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Das Konzept der interpersonellen Fähigkeiten bezieht sich auf Leistungsaufgaben der sozialen Kognition. Diese Aufgaben messen die Fähigkeiten Gesichter zu erkennen und sich diese zu merken sowie Emotionen zu erkennen und diese auszudrücken. Ziel dieser Dissertation war die Untersuchung des Einflusses von interpersonellen Fähigkeiten auf soziale Entscheidungen. Ein besonderer Fokus lag auf der Quantifizierung von individuellen Unterschieden in zugrundeliegenden neuronalen Mechanismen. Studie 1 erweiterte bestehende Evidenz zu Beziehungen zwischen psychometrischen Konstrukten der Gesichterkognition und Ereigniskorrelierten Potentialen, welche mit den verschiedenen Stadien der Gesichterverarbeitung (Enkodierung, Wahrnehmung, Gedächtnis) während einer Bekanntheitsentscheidung assoziiert sind. Unsere Ergebnisse bestätigen eine substantielle Beziehung zwischen der N170 Latenz und der Amplitude des frühen Wiederholungseffektes (ERE) mit drei Faktoren der Gesichterkognition. Je kürzer die N170 Latenz und je ausgeprägter die ERE Amplitude, umso genauer und schneller ist die Gesichterkognition. Studie 2 ergab, dass die Fähigkeit ängstliche Gesichter zu erkennen sowie die generelle spontane Expressivität während der sozialen Interaktion mit prosozialen Entscheidungen korreliert. Sensitivität für das Leid anderer sowie emotionale Expressivität scheinen reziproke Interaktionen mit Gleichgesinnten zu fördern. Studie 3 bestätigte das Modell der starken Reziprozität, da Prosozialität die negative Reziprozität im Ultimatum Spiel beeinflusste. Unter der Verwendung von Strukturgleichungsmodellen entdeckten wir, dass Menschen mit ausgeprägter Reziprozität eine größere Amplitude der relativen feedback-negativity auf das Gesicht von Spielpartnern zeigen. Insgesamt sprechen die Ergebnisse dafür, dass die etablierten individuellen Unterschiede in den Verhaltensmaßen der interpersonellen Fähigkeiten zum Teil auf individuelle Unterschiede in neuronalen Mechanismen zurückzuführen sind. / The concept of interpersonal abilities refers to performance measures of social cognition such as the abilities to perceive and remember faces and the abilities to recognize and express emotions. The aim of this dissertation was to examine the influence of interpersonal abilities on social decisions. A particular focus lay on the quantification of individual differences in brain-behavior relationships associated with processing interpersonally relevant stimuli. Study 1 added to existing evidence on brain-behavior relationships, specifically between psychometric constructs of face cognition and event-related potentials associated with different stages of face processing (encoding, perception, and memory) in a familiarity decision. Our findings confirm a substantial relationship between the N170 latency and the early-repetition effect (ERE) amplitude with three established face cognition ability factors. The shorter the N170 latency and the more pronounced the ERE amplitude, the better is the performance in face perception and memory and the faster is the speed of face cognition. Study 2 found that the ability to recognize fearful faces as well as the general spontaneous expressiveness during social interaction are linked to prosocial choices in several socio-economic games. Sensitivity to the distress of others and spontaneous expressiveness foster reciprocal interactions with prosocial others. Study 3 confirmed the model of strong reciprocity in that prosociality drives negative reciprocity in the ultimatum game. Using multilevel structural equation modeling in order to estimate brain-behavior relationships of fairness preferences, we found strong reciprocators to show more pronounced relative feedback-negativity amplitude in response to the faces of bargaining partners. Thus, the results of this dissertation suggest that established individual differences in behavioral measures of interpersonal ability are partly due to individual differences in brain mechanisms.

