abstract: The broaden-and-build theory of positive emotion suggests that positive emotions should broaden thought and behavior repertoires in order to develop lasting resources. In the social domain, this means deploying a variety of affiliative strategies in order to build cooperative relationships. A functionalist perspective on positive emotion suggests that different positive emotions should have distinct effects on these affiliative mechanisms. This study elicited awe, amusement, pride or a neutral control in pairs of same sex strangers. They then completed an open-ended "getting to know you" conversation, which were recorded and coded for affiliative behaviors—smiling, laughter, mimicry, and asking questions. After, they rated their perception of the other as complex and how much they liked each other. Then they played the prisoner's dilemma game. Results indicate that there was a significant mediated effect such that being in the pride condition predicted greater smiling, and smiling predicted cooperation on the prisoner's dilemma. This was true both when an individual's own smiling was predicting their cooperative behavior and when their partner's smiling was predicting their cooperative behavior. However, these effects were only seen in female dyads, not male dyads. There was also a significant mediated effect such that pride led women to ask more questions, which led partners to like each other more. Additionally, awe led to greater mimicry in men, which in turn led to greater cooperation. In women, awe led to greater perception of the other as complex. Overall, these results indicate that there are broaden and build effects of positive emotions, but these are specific to both the emotion and the sex of the interaction members. This is also the first study to demonstrate both an actor and a partner effect of smiling on cooperation in a prisoner’s dilemma. An important area for further inquiry will be the interaction of emotion and sex in predicting social behavior. While sex differences in responding to threats have been characterized by the “tend and befriend” versus “fight or flight” action patterns, a similar approach may also need to be developed for sex differences in response to opportunities. / Dissertation/Thesis / Masters Thesis Psychology 2015

The subject of our study is how online interaction affects the emotions of Chinese millennials.Social interactions have changed over the years, especially with the introduction of Web 2.0,social interactions have shifted from offline to online. Online social interactions influence us inmany ways, such as shaping our decisions and affecting our emotions. Emotions are an essentialpart of our lives, even though they cannot be easily described, or even understood, since weexperience a variety of emotions in different situations. As a generation that grew up with Web2.0, more millennials take their social interactions online and sacrifices face-to-face interaction(Bargh & McKenna, 2004). Studies have examined both positive and negative outcomes for suchsacrifice without a definite conclusion. Our emphasis is on Chinese millennials, because of thelack of current studies and the potential influence of Chinese millennials (Wang, 2017).We conducted an exploratory comparison study and concluded with a description of a model forunderstanding the emotional journey during online social interactions. We sampled four groupsof three Chinese millennials for an in-depth qualitative study through interviews, andobservations of both face-to-face and online interactions. The entry and exit interviews areconducted in relations to the two 1-hour observations. We found six themes and eight sub themes:(1) Lack of physical presence (Physical proximity, context cues), (2) disrupted conversation flow(Conversation pacing, expectation of the communication methods), (3) increased chance ofconflict (Response speed), (4) increased self-disclosure, (5) little information shared (Distractionand lack of purpose, efficiency, enduring physical pain), and (6) high level of support. We havefound that context cues and achieving conversation purpose are focal points of the emotionalexperience, as well as how online self-disclosed information is and most likely remain differentfrom offline self-disclosed information due to the concept of presence. This study’s goal is not toprove whether online social interactions affect millennials’ emotions, or to what extent thisphenomenon exists. Rather, the aim is to explore how individuals are emotionally affected andwhat factors may be the cause.

