Effect of Social Settings on Proxemics During Social Interactions in Real and Virtual Conditions

2020 ◽  
pp. 3-19
Author(s):  
Tristan Duverné ◽  
Théo Rougnant ◽  
François Le Yondre ◽  
Florian Berton ◽  
Julien Bruneau ◽  
...  
Keyword(s):  
Social Interactions ◽  
Social Settings

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

Community detection in social networks

2017 ◽  
Vol 01 (01) ◽  
pp. 1630001 ◽  
Author(s):  
Hossein Fani ◽  
Ebrahim Bagheri
Keyword(s):  
Social Networks ◽  
Social Interactions ◽  
Computer Science ◽  
Community Detection ◽  
Online Social Networks ◽  
Online Community ◽  
Detection Methods ◽  
Fundamental Part ◽  
Social Settings ◽  
Online Experience

Online social networks have become a fundamental part of the global online experience. They facilitate different modes of communication and social interactions, enabling individuals to play social roles that they regularly undertake in real social settings. In spite of the heterogeneity of the users and interactions, these networks exhibit common properties. For instance, individuals tend to associate with others who share similar interests, a tendency often known as homophily, leading to the formation of communities. This entry aims to provide an overview of the definitions for an online community and review different community detection methods in social networks. Finding communities are beneficial since they provide summarization of network structure, highlighting the main properties of the network. Moreover, it has applications in sociology, biology, marketing and computer science which help scientists identify and extract actionable insight.

scholarly journals Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

2020 ◽  
Vol 10 (3) ◽  
pp. 78 ◽  
Author(s):  
Elke Kümmel ◽  
Johannes Moskaliuk ◽  
Ulrike Cress ◽  
Joachim Kimmerle
Keyword(s):  
Literature Review ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Final Analysis ◽  
Learning Outcome ◽  
Future Research ◽  
Digital Learning ◽  
Social Settings ◽  
Digital Learning Environments

Research on digital learning environments has traditionally applied either an individual perspective or a social perspective to learning. Based on a literature review, we examined to what extent individual or social perspectives determined the learning outcome variables that researchers have used as measurements in existing studies. We analyzed prototypical approaches to operationalize learning settings (individual vs. social) published in peer-reviewed journals and identified their relation to several measures of learning outcomes. We rated n = 356 articles and included n = 246 articles in the final analysis. A total of 159 studies (64.6%) used an individual learning setting, while 87 studies (35.4%) used a social learning setting. As learning outcome measures, we observed self-reports, observable behavior, learning skills, elaboration, personal initiatives, digital activity, and social interactions. The two types of learning settings differed regarding the measurement of elaboration and social interactions. We discuss of the implications of our findings for future research and conclude that researchers should investigate further measures of learning outcomes in digital learning settings.

scholarly journals Temporal properties of higher-order interactions in social networks

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Giulia Cencetti ◽  
Federico Battiston ◽  
Bruno Lepri ◽  
Márton Karsai
Keyword(s):  
Social Networks ◽  
Social Interactions ◽  
Social Dynamics ◽  
Temporal Dynamics ◽  
Higher Order ◽  
Order Structure ◽  
Face To Face ◽  
Work Settings ◽  
Temporal Properties ◽  
Social Settings

AbstractHuman social interactions in local settings can be experimentally detected by recording the physical proximity and orientation of people. Such interactions, approximating face-to-face communications, can be effectively represented as time varying social networks with links being unceasingly created and destroyed over time. Traditional analyses of temporal networks have addressed mostly pairwise interactions, where links describe dyadic connections among individuals. However, many network dynamics are hardly ascribable to pairwise settings but often comprise larger groups, which are better described by higher-order interactions. Here we investigate the higher-order organizations of temporal social networks by analyzing five publicly available datasets collected in different social settings. We find that higher-order interactions are ubiquitous and, similarly to their pairwise counterparts, characterized by heterogeneous dynamics, with bursty trains of rapidly recurring higher-order events separated by long periods of inactivity. We investigate the evolution and formation of groups by looking at the transition rates between different higher-order structures. We find that in more spontaneous social settings, group are characterized by slower formation and disaggregation, while in work settings these phenomena are more abrupt, possibly reflecting pre-organized social dynamics. Finally, we observe temporal reinforcement suggesting that the longer a group stays together the higher the probability that the same interaction pattern persist in the future. Our findings suggest the importance of considering the higher-order structure of social interactions when investigating human temporal dynamics.

scholarly journals Windowed Multiscale Synchrony: Modeling Time-Varying and Scale-Localized Interpersonal Coordination Dynamics

2020 ◽  
Author(s):  
Aaron D Likens ◽  
Travis J Wiltshire
Keyword(s):  
Social Interactions ◽  
Time Course ◽  
Phase Synchronization ◽  
Human Life ◽  
Relative Strength ◽  
Coordination Dynamics ◽  
Interpersonal Coordination ◽  
Empirical Observation ◽  
Social Settings ◽  
Over Time

Abstract Social interactions are pervasive in human life with varying forms of interpersonal coordination emerging and spanning different modalities (e.g., behaviors, speech/language, and neurophysiology). However, during social interactions, as in any dynamical system, patterns of coordination form and dissipate at different scales. Historically, researchers have used aggregate measures to capture coordination over time. While those measures (e.g., mean relative phase, cross-correlation, coherence) have provided a wealth of information about coordination in social settings, some evidence suggests that multiscale coordination may change over the time course of a typical empirical observation. To address this gap, we demonstrate an underutilized method, windowed multiscale synchrony, that moves beyond quantifying aggregate measures of coordination by focusing on how the relative strength of coordination changes over time and the scales that comprise social interaction. This method involves using a wavelet transform to decompose time series into component frequencies (i.e., scales), preserving temporal information and then quantifying phase synchronization at each of these scales. We apply this method to both simulated and empirical interpersonal physiological and neuromechanical data. We anticipate that demonstrating this method will stimulate new insights on the mechanisms and functions of synchrony in interpersonal contexts using neurophysiological and behavioral measures.

