scholarly journals Social context facilitates visuomotor synchrony and bonding in children and adults

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ellen M. Howard ◽  
Danielle Ropar ◽  
Roger Newport ◽  
Bahar Tunçgenç
Keyword(s):  
Social Context ◽  
Social Bonding ◽  
Social Contexts ◽  
Interaction Partner ◽  
Social Closeness ◽  
Fundamental Part ◽  
Interpersonal Synchrony ◽  
Adults And Children ◽  
Sensorimotor Coupling ◽  
Do So

AbstractInterpersonal synchrony is a fundamental part of human social interaction, with known effects on facilitating social bonding. Moving in time with another person facilitates prosocial behaviour, however, it is unknown if the degree of synchronisation predicts the degree of social bonding. Similarly, while people readily fall in synchrony even without being instructed to do so, we do not know whether such spontaneous synchronisation elicits similar prosocial effects as instructed synchronisation. Across two studies, we investigated how context (social vs non-social stimulus) and instruction (instructed vs uninstructed) influenced synchronisation accuracy and bonding with the interaction partner in adults and children. The results revealed improved visuomotor synchrony within a social, compared to non-social, context in adults and children. Children, but not adults, synchronised more accurately when instructed to synchronise than when uninstructed. For both children and adults, synchronisation in a social context elicited stronger social bonding towards an interaction partner as compared to synchronisation in a non-social context. Finally, children’s, but not adults’, degree of synchrony with the partner was significantly associated with their feelings of social closeness. These findings illuminate the interaction of sensorimotor coupling and joint action in social contexts and how these mechanisms facilitate synchronisation ability and social bonding.

scholarly journals Move together, bond together: Visuomotor synchrony and social bonding in children and adults

2021 ◽  
Author(s):  
Ellen M Howard ◽  
Danielle Ropar ◽  
Roger Newport ◽  
Bahar Tuncgenc
Keyword(s):  
Social Context ◽  
Predominantly White ◽  
Social Bonding ◽  
Social Contexts ◽  
Interaction Partner ◽  
Social Closeness ◽  
Interpersonal Synchrony ◽  
White Middle Class ◽  
Adults And Children ◽  
Middle Class Families

Interpersonal synchrony is a fundamental part of human social interaction, with known effects on facilitating social bonding. Moving in time with another person facilitates prosocial behaviour, however, it is unknown if the degree of synchronisation predicts the degree of social bonding. Similarly, while people readily fall in synchrony even without being instructed to do so, we do not know whether such spontaneous synchronisation elicits similar prosocial effects as instructed synchronisation. Across two studies, we investigated how context (social vs non-social stimulus) and instruction (instructed vs uninstructed) influenced synchronisation accuracy and bonding with the interaction partner in adults (Study 1; 34 women, 6 men, Mage = 20.38, predominantly White undergraduates) and children (Study 2; 27 girls, 26 boys Mage = 8.80, from predominantly White middle-class families). The results revealed improved visuomotor synchrony within a social, compared to non-social, context in adults and children. Children, but not adults, synchronised more accurately when instructed to synchronise than when uninstructed. For both children and adults, synchronisation in a social context elicited stronger social bonding towards an interaction partner as compared to synchronisation in a non-social context. Finally, children’s, but not adults’, degree of synchrony with the partner was significantly associated with their feelings of social closeness. These findings illuminate the interaction of sensorimotor coupling and joint action in social contexts and how these mechanisms facilitate synchronisation ability and social bonding.

scholarly journals After Hajj: Muslim Pilgrims Refashioning Themselves

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 36
Author(s):  
Kholoud Al-Ajarma
Keyword(s):  
Social Contexts ◽  
Religious Behavior ◽  
Transformative Experience ◽  
The Everyday ◽  
Community Expectations ◽  
Religious Dimensions ◽  
Personal Level ◽  
The Right ◽  
Self Formation ◽  
Do So

