Socio-emotional Interactions Research Articles

Brain-to-brain synchrony in parent-child dyads and the relationship with emotion regulation revealed by fNIRS-based hyperscanning

Parent-child synchrony, the coupling of behavioral and biological signals during social contact, may fine-tune the child's brain circuitries associated with emotional bond formation and the child's development of emotion regulation. Here, we examined the neurobiological underpinnings of these processes by measuring parent's and child's prefrontal neural activity concurrently with functional near-infrared spectroscopy hyperscanning. Each child played both a cooperative and a competitive game with the parent, mostly the mother, as well as an adult stranger. During cooperation, parent's and child's brain activities synchronized in the dorsolateral prefrontal and frontopolar cortex (FPC), which was predictive for their cooperative performance in subsequent trials. No significant brain-to-brain synchrony was observed in the conditions parent-child competition, stranger-child cooperation and stranger-child competition. Furthermore, parent-child compared to stranger-child brain-to-brain synchrony during cooperation in the FPC mediated the association between the parent's and the child's emotion regulation, as assessed by questionnaires. Thus, we conclude that brain-to-brain synchrony may represent an underlying neural mechanism of the emotional connection between parent and child, which is linked to the child's development of adaptive emotion regulation. Future studies may uncover whether brain-to-brain synchrony can serve as a neurobiological marker of the dyad's socio-emotional interaction, which is sensitive to risk conditions, and can be modified by interventions.

Children's negotiation tactics and socio-emotional self-regulation in child-led play experiences: the influence of the preschool pedagogic culture

ABSTRACTEarly Childhood Education (ECE) typically positions the child at the centre of their own learning, with a high degree of child-initiated and child-led experiences. As such, ECE is often characterized by ‘free play’ during which children are provided with opportunities to manage and negotiate their socio-emotional interactions. This process of self-regulation is carefully moulded by a complex preschool Pedagogic Culture. Drawing on data from two projects that investigated children's social and creative play through exploratory qualitative observations, interviews and child-centred play-based methodologies, this article describes how children interpret cues in formal ECE settings to determine how they manage and regulate their play experiences and socio-emotional interactions. Findings demonstrate that children interpreted four elements of the Pedagogic Culture: Child-Centred Pedagogies, Structural Hierarchies, Rules and Regulations, and Agency and Power. Children manoeuvred these elements of the Pedagogic Culture to shape their negotiation tactics and socio-emotional self-regulation.

Neurohormones and temperament interact during infant development.

The infant's psycho-physiological regulatory system begins to develop prenatally and continues to mature during the postnatal period. Temperament is a construct comprising tonic individual differences in dispositional physiological and behavioural reactions as well as an evolving ability to regulate to environmental conditions. Theoretical models and research have shown that neurohormonal and -physiological factors contribute to individual development and impact infant behaviours as well as the developing regulatory system. Moreover, prenatal maternal risks such as stress and depression are thought to programme fetal regulatory tendencies and that influences neural and behavioural functioning in infancy. The purpose of this review is to examine the theories and research that link infant temperament to neurohormonal and -physiological development in typically developing infants and in those exposed to environmental risk. Research has demonstrated associations between individual variation in physiological stress responses and regulation (measured with cortisol). Moreover, studies have noted an association with physiological regulation and socio-emotional interaction (as measured by the touch-oxytocin link) that may buffer emotional dysregulation. The interaction between individual differences in temperamental tendencies, neurohormonal and -physiological patterns will be discussed by presenting data from studies that have shown that infant neurohormonal and -physiological functioning sets an important trajectory for the development of the individual.This article is part of the theme issue 'Diverse perspectives on diversity: multi-disciplinary approaches to taxonomies of individual differences'.

Family context and cognitive development in early childhood: A longitudinal study

This study explores the influence of the quality of the family context and sociodemographic factors on cognitive development in a population-based cohort of 295 children and their families. The quality of the family context was assessed when children were approximately 2years old (mean age=26.2months) in home visits, during which data were gathered on the quality of stimulation of both cognitive and socioemotional development and the physical and social context. The children's cognitive development was individually assessed approximately 2years later (children's mean age=53.6months). Structural equation modelling showed that better-quality socioemotional interactions improve parental performance in the promotion of cognitive and linguistic development, a variable that is a long-term predictor of children's cognitive development. First-born status and exposure to a bilingual environment also predict cognitive development at age 4. These findings are presented in the form of a complex model, including multiple sources of influence on the criterion variable. Results may guide the implementation of parenting programmes aimed at strengthening the promotion of cognitive development.