Gain attraction in the presence of social interactions

2017 ◽  
Vol 9 (2) ◽  
pp. 105-127 ◽  
Author(s):  
Rattaphon Wuthisatian ◽  
Federico Guerrero ◽  
James Sundali
Keyword(s):  
Theoretical Model ◽  
Risk Aversion ◽  
Social Interactions ◽  
Prospect Theory ◽  
Value Function ◽  
Peer Group ◽  
Reference Points ◽  
Risk Attitudes ◽  
Content Type ◽  
Social Settings

Purpose The purpose of this paper is to suggest that a fundamental cause of market booms and busts is that investor risk attitudes change during market booms. Specifically, the authors propose that an investor’s risk aversion falls as (s)he attempts to “keep up with the Joneses.” This paper studies changing risk attitudes induced by social interactions, and shows that risk-seeking behavior that is initially successful may induce copycat behavior and lead individuals in the same peer group to reduce their degree of risk aversion to attempt to obtain similar rewards, a phenomenon we call “Gain attraction in the presence of social interactions.” Design/methodology/approach The authors propose a new theoretical model that incorporates the social interaction term into the value function of prospect theory. The modified value function empowers the standard prospect theory by introducing the idea that people often compare themselves to others and then compare their gains to the gains of others. The model predicts that, if people exhibit some degree of envy, they will treat the observed utility achieved by others as destination points and will reposition themselves to the new reference points, and at that point their willingness to accept risk dramatically increases. Findings The theoretical model is tested empirically against experimental data and survey data. Consistent with the theoretical prediction, the experimental results suggest that, after subjects observed the behavior of the leading investor in the controlled laboratory condition, there was a significant increase in risk-taking behavior. The survey results further confirm that envy is an emotional force behind the dissatisfaction and disappointment among investors when they miss available opportunities that others were able to take advantage of. Originality/value This study provides evidence that investment decisions are not made in a social vacuum by isolated individuals, but rather in social settings in which individuals are influenced by the actions and outcomes of their peers. The study also opens up a new research avenue that the reduction in risk aversion induced by peer effects may be an important element explaining how greed is transmitted across the economy during times of financial boom, thus helping to fuel the flames of financial crises.

scholarly journals Parental neural responsivity to infants’ visual attention: how mature brains scaffold immature brains during social interaction

2018 ◽  
Author(s):  
Wass S.V. ◽  
Noreika V. ◽  
Georgieva S. ◽  
Clackson K. ◽  
Brightman L. ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Neural Control ◽  
Brain Activity ◽  
Early Learning ◽  
Adult Brain ◽  
Theta Power ◽  
Social Settings ◽  
Almost All ◽  
Infant Attention

AbstractAlmost all attention and learning - in particular, most early learning – takes place in social settings. But little is known of how our brains support dynamic social interactions. We recorded dual-EEG from infants and parents during solo play and joint play. During solo play, fluctuations in infants’ Theta power significantly forward-predicted their subsequent attentional behaviours. But this forwards-predictiveness was lower during joint play than solo play, suggesting that infants’ endogenous neural control over attention is greater during solo play. Overall, however, infants were more attentive to the objects during joint play. To understand why, we examined how adult brain activity related to infant attention. We found that parents’ Theta power closely tracked and responded to changes in their infants’ attention. Further, instances in which parents showed greater neural responsivity were associated with longer sustained attention by infants. Our results offer new insights into how one partner influences another during social interaction.

Perceived Voice Disorders in Older Adults and Impact on Social Interactions

2021 ◽  
pp. 1-8
Author(s):  
Connie K. Porcaro ◽  
Clare Singer ◽  
Boris Djokic ◽  
Ali A. Danesh ◽  
Ruth Tappen ◽  
...  
Keyword(s):  
Older Adults ◽  
Social Interactions ◽  
Social Engagement ◽  
Leisure Activities ◽  
Treatment Strategies ◽  
Voice Disorders ◽  
Community Dwelling ◽  
Vocal Performance ◽  
Older Individuals ◽  
Cross Sectional

Purpose Many aging individuals, even those who are healthy, report voice changes that can impact their ability to communicate as they once did. While this is commonly reported, most do not seek evaluation or management for this issue. The purpose of this study was to investigate the prevalence and differences in voice disorders in older adults, along with the effect of fatigue on their social interactions. Method This is a cross-sectional investigation of a community-dwelling sample of individuals aged 60 years or older. Participants completed the Questionnaire on Vocal Performance, the Social Engagement Index subset “Engagement in Social or Leisure Activities,” and the Fatigue Severity Scale. Results Results indicated 32.5% of the 332 participants reported symptoms of voice problems with no difference found between male and female respondents. A slight increase in report of voice problems was noted with each year of age. Participants who self-reported voice problems indicated less interaction in social activities involving communication than those who did not. Finally, as severity of self-reported voice problems increased, an increase was reported by the same individuals for signs of fatigue. Conclusions Voice problems and resulting decreased social interaction are commonly experienced by older individuals. Voice symptoms in older adults have been found to benefit from evidence-based treatment strategies. It is critical to provide education to encourage older individuals to seek appropriate evaluation and management for voice issues through a speech-language pathologist or medical professional.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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