Text in Afrikaans / The importance of the emotional and social development of a human being is highlighted by this research study, while the ability of the human spirit to transcend the human body has inspired the researcher to investigate movement activities as a potential key to the emotional and social development of wheelchair-bound learners. The researcher has chosen participation in wheelchair dancing to determine whether wheelchair-bound learners show development on emotional and social levels by investigating their intra- and interpersonal abilities before and after participating in wheelchair dancing. Intra- and interpersonal abilities are interdependent abilities and are regarded important components of emotional intelligence. In the interest of validity and reliability, the researcher used purposeful sampling in the selection of her participants. The participants had to meet certain requirements. She undertook a constructivist investigation, from an interpretive perspective, as a (primarily) qualitative study, with an interactive case study design and multimethod strategies. The smaller, quantitative component of the research study is the Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2), which offers as pre- and post-test a baseline assessment for the participants’ emotional and social development in respect of self-concept. The theoretical approach for this study is a combination of the medical deficit model and the social model, with stronger emphasis on the development and healing approach of the social model, than on the deficit-and-control approach of the medical deficit model. The focus of the study is not on the constraints suffered by the wheelchair-bound learners, but rather on the possible development that may take place in the learners through their participation in movement activities. The researcher strongly relies on the social model in an attempt to gain understanding of the problems that wheelchair-bound learners currently experience in the education system, so that schools can be developed that would meet learners’ needs. The research results offer answers to the primary and secondary research questions and the general objective of this research study has been achieved. The researcher has determined that wheelchair-bound learners show emotional and social development after participation in movement activities. The emotional intelligence of all the participants has increased and each experienced increased self-actualisation since having participated in wheelchair dancing. The research results reflect more growth in respect of the learners’ intrapersonal abilities than in their interpersonal abilities. The researcher’s specific objectives would be achieved, when she submits the research results of this study to policy makers in the Department of Education, thus expanding the boundaries of existing knowledge about the relationship between wheelchair-bound learners’ participation in movement activities and their emotional and social development. / Die belangrikheid van die emosionele en sosiale ontwikkelingsgang in die mens se ontwikkeling word deur die navorsingstudie uitgelig, terwyl die vermoë van die menslike gees tot transendensie van die menslike liggaam, die navorser inspireer het om bewegingsaktiwiteite te ondersoek as ’n moontlike sleutel tot rolstoelgebonde leerders se emosionele en sosiale ontwikkeling. Die navorser het deelname aan rolstoeldanse gekies om te bepaal of rolstoelgebonde leerders op ’n emosionele en sosiale vlak ontwikkeling toon deur hul intra- en interpersoonlike vermoëns voor en ná deelname aan rolstoeldanse te ondersoek. Intra- en interpersoonlike vermoëns is interafhanklike vermoëns en word as belangrike komponente van emosionele intelligensie beskou. Die navorser het ’n doelgerigte steekproefneming gebruik in die seleksie van haar deelnemers om geldigheid en betroubaarheid in die hand te werk. Die deelnemers moes aan sekere vereistes voldoen. Sy loods ’n konstruktivistiese ondersoek vanuit ’n interpretivistiese perspektief as ’n (hoofsaaklik) kwalitatiewe ondersoek, met ’n interaktiewe gevallestudie-ontwerp en veelmetodestrategie. Die kleiner, kwantitatiewe komponent van die navorsingstudie is die Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2). Dit bied, as voor- en nátoets, ’n basislynassessering vir die deelnemers se emosionele en sosiale ontwikkeling ten opsigte van selfkonsep. Die teoretiese raamwerk waaruit die navorser hierdie navorsingsprobleem benader, is ’n vermenging van die mediesetekort- en die sosiale model, met sterker klem op die ontwikkelings- en helende benadering van die sosiale model, as die tekortkominge-en-beheer-benadering van die mediesetekort-model. Die fokus van die studie is nie op rolstoelgebonde leerders se inperkinge nie, maar juis op die moontlike ontwikkeling wat deur hul deelname aan bewegingsaktiwiteite in die leerders mag plaasvind. Die navorser steun sterk op die sosiale model in ’n poging om begrip vir die probleme wat rolstoelgebonde leerders tans in die onderwys ervaar, te verkry, sodat skole ontwikkel kan word wat in leerderbehoeftes voorsien. Die navorsingsresultate bied antwoorde op die primêre en sekondêre navorsingsvrae en die algemene doelstelling van hierdie navorsingstudie is bereik. Die navorser het vasgestel dat rolstoelgebonde leerders, deur hul deelname aan bewegingsaktiwiteite, emosionele en sosiale ontwikkeling toon. Al die deelnemers se emosionele intelligensie het verhoog en almal beleef groter selfverwesenliking sedert hul deelname aan rolstoeldanse. Die navorsingsresultate weerspieël groter groei ten opsigte van die deelnemers se intrapersoonlike as hulle interpersoonlike vermoëns. Die navorser se spesifieke doelstellings word bereik, wanneer die navorser die navorsingsresultate van hierdie studie aan beleidmakers in die Departement van Onderwys voorlê en daardeur die grense van bestaande kennis omtrent die verband tussen rolstoelgebonde leerders se deelname aan bewegingsaktiwiteite en hul emosionele en sosiale ontwikkeling kan uitbrei. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