Small networks, evolution of knowledge and species longevity: Theoretical integration and empirical test

How do small groups play pivotal roles of invention and innovation in (human) organizations and cultures? Economic theories of human capital, i.e., knowledge-skills—provide classic formulations. The economic theories of human capital as intrinsic to societal development and physical survival have direct connections to small group theory of learning through communication and socioemotional interaction. These theories have important parallels in biological theories of the evolution of human intelligence. They are supplemented by social exchange theory and the ecological dominance-social-competition model. These theoretical approaches are common to the overlapping disciplines of social anthropology, sociology and the social psychology of small group behavior.However, even these theories, while plausible and mutually reinforcing, do not fully account for the extraordinary influence of small groups in the invention and innovation process. A crucial moment of invention and innovation is the psychological stress involved in expression/presentation (even to oneself) of a new idea (on an important subject) that is contrary to accepted (i.e., conventional) wisdom. In this article the argument is made that the social support function of small groups, discussed extensively in the epidemiological literature, facilitates that presentation by: (1) reality testing, i.e., confirmation of the validity (truth value), significance and usefulness of abstract or empirical discovery/creation; (2) emotional support moderating the effects of anxiety or threat; and (3) material support of the discoverer/discovery through financing or provision of significant social contacts.Thus, we observe trends in human knowledge and consequent economic development: (1) continuous enlargement of the base of knowledge through specialization and differentiation of disciplines and employment, where disciplinary knowledge is embedded in the structure of employment. (2) Sustainable economic development results in expanded human longevity—minus the losses through employment and income inequality.The impact of economic growth on species survival, engendered by small-group-mediated innovation, can be observed in a statistical model over the beneficial impact of economic development on global cardiovascular mortality. The statistical model also demonstrates the harm to cardiovascular health brought about by employment losses and income inequality associated with world-wide automation.

Co-regulations of learning in small groups of chef apprentices: when do they appear and what influences them?

BackgroundThe debate around the regulation of learning has recently penetrated the domain of collaborative learning, introducing a social dimension to what was earlier seen, essentially, as a personal initiative. The present study aims at understanding the development of co-regulation episodes in the specific context of vocational education and training (VET), an under investigated domain.MethodsThis study involves 22 apprentice chefs who were asked to work in small groups on various learning activities related to their professional learning. Each group was videotaped while performing the activities; videos were then coded and analysed, through the nVivo software, on the basis of a coding scheme focussing on regulation and interaction. More specifically, we analysed the nature of the content discussed within the groups, the socio-regulatory processes and the types of interaction observed.ResultsResults showed that inquiries formulated as ‘how’ questions, efforts to give others explanations, as well as attempts to monitor the group’s work found in high-level content co-regulation episodes significantly more often than in the other types of episodes. None of the indicators of positive or negative socio-emotional interactions could be linked to the quality of group regulation, neither in terms of level of content nor with respected to the socio-regulatory processes engaged in.ConclusionsPossible explanations for the results are provided in line with the specificity of the context in which this study was run (initial VET). Implications for further research on these issues are discussed.

Regulation and socio-emotional interactions in a positive and a negative group climate

Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups’ regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group. Specifically, this study compared a group of 4 students unanimously reporting a positive climate to a group of 4 students unanimously reporting a negative climate after completing a 90-min online text-based collaborative assignment. By drawing on two data channels (i.e., observed regulatory actions and socio-emotional interactions during collaboration and self-reported data about emotional beliefs and perceptions), four contrasting group features emerged: (a) incoming conditions served as a foundation for creating a positive collaborative experience, (b) regulation of emotions during initial planning, (c) negative emotions served as a constraint for shared adaptation in the face of a challenge, and (d) encouragement and motivational statements served as effective strategies for creating a positive climate. Implications for researching and supporting emotion regulation in collaborative learning are discussed.

How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?

This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed.

The socio-emotional aspects of teaching and learning

School learning takes place in an environment which is, among other factors, defined by the quality of the socio-emotional interactions and relationships between teachers and students. In recent years, an increasing number of studies and papers have drawn attention to the importance and role of the socio-emotional relationship between teachers and students in the process of teaching and learning. This paper analyzes the socio-emotional interaction of teachers and students, the role of emotions in the process of teaching and learning, and attachment to a teacher as a specific quality of the emotional relationship between students and teachers. The paper presents the findings of numerous studies which indicate that various aspects of the socio-emotional relationship are important for learning, for students' intrinsic motivation, their academic achievement, self-efficacy, self-perception, social relationships with their peers and teachers, school adjustment, engagement and eagerness to learn, and emotional and behavioral problems. The quality of their relationship with students also affects the enthusiasm of teachers, their job satisfaction, stress levels and well-being. The paper points out that a teacher can be a secure base for students at school, providing them with the security and support they need for free research and learning in the school environment. The final section of the paper offers general guidelines for improving teaching practice based on what is known about the importance of a positive socio-emotional relationship between teachers and students.