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-01-27Bitstream added on 2014-06-13T19:37:41Z : No. of bitstreams: 1 ferreira_pp_me_bauru.pdf: 492557 bytes, checksum: c72945b63bbded25a8bbef0e16c43d0b (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Considerando a influência da fobia social em pessoas com esse diagnóstico e a grande utilização da internet como forma de interagir socialmente, objetiva-se construtir e fazer a validação preliminar de um instrumento de investigação sobre interações virtuais e presenciais. A partir desse instrumento, objetiva-se comparar o uso de interações virtuais entre pessoa com e sem indicativo de fobia social, bem como analisar as correlações entre o repertório de habilidades sociais e o uso da internet para interações sociais. Para isso, uma amostra de 64 universitários, sendo 26 com indicativo de fobia social e 38 sem indicativo responderam aos instrumentos: Inventário de Habilidades Sociais (IHS - Del Prette); Avaliação de Comportamentos e Contextos na Vida Universitária - Q-ACC-VU, mini-SPIN (Social Phobia Inventory) e o Instrumento sobre Interações Virtuais e Presenciais desenvolvido. Os resultados indicam que o instrumento cosntruído apresenta boas qualidades psicométricas, considerando os resultados das validades (preliminares) de construto, discriminante e concorrente. Os resultados também indicam que os participantes com indicativo de fobia social tendem a se comunicar com um número reduzido de pessoas tanto pessoalmente como virtualmente devido às dificuldades que encontram nas interações presenciais e que se mantém nas interações virtuais. Contudo, a internet pode ser uma ferramenta importante para essas pesssoas porque elas demonstram ter mais dificuldade de tratar de alguns temas pessoalmente do que pela Internet, sendo este um ambiente em que há menor exposição pessoal, evitando que se demonstre insegurança, ansiedade e diminuindo a exposição à reação do interlocutor, que são fortes estímulos aversivos para pessoas com indicativo de fobia social. Ao esquivarem-se desses aversivos... / Considering the influence of social phobia in patients with this diagnosis and the widespread use of the internet as a form of social interation, this work aims at constructing and validating (preliminary) a tool for personal and virtual interactions survey. With this tool, this study compares the virtual interactions among people with and without social phobia inclination and analyzes social skills repertoire and internet usage correlations for social intercations. It was selected a sample of 64 graduate students, 26 of them had social phobia inclination and 38 had not. They were asked to answer: Social Skills Inventory (IHS - Del Prette). Evaluations of Behaviours and Environments in Graduate Life (Q-ACC-VU); mini SPIN (Social Phobia Inventory) and the Virtual and Personal Interaction Survey developed. The results indicate that this survey tools has good psychometric qualities, considering the (preliminary) results of validity of construct, discriminatory and concurrent. It was found that participants with social phobia inclination tend to communicate, both virtually and personally, with less people than participants who do not have this inclination. It happens due to difficulties encountered in the face-to-face interactions that are maintained in the virtual world. However, internet can be an important tool for people inclined to social phobia because they demonostrated to have more difficulty to deal with some subjects personally than virtually, which is an environment where there is less personal exposure, avoiding the demonstration of insecurity and anxiety and decreasing exposure to the reaction of the interlocutor, that are strong aversive stimuli for people with social phobia. By avoiding these aversive stimuli, individuals are negatively reinforced. On the other hand, the possibility of talking about these subjects on... (Complete abstract click electronic access below)