Text in Afrikaans / The importance of the emotional and social development of a human being is highlighted by this research study, while the ability of the human spirit to transcend the human body has inspired the researcher to investigate movement activities as a potential key to the emotional and social development of wheelchair-bound learners. The researcher has chosen participation in wheelchair dancing to determine whether wheelchair-bound learners show development on emotional and social levels by investigating their intra- and interpersonal abilities before and after participating in wheelchair dancing. Intra- and interpersonal abilities are interdependent abilities and are regarded important components of emotional intelligence. In the interest of validity and reliability, the researcher used purposeful sampling in the selection of her participants. The participants had to meet certain requirements. She undertook a constructivist investigation, from an interpretive perspective, as a (primarily) qualitative study, with an interactive case study design and multimethod strategies. The smaller, quantitative component of the research study is the Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2), which offers as pre- and post-test a baseline assessment for the participants’ emotional and social development in respect of self-concept. The theoretical approach for this study is a combination of the medical deficit model and the social model, with stronger emphasis on the development and healing approach of the social model, than on the deficit-and-control approach of the medical deficit model. The focus of the study is not on the constraints suffered by the wheelchair-bound learners, but rather on the possible development that may take place in the learners through their participation in movement activities. The researcher strongly relies on the social model in an attempt to gain understanding of the problems that wheelchair-bound learners currently experience in the education system, so that schools can be developed that would meet learners’ needs. The research results offer answers to the primary and secondary research questions and the general objective of this research study has been achieved. The researcher has determined that wheelchair-bound learners show emotional and social development after participation in movement activities. The emotional intelligence of all the participants has increased and each experienced increased self-actualisation since having participated in wheelchair dancing. The research results reflect more growth in respect of the learners’ intrapersonal abilities than in their interpersonal abilities. The researcher’s specific objectives would be achieved, when she submits the research results of this study to policy makers in the Department of Education, thus expanding the boundaries of existing knowledge about the relationship between wheelchair-bound learners’ participation in movement activities and their emotional and social development. / Die belangrikheid van die emosionele en sosiale ontwikkelingsgang in die mens se ontwikkeling word deur die navorsingstudie uitgelig, terwyl die vermoë van die menslike gees tot transendensie van die menslike liggaam, die navorser inspireer het om bewegingsaktiwiteite te ondersoek as ’n moontlike sleutel tot rolstoelgebonde leerders se emosionele en sosiale ontwikkeling. Die navorser het deelname aan rolstoeldanse gekies om te bepaal of rolstoelgebonde leerders op ’n emosionele en sosiale vlak ontwikkeling toon deur hul intra- en interpersoonlike vermoëns voor en ná deelname aan rolstoeldanse te ondersoek. Intra- en interpersoonlike vermoëns is interafhanklike vermoëns en word as belangrike komponente van emosionele intelligensie beskou. Die navorser het ’n doelgerigte steekproefneming gebruik in die seleksie van haar deelnemers om geldigheid en betroubaarheid in die hand te werk. Die deelnemers moes aan sekere vereistes voldoen. Sy loods ’n konstruktivistiese ondersoek vanuit ’n interpretivistiese perspektief as ’n (hoofsaaklik) kwalitatiewe ondersoek, met ’n interaktiewe gevallestudie-ontwerp en veelmetodestrategie. Die kleiner, kwantitatiewe komponent van die navorsingstudie is die Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers-Harris 2). Dit bied, as voor- en nátoets, ’n basislynassessering vir die deelnemers se emosionele en sosiale ontwikkeling ten opsigte van selfkonsep. Die teoretiese raamwerk waaruit die navorser hierdie navorsingsprobleem benader, is ’n vermenging van die mediesetekort- en die sosiale model, met sterker klem op die ontwikkelings- en helende benadering van die sosiale model, as die tekortkominge-en-beheer-benadering van die mediesetekort-model. Die fokus van die studie is nie op rolstoelgebonde leerders se inperkinge nie, maar juis op die moontlike ontwikkeling wat deur hul deelname aan bewegingsaktiwiteite in die leerders mag plaasvind. Die navorser steun sterk op die sosiale model in ’n poging om begrip vir die probleme wat rolstoelgebonde leerders tans in die onderwys ervaar, te verkry, sodat skole ontwikkel kan word wat in leerderbehoeftes voorsien. Die navorsingsresultate bied antwoorde op die primêre en sekondêre navorsingsvrae en die algemene doelstelling van hierdie navorsingstudie is bereik. Die navorser het vasgestel dat rolstoelgebonde leerders, deur hul deelname aan bewegingsaktiwiteite, emosionele en sosiale ontwikkeling toon. Al die deelnemers se emosionele intelligensie het verhoog en almal beleef groter selfverwesenliking sedert hul deelname aan rolstoeldanse. Die navorsingsresultate weerspieël groter groei ten opsigte van die deelnemers se intrapersoonlike as hulle interpersoonlike vermoëns. Die navorser se spesifieke doelstellings word bereik, wanneer die navorser die navorsingsresultate van hierdie studie aan beleidmakers in die Departement van Onderwys voorlê en daardeur die grense van bestaande kennis omtrent die verband tussen rolstoelgebonde leerders se deelname aan bewegingsaktiwiteite en hul emosionele en sosiale ontwikkeling kan uitbrei. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)