror neuron system and empathy altogether, these findings can be interpreted as a framework for embodied social cognition. We also propose that if the simulation process for the mentalization network works in ubiquity with the mirror neuron system, human experimentations for facial recognition and empathy need a new kind of stimuli. After a presentation of embodied social cognition, we will discuss the future of methodological prerequisites of social cognition studies in this area. On the matter, we will argue that the affective and reactive virtual agents are at the center in conducting such research.

What Does Deliberate Ignorance Reveal to Us About Human Psychology?

What Does Deliberate Ignorance Reveal to Us About Human Psychology?

The Role of Consensus in Legitimation through Deliberation: An Experimental Approach

Previous research has advanced scholarly understandings of legitimacy formation at the individual level, yet has not taken into account that individuals develop their legitimacy beliefs in communication activities with others. Our study seeks to address this shortcoming by advancing a dialogical approach which construes legitimacy formation as an outcome of social interaction. We study the legitimacy formation process in the context of a deliberation experiment where we asked participants to discuss in small groups a controversial topic (i.e., the Swiss Responsible Business Initiative). Before and after the deliberation we measured participants’ legitimacy beliefs, as well as their behavioral intentions to assess the degree to which these variables changed during the deliberation. Additionally, we manipulated the level of agreement within the deliberation groups to understand how group consensus affects the impact of deliberation on legitimacy formation. Overall, we find that deliberation results in a stronger change of legitimacy beliefs and behavioral intentions if participants deliberate in a low compared to a high consensus group. Our study contributes to legitimacy theory by conceptualizing and empirically testing legitimacy formation as a dialogical process. Moreover, we present and apply the deliberation experiment as a promising novel method for testing cause-and-effect relationships in the process of legitimacy formation.

Youth Concussion Management Practices Among Athletic Trainers: A Vignette-Based Survey.

Recovery protocols for treatment of sports concussion have received widespread adoption across the country. While stages of recovery and treatment are relatively clearly defined, there remains variability in implementation of specific recommendations, particularly regarding activities that constitute rest during stages calling for limitations on activity participation. Specific recommendations being employed by practitioners have not been previously assessed. In an aim to document current concussion management practices in the field, athletic trainers were surveyed regarding how activities that may constitute rest are utilized and defined. The study was based on a cross-sectional vignette-based survey. The sample used was a geographically representative convenience sample of United States-based high school athletic trainers. E-mails were sent to 2146 potential survey respondents yielding a final sample of 226 athletic trainers. Data were gathered for questions concerning recommendations for follow-up care and rest based on provided vignettes, factors considered when developing recommendations, and differences in recommendations associated with varying symptom presentations. The percentage of practitioners that would utilize each potential recommendation was used to characterize results. Participants demonstrated consensus on the importance of physical and cognitive rest as well as school accommodations (all greater than 97% endorsement). Greater variability was present for recommendations regarding pain medication for headache, repeating baseline cognitive testing, and engaging in subsymptom threshold activities. Recommendations for attending but not participating in games and practice yielded conflicting information. Responses indicated general consensus regarding factors considered when making recommendations. There was also consensus regarding general recommendations for activity limitation following recovery with almost all participants strongly recommending cognitive and physical rest, in accordance with consensus guidelines. However, substantial differences were found for specific activities that should be limited or encouraged following youth concussion. Further research concerning the relationship between community and social interaction and clinical outcomes after concussion is warranted.

The Vital Role of Student Social Interaction Outside Class in the University Environment