Orientador: Jorge Sergio Perez Gallardo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-10T05:49:19Z (GMT). No. of bitstreams: 1 Ugaya_AndresadeSouza_M.pdf: 3771108 bytes, checksum: 76ed5ce1ec594ff3d1e2ed48556d16cf (MD5) Previous issue date: 2007 / Resumo: Esta dissertação é um relato de experiência elaborado a partir de uma intervenção pedagógica no programa de ação social denominado ¿Arte, educação e cidadania¿, que teve como instrumento educacional uma oficina de dança e outra de percussão. O referido programa estruturou-se a partir da parceria entre a Federação Assistencial de Campinas (Fundação FEAC), a BOSCH ABS e a Prefeitura Municipal de Campinas. O convite para integrar a equipe técnica surgiu em conseqüência do sucesso de uma experiência similar em outro programa denominado ¿Ame a vida sem drogas¿, também coordenado e supervisionado por esta mesma Fundação. O programa ¿Arte, educação e cidadania¿ desenvolvido no Núcleo Comunitário do Jardim Santa Rosa tinha como foco o desenvolvimento integral da criança e do adolescente por meio da exploração de expressões artísticas diferenciadas, como a dança e a percussão. A proposta didático-pedagógica no trato com a dança aplicada no programa foi discutida e orientada pelo Grupo de Pesquisa em Educação Física escolar da Faculdade de Educação Física da Unicamp, coordenado pelo professor Dr. Jorge Sérgio Pérez Gallardo. No decorrer da oficina de dança foi elaborado um diário de campo, no qual foram registrados todos os eventos significativos durante os encontros. A aplicação da proposta ocorreu no período de julho a dezembro de 2005. Seguindo a proposta metodológica de pesquisa científica apontada por Appolinário (2006), foram descritos, neste relato de experiência, os fatos que se sucederam no decorrer da oficina de dança, para a elaboração de uma posterior análise, comparando o que foi proposto com o que foi efetivamente realizado, e focando o impacto deste trabalho sobre as crianças e adolescentes envolvidos. Ao final do trabalho, foram estabelecidas algumas reflexões sobre o resultado da proposta aplicada, na intenção de contribuir com algumas orientações para aqueles que desenvolvem propostas pedagógicas em programas de intervenção social similares ao apresentado / Abstract: This paper is an account of a personal experience with a pedagogical intervention using the dance as an educational proposal within a social action project named ¿Art, Education and Citizenship¿. This project was the result of a partnership between the Federation of the Welfare Entities of Campinas - Odila and Lafayette Alvaro Foundation (FEAC), ABS Bosch, and the Municipal City Hall of Campinas. The invitation to join the technical team was encouraged by the success of another similar project called ¿Love for Life without Drugs¿, created and coordinated by this same Foundation. The project ¿Art, Education and Citizenship,¿ which took place at the Community Centre of the neighbourhood ¿Jardim Santa Rosa¿, emphasized the integral development of children and adolescents by exploring special artistic expressions, such as dance and percussion. The methodological approach related to dance within this project was discussed and oriented by the School¿s Physical Education Research Group of UNICAMP (State University of Campinas), and coordinated by Professor Jorge Sérgio Pérez Gallardo. During the dance workshops, a field journal was created in which all significant events were registered. The educational proposal was applied from July to December 2005. Following the methodological proposal pointed by Appolinário (2006), all these events, as well as the personal impressions on them, were described in the journal. In the end of this paper, some reflections on the results of the adopted proposal are made, looking forward to contributing with some guidelines to those running pedagogical proposals in social intervention projects like the one here presented. / Mestrado / Educação Fisica e Sociedade / Mestre em Educação Física

Orientador: Marcia Regina Ferreira de Brito / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T00:26:23Z (GMT). No. of bitstreams: 1 Comerio_MartaSantana_M.pdf: 5949302 bytes, checksum: fa286cc54661b177cf72f013dbd0c098 (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa teve como objetivo investigar a interação social em díade durante a solução de problemas aritméticos rotineiros e não-rotineiros. O estudo também examina os procedimentos de solução e a representação gráfica adotada pelos participantes na solução de problemas de estrutura aditiva e multiplicativa. Participaram deste estudo vinte e quatro alunos de uma quarta série municipal do Ensino Fundamental. O plano empírico da investigação foi composto por um pré-teste (tipo lápis e papel) contendo doze problemas aritméticos, quatro sessões deliberadas de interação social em díade e um pós-teste com as mesmas características do pré-teste. O resultado do pré-teste também foi considerado na formação das díades de acordo com os níveis de desempenho: alto, médio e baixo. Os resultados principais, interpretados conforme as proposições de Vergnaud e dos estudos de Vigotski, indicaram que a maioria dos estudantes, após trabalharem em díade, apresentou avanço no desempenho. Em consonância com diversos estudos na área, a interação social foi vista como um fator facilitador do desenvolvimento conceitual da aritmética elementar veiculada à solução de problemas. As recomendações deste estudo apontaram a interação social entre os estudantes, durante a solução de problemas, como uma importante ferramenta no ensino e aprendizagem da matemática / Abstract: This research had the purpose of investigating the social interaction in dyads during problem solving routine or non-routine arithmetics problems. The study also examines the procedures of solution and the graphic representation adopted by the participants in the problem solving of the addiction and multiplication structure. Twenty-four fourth-graded students, from a municipal school, took part in this study. The empiric investigation plan is formed by a pretest (pencil and paper) which contains twelve arithmetic problems, four sections deliberated of social interaction in dyad, and a post-test with the same characteristics of the pre-test. The result of the pre-test was also considered for dyad formation according to performance levels: high, medium and low. The main results, interpreted according to Vergnaud¿s propositions and Vigotski¿s studies, indicate that most students, after working in dyad, presented progress in their performance. In consonance with several studies in the area, the social interaction was faced as a facilitator of the conceptual development of elementary arithmetics guided to the problem solving. The recommendations of these studies indicate the social interaction among the students, during the problem solving, as an important tool on mathematics teaching and learning / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação

How do non-vocal practices function within sequences? This thesis addresses silence and gesture in the context of social interaction involving human participants through the framework of conversation analysis (CA) to answer this question. Although it is certainly possible, and indeed common, for gestures and other non-vocal practices to occur during talk, this thesis focuses on those that occur without accompanying talk. In order to understand the role of non-vocal practices in this environment, we must first understand the role of silence (or the absence of talk) in participants’ interactions. How does silence function within the sequential environment? How does context affect how silence and nonvocal practices are treated by participants? If one organisation (or aspect of an organisation) is affected, are all organisations (or aspects of that organisation) affected? I draw on psychological, sociological, and linguistic literature to show why silence and gesture are related in interactional research and how this affects conversation analytic methodology. The work that forms this thesis brings together cross-cultural perspectives and technical advances with respect to silence and non-vocal practices both individually and when they occur together (i.e. non-vocal practices without accompanying talk). I begin with a broad overview of research and theories of gesture and silence before discussing CA as a method and its relationship to silence and non-vocal practices. The empirical studies begin with silence in relation to culture and context and issues in analysing and transcribing silence. I then examine how one sequential environment, in which psychotherapy clients are obligated to respond by orienting to the therapeutic agenda, has a preference structure that is very different from ordinary conversation. In this sequential environment, silence and elaboration are marks of preferred responses rather than dispreferred. The preference structure is made particularly visible through accountability that becomes relevant when a client’s response is produced promptly following the therapist’s overtly therapeutic action. Silence in this environment contributes Inaction and Silent Action in Interaction 3 to clients’ performance of sincerity and participation in the psychotherapeutic process, and non-vocal practices during longer silences can show that the client remains engaged with the sequence. Many authors have accounted for silences that are not treated by participants as problematic by applying constructs such as ‘continuing states of incipient talk’. This construct, however, is variably used and has not been developed through empirical examination. It does not adequately explain interactions that involve silence or gesture, as I show through a content analysis and systematic review. After recommending that researchers engage with participant orientations in environments that differ from canonical conversations, I describe an environment that is commonly thought of as constituting a ‘continuing state of incipient talk’ – television-watching. I show that contrary to some claims about ‘incipient talk’ environments, although response relevance is relaxed, both sequence organisation and turn-taking are strongly oriented to by participants. Compared to ordinary conversation, television-watching also involves more gestures and other nonvocal practices without accompanying talk. I examine how non-vocal practices without accompanying talk are used in interaction. As responsive actions, gestures can be used without accompanying talk as a resource for doing sensitive interactional work, particularly in places where giving offence might be a concern. Non-vocal practices can also be used in other situations to accomplish sequential actions that could otherwise be spoken. These uses of non-vocal practices create methodological questions for conversation analysis, which has traditionally focused on the talk of participants. By clearly distinguishing between actions and turns (two classic CA concepts) and examining the timing of non-vocal practices, I show that non-vocal practices can have a clearly defined role in sequence organisation. CA can thus be a useful method for examining the entire situation of social interaction, including non-vocal practices.