Promoting positive states: the effect of early human handling on play and exploratory behaviour in pigs

It is known that tactile stimulation (TS) during ontogeny modifies brain plasticity and enhances the motor and cognitive skills. Our hypothesis was that early handling including TS would increase play and exploratory behaviour in commercial pigs under standardized test conditions. Piglets from 13 litters were subjected to three handling treatments from 5 to 35 days of age: all the piglets were handled (H), none of the piglets were handled (NH) or half of the piglets in the litter were handled (50/50). At 42 days of age, the pigs’ behaviour was observed in pairs in a novel pen with a ‘toy’ (tug rope). The main results were that more locomotor play was performed by pigs from litters where all or half of them had been handled, whereas social exploratory behaviour was more pronounced in pigs from litters where half of them had been handled. Although behaviour was affected by the interaction of treatment with sex or with weight category, we propose that the handling procedure does seem to have acted to increase locomotor skills and that handling half of the piglets in the litter may have triggered a series of socio-emotional interactions that were beneficial for the whole group.

The relation of general socio-emotional processing to parenting specific behavior: a study of mothers with and without posttraumatic stress disorder.

Socio-emotional information processing during everyday human interactions has been assumed to translate to social-emotional information processing when parenting a child. Yet, few studies have examined whether this is indeed the case. This study aimed to improve on this by connecting the functional neuroimaging data when seeing socio-emotional interactions that are not parenting specific to observed maternal sensitivity. The current study considered 45 mothers of small children (12–42 months of age). It included healthy controls (HC) and mothers with interpersonal violence-related posttraumatic stress disorder (IPV-PTSD), as well as mothers without PTSD, both with and without IPV exposure. We found that anterior cingulate cortex (ACC) and ventromedial prefrontal cortex (vmPFC) activity correlated negatively with observed maternal sensitivity when mothers watched videos of menacing vs. prosocial adult male–female interactions. This relationship was independent of whether mothers were HC or had IPV-PTSD. We also found dorsolateral prefrontal cortex (dlPFC) activity to be correlated negatively with maternal sensitivity when mothers watched any kind of arousing adult interactions. With regards to ACC and vmPFC activity, we interpret our results to mean that the ease of general emotional information integration translates to parenting-specific behavior. Our dlPFC activity findings support the idea that the efficiency of top-down control of socio-emotional processing in non-parenting specific contexts may be predictive of parenting behavior.

Top-Down Control of Serotonin Systems by the Prefrontal Cortex: A Path toward Restored Socioemotional Function in Depression

Social withdrawal, increased threat perception, and exaggerated reassurance seeking behaviors are prominent interpersonal symptoms in major depressive disorder (MDD). Altered serotonin (5-HT) systems and corticolimbic dysconnectivity have long been suspected to contribute to these symptomatic facets; however, the underlying circuits and intrinsic cellular mechanisms that control 5-HT output during socioemotional interactions remain poorly understood. We review literature that implicates a direct pathway between the ventromedial prefrontal cortex (vmPFC) and dorsal raphe nucleus (DRN) in the adaptive and pathological control of social approach-avoidance behaviors. Imaging and neuromodulation during approach-avoidance tasks in humans point to the cortical control of brainstem circuits as an essential regulator of socioemotional decisions and actions. Parallel rodent studies using viral-based connectomics and optogenetics are beginning to provide a cellular blueprint of the underlying circuitry. In these studies, manipulations of vmPFC synaptic inputs to the DRN have revealed bidirectional influences on socioaffective behaviors via direct monosynaptic excitation and indirect disynaptic inhibition of 5-HT neurons. Additionally, adverse social experiences that result in permanent avoidance biases, such as social defeat, drive long-lasting plasticity in this microcircuit, potentiating the indirect inhibition of 5-HT output. Conversely, neuromodulation of the vmPFC via deep brain stimulation (DBS) attenuates avoidance biases by restoring the direct excitatory drive of 5-HT neurons and strengthening a key subset of forebrain 5-HT projections. Better understanding the cellular organization of the vmPFC-DRN pathway and identifying molecular determinants of its neuroplasticity can open fundamentally novel avenues for the treatment of affective disorders.

The impact of emotional faces on social motivation in schizophrenia.

