The problem with which this investigation is concerned is that of determining the relationship between room size and the limits for comfortable conversation in dyadic interactions.

This thesis consists of six publications presenting a theoretical framework, a methodological proposal and three empirical studies. The aim of the work is; to gain knowledge on how children with severe multiple disabilities communicate with their caregivers, to analyse how different research strategies can add knowledge from different perspectives on communication, and to develop models for analysing and describing the dyadic interaction. The theoretical framework addresses the impact of multiple disabilities on the child’s communicative development, as well as the role of the communication partner, and implications for interventions. In the methodological framework, different research approaches are discussed and a system theory-based approach is proposed. The empirical studies are focused on pre-school children with intellectual disabilities in combination with vision disability and/or motor disability. When relationships between use of communication and child characteristics and setting conditions were investigated, the results showed relationships between disability and the use of communication but also that children with similar disability profiles could display quite different communicative patterns. When the communicative process was investigated with the proposed system theory-based approach, it was found that the child and caregiver continuously co-regulated their actions and together created consensual frames and that the process went through phases of instability and stability. Models for a system theory-based analysis of dyadic interaction are presented. The discussion is concentrated around how the results from the studies along with the theoretical aspects can contribute to evidence-based practice. The main conclusions are that, in communication involving a person with severe multiple disabilities, meaning is something that is co-constructed and communication cannot be regarded as a personal competence, the competence is within the dyad.

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Previous research has demonstrated that communication of emotion via touch is possible and occurs well-above chance levels, though the potential mechanism whereby this occurs has yet to be determined. The current study aimed to determine if physiological linkage, or the synchrony between various physiological signals between two interaction partners, played a role in successful communication of emotion via touch. Dynamic linear times series analysis was used to determine the strength and length of synchrony between the inter-beat intervals of fifty-two stranger female-female dyads (n=104, mean age=19.88) during two rounds of an emotion communication task in which they communicated a randomized list emotions to each other via forearm touch alone without being able to see their interaction partner. Results showed the highest magnitude linkage coefficients and the greatest number of consecutive lagged linked seconds during the “touch alone” communication—demonstrating that touch increases physiological linkage. Stronger and longer physiological linkage across tasks predicted emotion word, valence, intensity, and quadrant (from the circumplex model) detection accuracy. Participants serving as the initial communicator in the first round of emotion communication tended to have a greater influence on the physiology of initial receivers. Overall, greater physiological linkage as the result of touch predicted successful communication of emotion via touch and is therefore likely a portion of the mechanism underlying this phenomenon. / M.S. / People often communicate with their friends, family, and acquaintances using touch—when meeting a loved one after a long time, we might give them a particularly tight hug; to congratulate someone, we give a high five; and even in business settings, handshakes are used as a form of greeting or parting. Touch can also be used to communicate distinct emotions, just like a frown or a stern tone can communicate visually and aurally that someone is angry. However, although past research has demonstrated this communicative ability of touch, it is not yet known how touch is able to communicate emotion. The current study hypothesized that physiological linkage might play a role. Physiological linkage occurs when physiological signals, such as heart rate, between interaction partners starts to sync up—for example, when one person’s heart rate speeds up, so does the heart rate of the person with whom they are interacting. Results showed that greater levels of physiological linkage occurred in response to touch and that these increased levels of physiological linkage predicted people’s ability to successfully determine which emotion was communicated to them via touch to their forearm. All the emotions were communicated via touch alone; participants could not see or hear their interaction partner. This demonstrates how powerful communication via touch can be. Future research should examine how touch and physiological linkage can be incorporated into medical and psychological therapies.