Soft skills training is usually a topic of attention and evaluation among university lecturers and educational scholars in Vietnam. However, there are still numerous issues with the evaluation at the time, which is why this study focuses on the value of soft skills courses at Ho Chi Minh City Open University. The essay specifically examines after-school social contact between university lecturers and students to be a component that has a significant influence on students' demand for social connection after extracurricular activities. The findings of analysing and examining data gathered on more than 300 students from Ho Chi Minh City Open University's majors reveal that the importance of implementing and maintaining social contacts among students helps the development of communication skills in students. This is regarded as a vital requirement for raising the lesson's interest. During these social encounters, most students have a pretty high degree of pleasure with their lecturers. Following that, research suggests that many students still struggle to maintain and create relationships with their peers. Finally, the author provides several options for promoting students' social communication both during and after school hours References Argyle, M. (2017). Social interaction. Routledge. Cotet, G. B., Balgiu, B. A., &amp; Zaleschi, V. C. (2017). Assessment procedure for the soft skills requested by Industry 4.0. In MATEC web of conferences (Vol. 121, p. 07005). EDP Sciences. Ellwood, R., &amp; Abrams, E. (2018). Student’s social interaction in inquiry-based science education: How experiences of flow can increase motivation and achievement. Cultural Studies of Science Education, 13(2), 395-427. Greenhow, C., &amp; Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and information technologies, 22(2), 623-645. Hằng, N. V. T., Meijer, M. R., Bulte, A. M., &amp; Pilot, A. (2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education, 10(3), 665-693. Khá, N. N. (2019). Vận Dụng Tư Tưởng Hồ Chí Minh Về Tính Gương Mẫu, Tinh Thần Đoàn Kết, Dân Chủ Của Nhà Giáo Vào Việc Giáo Dục Đạo Đức Nhà Giáo Cho Sinh Viên Sư Phạm Hiện Nay. Tạp chí Khoa học, 16(11), 838. Mamurov, B. B. (2017). The Need to Prepare Future Teachers to Design a Student-Centered Educational Process. Eastern European Scientific Journal, (4). Morrison, K. E., DeBrabander, K. M., Jones, D. R., Ackerman, R. A., &amp; Sasson, N. J. (2020). Social cognition, social skill, and social motivation minimally predict social interaction outcomes for autistic and non-autistic adults. Frontiers in Psychology, 3282. Smelser, N. J. (2013). Comparative methods in the social sciences. Quid Pro Books. Sousa, M. J., &amp; Rocha, Á. (2017, April). Game based learning contexts for soft skills development. In World Conference on Information Systems and Technologies (pp. 931-940). Springer, Cham. Sternstein, M. (2017). Barron's AP Statistics. Simon and Schuster. Tejada, J. J., &amp; Punzalan, J. R. B. (2012). On the misuse of Slovin’s formula. The philippine statistician, 61(1), 129-136. Ward, W. A. (2020). William Arthur Ward quotes. Inspirational Words of Wisdom Website.

Contact theory and the multiethnic community of Riace, Italy: An ethnographic examination.

This article uses the case of Riace, a small multiethnic community in Southern Italy, as a lens to evaluate key theoretical and methodological aspects of the influential Intergroup Contact Theory. The article draws upon 10 months of ethnographic fieldwork in Riace, Italy, a town that for more than 20 years has hosted and integrated refugees into the local community. We analyzed the ethnographic material in light of assumptions underlying intergroup contact theory. Findings demonstrate that friendly everyday interactions between inhabitants of different ethnic backgrounds serve as the critical “social glue” for the Riace community, but that there are social inequalities, as well as group stereotypes, group‐based friendships, and spatial segregation. The different interpretations and nuanced outcomes of everyday social interactions demonstrate the importance of a contextualized understanding of the nature and implications of intergroup contact in real‐world settings for future research and policies.

‘Counterfinality’ in sociological theory: Reconceptualization of the concept

Counterfinality is defined as unintended consequences of the uncoordinated actions of rationally acting individuals. Even before the concept was introduced by Sartre and developed by Elster, counterfinality was considered by many scholars. Some defined counterfinality as a type of social paradoxes and dilemmas, others - as an outcome of social interaction. Description and analysis of such social contradictions and paradoxes can be found in the works of Hobbes, Mandeville, Smith, Marx and Hegel. In the 20th century, sociologists also considered the issue of unintended consequences. Many classic papers of Merton contributed to the sociological analysis of the unintended consequences of intentional actions. Subsequent works focused on their classifications, and the phenomenon of counterfinality was highlighted in almost every classification. The term counterfinality was introduced by Sartre as an appendage of history, an unforeseen consequence of many interactions. The sociological study of counterfinality was initiated by Elster. He analyzes counterfinality not within the functionalist paradigm, but in the methodological individualism perspective, and for him, counterfinality acts as a basis for social change. The authors analysis of the main ideas of Sartre, Elster and other authors on counterfinality reveals its distinctive features in general and in the sociological analysis of social action in particular. The author argues that today the counterfinality theory consists mainly of responses and criticism of the ideas of Sartre and Elster, and that further sociological research should focus on conditions, features and consequences of counterfinality, and on its empirical indicators.

Greater Social Interest Between Autistic and Non-autistic Conversation Partners Following Autism Acceptance Training for Non-autistic People.