Impairments in emotion recognition and psychosocial functioning are a robust phenomenon in schizophrenia and may affect motivational behavior, particularly during socio-emotional interactions. To characterize potential deficits and their interplay, we assessed social motivation covering various facets, such as implicit and explicit approach-avoidance tendencies to facial expressions, in 27 patients with schizophrenia (SZP) and 27 matched healthy controls (HC). Moreover, emotion recognition abilities as well as self-reported behavioral activation and inhibition were evaluated. Compared to HC, SZP exhibited less pronounced approach-avoidance ratings to happy and angry expressions along with prolonged reactions during automatic approach-avoidance. Although deficits in emotion recognition were replicated, these were not associated with alterations in social motivation. Together with additional connections between psychopathology and several approach-avoidance processes, these results identify motivational impairments in SZP and suggest a complex relationship between different aspects of social motivation. In the context of specialized interventions aimed at improving social cognitive abilities in SZP, the link between such dynamic measures, motivational profiles and functional outcomes warrants further investigations, which can provide important leverage points for treatment. Crucially, our findings present first insights into the assessment and identification of target features of social motivation.

Interrelation between regulatory and socioemotional processes within collaborative groups characterized by facilitative and directive other-regulation

Research emphasizes cognitive processes as they occur in social contexts. In light of this focus, it is critical that we also consider the social interactions and interpersonal dynamics that contribute to group activity (Barron, 2003). Previous findings differentiate a guiding form of other-regulation conceptualized in the extant literature (i.e., facilitative other-regulation), from a directive form during which a group member manages and controls the regulatory processes for the group (Rogat & Adams-Wiggins, 2014; Volet & Mansfield, 2006). The current study aims to investigate whether the interrelations between regulatory processes and their socioemotional interactions, and how they unfold over the course of group activity, differ for groups characterized by facilitative or directive other-regulation. Two small groups of middle school students who varied in their form of other-regulation were observed during three collaborative tasks within an inquiry-based science curricular context. Results indicated that directive other-regulators used primarily negative socioemotional interactions in line with their control-oriented regulatory aims and initiated highly critical exchanges marked by socially comparative remarks, as well as provoked disrespectful reactions from group members. In contrast, facilitative other-regulators proactively fostered positive socioemotional interactions by being inclusive of everyone’s ideas and advocating for the respect of alternative perspectives. Taken together, the other-regulator played a predominant role in setting the socioemotional tone and used socioemotional interactions as a means to fulfill regulatory aims.

Attachment in the student-teacher relationship as a factor of school achievement

The purpose of this study was to find out how are the quality of student-teacher interaction and teachers' practices related with school achievement during the primary education. A sample of 366 students attending 4th and 7th grades from Belgrade primary schools participated in the study. We developed a questionnaire measuring seven dimensions of student-teacher attachment (Proximity seeking, Separation protest, Particularity, Safe haven, Secure base, Open communication, and Closeness), and six dimensions of teacher practices (Strict, Leadership, Instructional support, Helping/friendly, Conflict, and Dissatisfaction). The parallel versions of questionnaire, for class teacher in 4th grade, and Math teacher in 7th grade were developed. Based on exploratory factor analysis these dimensions were reduced on fewer number of factors. As educational outcomes, we measured students attitude towards school and learning and school marks. Factors Attachment to teacher, Instructional support, Positive emotional relationship with students, students' Positive attitudes towards school and learning and school marks were taken for structural equation modeling, for each grade separately. Results show that Attachment to teacher affects students Attitudes towards school and learning in both grades and school marks just in 4th grade. In 4th grade, quality of Instructional support and teachers' Positive relationship with students have effect on students' Attachment and directly, on school marks and students' Attitudes towards school and learning, respectively. In 7th grade, quality of teachers' Instructional support has effect on Math marks, while teachers' Positive emotional relation with students affects students' Attachment and Math marks. Results are discussed in the light of the attachment to teacher and the quality of student-teacher socio-emotional interaction as factors that foster teaching and learning.

Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators

This study explored what social interactions students exhibited during collaborative learning, and analyzed how the social interactions evolved in a computer-supported collaborative learning (CSCL) environment. Six groups (n = 28) from an undergraduate online course were observed during a semester. Students' interactions were analyzed in two perspectives: group regulation and socioemotional. Cluster analysis was conducted to identify collaboration patterns of the groups. The analysis identified three collaborator clusters: one good and two poor. The good collaborators (named Early Active Collaborator) demonstrated: (1) intensive interactions among group members in the early collaboration phase, (2) positive socio-emotional interactions continuously, and (3) adaptive selections of group regulatory behaviors. The others showed dormant interactions throughout the projects and least socio-emotional interactions (named Passive Task-oriented Collaborator) and did not coordinate group process in a timely manner (named Late Collaborator). Comparisons of the interaction pattern and instructor intervention were discussed.