Past research has demonstrated that emotions can accurately be communicated via touch (e.g., Hertenstein, Keltner, App, Bulleit, and Jaskolka, 2006). In stranger female dyads, physiological linkage plays a role in the mechanism whereby this successful communication occurs, as touch strengthens and lengthens linkage (Kissel, 2020). While touch has a direct impact on physiological processes, viewing touch may have similar effects. The current study explored this possibility in regard to physiological linkage. Hertenstein et al., 2006 demonstrated that participants can correctly decode emotions from observing videos of communication via touch to the forearm and hand. The current study replicated this finding with forty-seven female participants, while also determining the levels of physiological linkage between the "live" observers and the video-recorded participants from Kissel (2020) using dynamic linear time series modeling. Results showed that physiological linkage can occur between "live" and recorded participants. Participants demonstrated longer linkage times with the initial dyad they viewed, but linkage with videoed communicators whose communications were correctly perceived by their fellow videoed receiver had a larger influence on emotion word, valence, intensity, and quadrant detection accuracy. Based on these results, physiological linkage may influence empathic accuracy in virtual settings. / Doctor of Philosophy / A common American English slang expression to state that you relate to someone on a deep personal level is "I feel you." This is a verbal expression of empathy, but what if empathy goes deeper than our thoughts or memories of similar experiences? What if our bodies experience the same emotion as the person with whom we are interacting? This is possible through the phenomenon of "physiological linkage." Physiological linkage occurs when physiological signals, such as heart rate, between interaction partners start to sync up—for example, when one person's heart rate speeds up, so does the heart rate of the person with whom they are interacting. The author's thesis study demonstrated that this linkage can occur when people communicate emotions solely through touch. But what happens if you are watching these emotion communications instead of experiencing them? The current study examined if physiological linkage occurs between people watching a video and the people emoting in the video. The results showed that linkage does occur while watching emotional touch interactions and that this can help the observer understand what these emotions are (even if the observer can see no faces and hear no voices). Touch has many health benefits, so the observation that watching recorded touch interactions can have a similar bodily effect has implications for increasing health and connectedness. This is particularly important given the limited face-to-face and touch interactions, as well as the increase in video call interactions, resulting from the COVID-19 pandemic.

The use of digital technology can be seen in many aspects of daily lives. Once a symbol of business and the corporate world, digital devices such as computers and cell phones are now common artifacts to adults and children alike. While these devices become more practical and common, questions of their impact on behavior and interactions begin to arise. Digital Drumming is a series of three experiments that examined the impact of known computer participation as a partner in a dyadic creative, experience-driven task. The subjective processes associated with the task of rhythmic music production by inexperienced and experienced participants working collaboratively either with a human or computer partner to produce complex poly-rhythm sounds were investigated. Specifically, the research question asked is: How do inexperienced versus experienced drummers solve problems of what to produce when they have a human partner, versus a computer partner? This is a problem of cooperation, synchronization, and microcoordination (Lee, Tatar, & Harrison, 2010). Data was collected through self-reported questionnaires and audio transcriptions of the actual sessions. Behavioral data and subjective experience responses suggested that participants viewed a computer's role differently depending on their experience level. Participants demonstrated a propensity to simultaneous interaction, often sharing a common tempo with variable rhythmic patterns. The importance of partner, as well as the perception of leader were influenced by the partner type, and the experience level of the participant. This work identifies differ- ent perceptions and expectations that humans of varying prior experience levels have when interacting with and responding to technology, and suggests deeper investigation into how people view technology in creative activities. / Master of Science

A growing number of studies has shown that collaborative writing tasks facilitate second language (L2) development by providing learners with opportunities to focus their attention on language and to collaborate in the solution of their language-related problems (e.g., Choi & Iwashita, 2016; Storch, 2013; Swain & Lapkin, 1998; Williams, 2012). However, most of these studies have focused almost exclusively on L2 learners, and particularly on English as a second language learners. In an effort to address this gap and drawing from a sociocultural framework, this study investigated the interactions of Spanish heritage language (HL) learners and Spanish L2 learners enrolled in the same class. Twenty-four intermediate-level learners of Spanish, organized in four HL-HL, four HL-L2, and four L2-L2 dyads, participated in the study. As part of their regular class work, they completed four collaborative writing tasks in pairs. Participants were also asked to individually complete a pretest and two posttests. The tasks and tests were intended to elicit the present subjunctive in nominal and adjectival clauses. The interactions between each pair were recorded and coded for the nature of the relationships the learners formed (Storch, 2002) and the quantity and quality of learners’ deliberations about language choice, using Language Related Episodes (LREs) (Swain & Lapkin, 1998) as units of analysis. Results showed that the most common type of patterns of interaction the learners developed was collaboration. Moreover, three pairs displayed a dominant/passive pattern of interaction and two pairs an expert/novice pattern. Results also indicated that overall, participants produced slightly more LREs focused on form than LREs focused on lexis. Furthermore, results showed that whereas all pairs produced morphosyntactic LREs, they were more frequent in HL-L2 dyads. Lexical LREs occurred more often in L2-L2 dyads, and orthographic LREs occurred only in HL-HL dyads. With regards to learning gains, results revealed that six participants obtained high scores in all tests and did not show a score change from pretest to delayed posttest. Five of these participants were identified as HL learners. However, data also showed that 16 participants scored higher on their delayed posttest than they did on their pretest. Overall, considering that most dyads developed a collaborative pattern of interaction and achieved learning gains after task-based interaction, the data suggest that despite the differences in linguistic and cultural backgrounds, learners in mixed and matched pairs provided assistance to one another and produced LREs associated with the target structure. These findings have important pedagogical implications and thus, future studies need to investigate the best practices for teaching HL and L2 learners simultaneously and the types of tasks that encourage collaboration. / Spanish