Bi-directional differences in social communication and behavior can contribute to poor interactions between autistic and non-autistic (NA) people, which in turn may reduce social opportunities for autistic adults and contribute to poor outcomes. Historically, interventions to improve social interaction in autism have focused on altering the behaviors of autistic people and have ignored the role of NA people. Recent efforts to improve autism understanding among NA adults via training have resulted in more favorable views toward autistic people, yet it remains unknown whether these benefits extend to real-world interactions between autistic and NA people. The current study explores whether a brief autism acceptance training (AAT) program can improve social interactions between autistic and NA adults. Thirty-nine NA males were randomly assigned to complete AAT or a no-training control condition, then participated in a 5-min unstructured conversation with an unfamiliar autistic male (n = 39). Following the conversation, participants rated their perceptions of interaction quality, first impressions of their partner, and their interest in future interactions with their partner. In dyads where the NA individual completed AAT, both the autistic and NA person endorsed greater future interest in hanging out with their partner relative to dyads in which the NA adult did not complete AAT. However, other social interaction outcomes, including ratings of interaction quality and first impressions of autistic partners, largely did not differ between training and no-training conditions, and assessments of the interaction were largely unrelated for autistic and NA partners within dyads. Results also indicated that NA participants, but not autistic participants, demonstrated substantial correspondence between evaluations of their partner and the interaction, suggesting that autistic adults may place less weight on trait judgments when assessing the quality of an interaction. These findings suggest that the brief AAT for NA adults used in this study may increase mutual social interest in real-world interactions between NA and autistic adults, but more systematic changes are likely needed to bridge divides between these individuals. Future work with larger, more diverse samples is recommended to further explore whether interventions targeting NA adults are beneficial for improving autistic experiences within NA social environments.

Relationship of Social Interactions to Learning Outcomes English

This study aims to describe the relationship between social interaction and students' English learning outcomes. This study uses the correlation method. The population in this study amounted to 204 people. The sample is 32 people. Sampling was taken by random cluster sampling. The results showed that the average value of students' social interaction was 64, with sufficient qualifications. The average result of learning English is 79 with suitable qualifications. Therefore, there is a good relationship between student social interaction and Indonesian students' learning outcomes at SMA N 1 Akabiluru District. The test results prove that thitung&gt;t table (3,268&gt;1,697). In conclusion, there is a significant relationship between social interaction and the English learning outcomes of students at SMA N 1 Akabiluru District.&#x0D; Keywords: Learning Outcomes, Relationship, Social Interaction

Aspiration dynamics generate robust predictions in heterogeneous populations

Update rules, which describe how individuals adjust their behavior over time, affect the outcome of social interactions. Theoretical studies have shown that evolutionary outcomes are sensitive to model details when update rules are imitation-based but are robust when update rules are self-evaluation based. However, studies of self-evaluation based rules have focused on homogeneous population structures where each individual has the same number of neighbors. Here, we consider heterogeneous population structures represented by weighted networks. Under weak selection, we analytically derive the condition for strategy success, which coincides with the classical condition of risk-dominance. This condition holds for all weighted networks and distributions of aspiration levels, and for individualized ways of self-evaluation. Our findings recover previous results as special cases and demonstrate the universality of the robustness property under self-evaluation based rules. Our work thus sheds light on the intrinsic difference between evolutionary dynamics under self-evaluation based and imitation-based update rules.

Social distancing mediated generalized model to predict epidemic spread of COVID-19.

The extensive proliferation of recent coronavirus (COVID-19), all over the world, is the outcome of social interactions through massive transportation, gatherings and population growth. To disrupt the widespread of COVID-19, a mechanism for social distancing is indispensable. Also, to predict the effectiveness and quantity of social distancing for a particular social network, with a certain contagion, a generalized model is needed. In this manuscript, we propose a social distancing mediated generalized model to predict the pandemic spread of COVID-19. By considering growth rate as a temporal harmonic function damped with social distancing in generalized Richard model and by using the data of confirmed COVID-19 cases in China, USA and India, we find that, with time, the cumulative spread grows more rapidly due to weak social distancing as compared to the stronger social distancing, where it is explicitly decreasing. Furthermore, we predict the possible outcomes with various social distancing scenarios by considering highest growth rate as an initial state, and illustrate that the increase in social distancing tremendously decreases growth rate, even it tends to reach zero in lockdown regimes. Our findings not only provide epidemic growth scenarios as a function of social distancing but also provide a modified growth model to predict controlled information flow in any network.