Everyday face-to-face social interaction is increasingly being supplemented by computer- and video-mediated communication. With mediation, however, comes the potential loss of important non-verbal cues. It is therefore important to attempt to maintain the quality of the mediated interaction, such that it retains as many of the aspects of a real-world interaction as possible. Social presence is a measure of how similar a mediated interaction is to face-to-face, the most socially present situation, in terms of perceptions of and behaviour towards an interlocutor. Social presence can be mediated by many factors, one of which is mutual gaze, and social perceptions of an interlocutor are also thought to be related to task performance. For a successful interaction, therefore, an optimum amount of mutual gaze for maximising social presence and task performance is desirable. This research aims to investigate the relationship between mutual gaze, task performance and social presence, in order to discover the ideal conditions under which a successful mediated interaction can occur. Previous gaze research paradigms have involved one conversational partner staring continuously at the other, and the resulting mutual gaze being measured. It is hypothesised that this method may actually suppress mutual gaze, primarily due to social reasons. It is potentially, therefore, not the optimum experimental design for mutual gaze research. The first study in this thesis used eye-tracking to explore this hypothesis and investigate the relationship between mutual gaze and task performance. A suitable paradigm was developed, based on that used in previous research into eye movements and non-verbal communication. Two participants – Instruction Giver (IG) and Instruction Follower (IF) – communicated via avatars in Second Life to solve simple arithmetic tasks. There were two between-participant looking conditions: staring (the IG’s avatar stared continuously at the IF); and notstaring, (IG’s avatar looked at IF and task-relevant objects). Constant staring did, indeed, show evidence of decreasing mutual gaze within the dyad. Mutual gaze was positively correlated with task performance scores, but only in the not-staring condition. When not engaged in mutual gaze, the IF looked more at task-related objects in the not-staring condition than in the staring condition; this suggests that social factors are likely to be driving the gaze aversion in the staring condition. Furthermore, there are no task-related benefits to staring. The second study explored further how much looking by one person at another will maximise both mutual gaze and task performance between the dyad. It also investigated the relationship between mutual gaze, task performance and both manipulated and perceived social presence. Individual participants interacted with a virtual agent within the Second Life paradigm previously used in the human-human study. Participants were either told they were interacting with a computer (i.e. an agent) or another human (an avatar). This provided the between-participants manipulated social presence variable, or agency. The virtual agent was programmed to look at the participant during either 0%, 25%, 50% or 75% of the interaction, providing the within-participants variable looking condition. The majority of effects were found in the 75% looking condition, including the highest mutual gaze uptake and the highest social presence ratings (measured via a questionnaire). Although the questionnaire did not detect any differences in social presence between the agent and avatar condition, participants were significantly faster to complete the tasks in the avatar condition than in the agent condition. This suggests that behavioural measures may be more effective at detecting differences in social presence than questionnaires alone. The results are discussed in relation to different theories of social interaction. Implications and limitations of the findings are considered and suggestions for future work are made.

Magister Artium - MA / The central research question this thesis explores is whether or not the availability of new social media alters the concepts of gendered personhood in working-class neighbourhoods on the Cape Flats. The arguments I will present all speak to my central argument that there is not only a relationship between “good” daughterhood and new social media, but that this relationship consists of young women in Cape Town namely Eersteriver, using their internet enabled cell-phones as a means of exploring the social and virtual realm without putting their title of a “good” or “respectable” girl at risk. I will incorporate comparative arguments from different bodies of academic literature which speak to the key question and arguments presented in this thesis so as to provide a global perspective. A brief socioeconomic history of the area will also be included in this thesis so as to provide some social context for my research. This thesis shows how young women of Eersteriver use the freedom, privacy and anonymity that they believe the internet and social media freely offers, to push the boundaries of good daughterhood and respectability. This thesis further demonstrates how social media have changed young women’s understanding of what social interaction is as well as their “doing” intimacy. I further show that their very interaction via their internet enabled cell-phones is a social form of gift giving. This research is particularly important because it is located at the intersection between gender issues and the study of new social media. This study explores how new gendered subjectivities emerge from performances and representations of personhood in new social media such as WhatsApp and Facebook, and how understandings of “good” daughterhood and respectability are altered and thus crafted into these practices. Literature in this area of research is still on the rise, so I am confident that this study will make a valuable contribution to this growing body of literature which speaks to young women and new ICTs.

The purpose of this study is to change the structure of a fifth-grade class in order to increase the social interaction of the group.

Feminist theory is a vast area of discourse and, while the differences between the many tendencies are extremely interesting, it is beyond the scope of this thesis to engage in such an inquiry. I have chosen to conduct a critique of Habermas's theory of communicative action from a perspective informed for the most part by postmodern/poststructural feminism. I hope that my reasons for working within such a framework will become evident in the following chapters but, in my view, a postmodern/poststructural feminist perspective sharpens the critique of Habermas's theory precisely because it stands in such contrast to it. For the purposes of this thesis, my critique will focus upon Habermas's most recent work - The Theory of Communicative Action, Volume I: Reason and the Rationalization of Society (1984), and Volume II: The Critique of Functionalist Reason (1987). Other works by Habermas will not be specifically addressed although references will be made to them as necessary to clarify his positions on various issues. / Arts, Faculty of / Sociology, Department of / Graduate