Interpersonal behaviors and socioemotional interaction of medical students in a virtual clinical encounter

BackgroundThe virtual clinical encounter (VCE) may function as an important support for medical students in or prior to clinical practice to train and ease communication and socioemotional interactions with patients. Few studies have however focused on the dynamics of interpersonal behaviors in clinical interviewing with a virtual patient (VP) and the affective responses evoked by such a learning experience. The study was designed to investigate the dynamics and congruence of interpersonal behaviors and socioemotional interaction exhibited during the learning experience in a VCE, and to evaluate which interaction design characteristics contribute most to the behavioral and affective engagement in medical students.MethodsThirty medical students (sixth semester) participated voluntarily in an exploratory observational study with a highly interactive VP case based on a trustworthy VP encounter with a natural and realistic dialogue interface. Students worked collaboratively in pairs. They were videotaped for further behavioral analysis and self-reported (in both a survey and an interview) their personal opinions, perceptions and attitudes about the VCE. A mixed methods approach was applied.ResultsAll participants demonstrated an adequate, respectful and relevant clinical case management and to obtain psychosocial history. The collaborative workspace played its role and led to dynamic and engaged discussions fostering thus shared understanding. The results suggest that the VCE studied was perceived as a meaningful, intrinsically motivational and activating learning environment, and was found to socially and emotionally engage learners. We also found that VCEs have the potential to support the development of relevant and congruent interpersonal communication skills in trainees.ConclusionsBy taking advantage of socioemotional interaction, VCEs promote not only critical reflection skills or strategy-selection skills, but also to develop listening and nonverbal skills, induce self-awareness and target coping behaviours. We believe that, if applied in early medical education, this learning approach may facilitate clinical encounters at an early stage and contribute to responsible clinical decision making.

Applying evolutionary thinking to the study of emotion.

This paper argues for invoking evolutionary, functional thinking in analyzing emotions. It suggests that the fitness needs of normal individuals be kept in mind when trying to understand emotional behavior. This point of view is elaborated in sections addressing these topics: defining emotion; applying comparative analysis to the study of emotions; focusing on the elicitors and resulting motivated behaviors mediated by the various affects; recognizing that not all emotions have prominent, distinct facial expressions; acknowledging all of the basic emotions and not just some exemplars; crediting the more sensible Cannon-Bard theory over James-Lange; recognizing the more ancient, fundamental role of the limbic system in emotion compared with that of the neocortex; and analyzing socio-emotional interactions as they occur naturally, not just individual emotional behavior studied under artificial conditions. Describing the various facets and neuroendocrine mechanisms of each basic emotion can provide a framework for understanding the normal and pathological development of each emotion. Such an inventory, or ethogram, would provide a comprehensive list of all of the observable behavioral tendencies of our species.

Once More With Feeling

We are interested in how digital games can be designed for learning in the affective domain. Our studies of how emotions are embedded in games and how games sustain affective learning involve observing gameplay and identifying recurring elements that we identify as design patterns. Design patterns help us think about the role of affect in play, what affect in games looks like, and the different ways affective learning might be achieved in educational and serious games. In this article, we describe and discuss several patterns related to understanding emotions, affective representation, and socioemotional interactions, which are essential components of affective learning. These patterns provide a language to conceptualize how affective learning might be designed into future game projects. To conclude, we discuss the development of a taxonomy of affective patterns to sustain socioemotional learning. We thus hope to stimulate the development of more human-oriented educational games in this domain.

Enactive cinema paves way for understanding complex real-time social interaction in neuroimaging experiments

We outline general theoretical and practical implications of what we promote as enactive cinema for the neuroscientific study of online socio-emotional interaction. In a real-time functional magnetic resonance imaging (rt-fMRI) setting, participants are immersed in cinematic experiences that simulate social situations. While viewing, their physiological reactions—including brain responses—are tracked, representing implicit and unconscious experiences of the on-going social situations. These reactions, in turn, are analyzed in real-time and fed back to modify the cinematic sequences they are viewing while being scanned. Due to the engaging cinematic content, the proposed setting focuses on living-by in terms of shared psycho-physiological epiphenomena of experience rather than active coping in terms of goal-oriented motor actions. It constitutes a means to parametrically modify stimuli that depict social situations and their broader environmental contexts. As an alternative to studying the variation of brain responses as a function of a priori fixed stimuli, this method can be applied to survey the range of stimuli that evoke similar responses across participants at particular brain regions of interest.