Parenting stress has been closely studied largely in relation to implications for the parent and implications for children. Emotion regulation refers to the processes in which one interprets and experiences emotions. Little has been done examining how parenting stress and mother emotion regulation relates to dyadic interaction between mother and child. Because of the compounding nature of stress as identified in the ABCX model of family stress and resilience theory, understanding parenting stress in its entirety and how mothers experience and deal with said parenting stress is crucial to understanding family processes, as it is not possible to partition the mother and child into separate spheres, per family systems theory. Maternal parenting behaviors cannot be conceptualized in isolation of the mother-child dyad; therefore, it is important to understand maternal processes and behaviors that relate to parenting and also the dyad. The current study examined the moderating impact of maternal emotion regulation on the relation between maternal parenting stress and three facets of dyadic interaction, including conflict, cooperation, and reciprocity. Mothers and their 4-5.5-year-old children (n=116) participated in a teaching task wherein mothers instructed their child to build figures with interlocking blocks based on provided images. Six hypotheses were examined. Regression analyses revealed that neither maternal cognitive reappraisal nor maternal emotion suppression moderated the relation of total parenting stress to parent-child dyadic interaction. However, preliminary correlation analyses revealed that dyads with boys experienced higher scores of dyadic conflict. Boys in the sample were also younger than girls. Considerations for lack of significant findings are explored including the role of maternal characteristics, child characteristics, and goodness-of-fit. Future exploration is necessary to examine how parent characteristics like maternal emotion regulation and parenting stress may relate to dyadic interactions with children. / M.S. / Most of the research on parenting stress, which is the stress that parents may feel related to their roles as parents, examines how it is related to parenting behavior or directly to their children’s behavior. There is little research on how parenting stress and maternal emotion regulation, which how mothers control their emotions, relate to dyadic interactions between mothers and children. Theories of family stress suggest that stress builds over time; therefore, it is important to understand all aspects of parenting stress. When any family member experiences stress, theories suggest that their stress can affect other family members. Maternal parenting behaviors, however, cannot be viewed separately from patterns of dyadic interaction between mothers and children; it is important to understand how maternal characteristics, including parenting stress and emotion regulation, relate to patterns of dyadic mother-child interaction. The current study examined how maternal parenting stress related to three types of dyadic interaction, including conflict, cooperation, and reciprocity. It was expected that how parenting stress would relate to dyadic interaction would be different depending on how mothers reported regulating their emotions. Mothers and their 4-5.5-year-old children (n=116) participated in a building task where mothers taught children how to make figures out of interlocking blocks based on pictures provided to mothers. Findings showed that maternal emotion regulation did not increase or decrease how maternal parenting stress related to dyadic interaction between mothers and children. Dyads with boys, however, experienced higher scores of dyadic conflict, and boys in the sample were also younger than girls. Future exploration is needed to examine how parent characteristics like maternal emotion regulation and parenting stress may relate to dyadic interactions between mothers and children.

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Basic element of competitive Dance Sport is the dance couple. For being succesful, it's needed to master the combination of specific dance skills, sport skills, stress resilience and skills connected to dance partnership, mainly communication skills and conflict resolution skills. Since the scientific research of conflict resolution among competitive couples is very scarce, aim of our explorative qualitative research is to understand how Latin Dance Sport couples experience conflicts and their subjective meaning of partnership in competitive dance. Experiences of dancers of various dance classes and their trainers were gathered using questionnaire (= 43) and half-structured interviews (= 13). Based on themati analysis, relevant themes were identified and described, and explanatory model further based on activity theory, game theory and theory of interdependence was proposed. Model suggests that contradiction of two different motives (competitive success vs. partner relationship) in the activity systems of competitive dance predisposes possible complex relationships between (implicit and/or explicit) aims of dancers, their type of partnership, possible expressed conflicts and their preferred styles of conflict resolution (based on the unique context of every dance couple). Relevant identified themes...