The Muslim pilgrimage to Mecca (Hajj) is one of the five pillars of Islam and a duty which Muslims must perform—once in a lifetime—if they are physically and financially able to do so. In Morocco, from where thousands of pilgrims travel to Mecca every year, the Hajj often represents the culmination of years of preparation and planning, both spiritual and logistical. Pilgrims often describe their journey to Mecca as a transformative experience. Upon successfully completing the pilgrimage and returning home, pilgrims must negotiate their new status—and the expectations that come with it—within the mundane and complex reality of everyday life. There are many ambivalences and tensions to be dealt with, including managing the community expectations of piety and moral behavior. On a personal level, pilgrims struggle between staying on the right path, faithful to their pilgrimage experience, and straying from that path as a result of human imperfection and the inability to sustain the ideals inspired by pilgrimage. By ethnographically studying the everyday lives of Moroccans after their return from Mecca, this article seeks to answer the questions: how do pilgrims encounter a variety of competing expectations and demands following their pilgrimage and how are their efforts received by members of their community? How do they shape their social and religious behavior as returned pilgrims? How do they deal with the tensions between the ideals of Hajj and the realities of daily life? In short, this article scrutinizes the religious, social and personal ramifications for pilgrims after the completion of Hajj and return to their community. My research illustrates that pilgrimage contributes to a process of self-formation among pilgrims, with religious and non-religious dimensions, which continues long after Hajj is over and which operates within, and interacts with, specific social contexts.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

Mastery Of Sociolinguistic Concepts Of Pragmatic Skills By Junior High School Students

2021 ◽  
Vol 1 (1) ◽  
pp. 18-26
Author(s):  
Yossi Pratiwi ◽  
Sridelli Dakhi
Keyword(s):  
High School ◽  
High School Students ◽  
Social Context ◽  
Junior High School ◽  
Social Contexts ◽  
Junior High School Students ◽  
Pragmatic Language ◽  
School Students ◽  
Research Hypothesis ◽  
Pragmatic Skills

Abstract.  Skilled in pragmatic language, means skilled in using language forms ( words, phrases and clauses appropriately according to the conditions, situations and social contexts behind it. Such pragmatic skills may be established if the situation, conditions and social context behind the use of the language can be adequately mastered. This study aims to describe the percentage of contributions to the mastery of sociolinguistic concepts with pragmatic skills. In line with the purpose of the study, sociolinguistic mastery data with pragmatic skills of 28 sample people netted with test instruments and analyzed with statistics r¬2.From the results of the analysis conducted, obtained a determination index of 0.78 which means; mastery of sociolinguistic concepts contributes 78% to the achievement of students' pragmatic skills. In accordance with the results of the above analysis, it can be concluded that mastery of sociolinguistic concepts is a variable of criteria that contributes very meaningfully to the improvement of pragmatic skills. Thus, the research hypothesis yaang said that the mastery of the concept of sociolinguistics contributes meaningfully to the development of pragmatic skills of students of SMP Negeri 1 Nias Selatan, the truth is proven

scholarly journals Negotiating ‘Normal’: The Management of Feminine Identities in Rural Britain

2007 ◽  
Vol 12 (1) ◽  
pp. 169-180 ◽  
Author(s):  
Fiona Gill
Keyword(s):  
Social Context ◽  
Group Dynamics ◽  
Gender Norms ◽  
Coping Mechanisms ◽  
Social Contexts ◽  
Social Consequences ◽  
Identity Performance ◽  
Team Identity ◽  
Team Members ◽  
Private Lives

This paper examines the management of feminine identities in a women's rugby team in a rural British community. In so doing, the issue of new, and potentially problematic, forms of femininity are explored, with their attendant social consequences. The team, known as the Jesters, is situated in a social context which is dominantly masculine and heterosexist, with rigidly enforced gender roles. Due to their participation in rugby, a ‘man's game’, the Jesters are threatened with marginalisation for their apparent failure to conform to, and potential disruption of, established gender norms. This threat is managed through the performance of certain ‘inauthentic’ feminine identities (hyper-femininity and heterosexuality) on the part of the entire team. It is this ‘team identity’ which lies at the heart of this paper. This paper therefore examines the group dynamics of identity performance and negotiation. In negotiating ‘normal’ the Jesters are forced to confront changing gender norms and social contexts within the team itself. This paper also examines the difficulties faced by individuals when their own interests are opposed to the interests of the group of which they are a part. Although largely uncaring about the private lives of team members, the heterosexual members of the Jesters refuse to tolerate the performance of alternative versions of femininity when it may result in the exclusion of the team as a whole. This paper therefore examines the differing interests of heterosexual and lesbian femininities within a potentially marginalised group and some of the coping mechanisms adopted by both groups to develop a coherent team image.

scholarly journals Developmental perspectives on the expression of motion in speech and gesture

2011 ◽  
Vol 2 (1) ◽  
pp. 129-156 ◽  
Author(s):  
Maya Hickmann ◽  
Henriette Hendriks ◽  
Marianne Gullberg
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Complementary Information ◽  
Linguistic Differences ◽  
Language Groups ◽  
French And English ◽  
Gesture Studies ◽  
Adults And Children ◽  
Do So

Recent research shows that adult speakers of verb- vs. satellite-framed languages (Talmy, 2000) express motion events in language-specific ways in speech (Slobin 1996, 2004) and co-verbal gestures (Duncan 2005; Kita & Özyurek 2003; McNeill 1992). Although such findings suggest cross-linguistic differences in the expression of events, little is still known about their implications for first language acquisition. This paper examines how French and English adults and children (ages four and six) express Path and Manner in speech and gesture when describing voluntary motion presented in animated cartoons. The results show that English adults conflate Manner+Path in speech more often than French adults who frequently talk about Path only. Both groups gesture mainly about Path only, but English adults also conflate Manner+Path into single gestures, whereas French adults never do so. Children in both languages are predominantly adult-like in speech and gesture from age four on, but also display developmental progressions with increasing age. Finally, speech and gestures are predominantly co-expressive in both language groups and at all ages. When modalities differ, English adults typically provide less information in gesture (Path) than in speech (Manner+Path; ‘Manner modulation’ phenomenon), whereas French adults express complementary information in speech (Manner) and gesture (Path). The discussion highlights theoretical implications of such bi-modal analyses for acquisition and gesture studies

(Re)Fashioning Masculinity: Social Identity and Context in Men’s Hybrid Masculinities through Dress

2018 ◽  
Vol 32 (5) ◽  
pp. 638-662 ◽  
Author(s):  
Ben Barry
Keyword(s):  
At Risk ◽  
Social Identity ◽  
Hegemonic Masculinity ◽  
Social Contexts ◽  
Social Identities ◽  
Western Society ◽  
Gender Identities ◽  
Everyday Lives ◽  
Do So

Modern Western society has framed fashion in opposition to hegemonic masculinity. However, fashion functions as a principal means by which men’s visible gender identities are established as not only different from women but also from other men. This article draws on the concept of hybrid masculinities and on wardrobe interviews with Canadian men across social identities to explore how men enact masculinities through dress. I illustrate three ways men do hybrid masculinities by selecting, styling, and wearing clothing in their everyday lives. The differences between these three hybrid masculine configurations of practice are based on the extent to which men’s personal and professional social identities were associated with hegemonic masculine ideals as well as the extent to which those ideals shaped the settings in which they were situated. Although participants had different constellations of gender privilege, they all used dress to reinforce hegemonic masculinity, gain social advantages, and subsequently preserve the gender order. Failing to do so could put them personally and professionally at risk. My research nuances the hybrid masculinities framework by demonstrating how its enactment is shaped by the intersection between men’s social identities and social contexts.

Conclusions

2016 ◽  
Author(s):  
John R. Bowen
Keyword(s):  
Social Context ◽  
South Asia ◽  
Social Transformations ◽  
Social Forms ◽  
British Muslims ◽  
Do So

This concluding chapter examines the concentration of British Muslims within British locations. Concentration of people with similar pasts, old-country anchors, and theological tendencies makes it possible to draw rings around one's own group, and to build bridges back home without sensing a need to do so with those next door. But even if some Islamic public actors have seen little reason to move away from established modes of reasoning and practice, and the very welcoming soil of Britain has encouraged them to reproduce older forms, doing so in a new context has inevitably led to social transformations—all the more as the new contexts shift in response to these efforts. Indeed, the shariʻa councils are not replicas of anything existing today or yesterday in South Asia but an effort to create—on the basis of remembered social forms but in a new social context—mechanisms to respond to British Muslims' demands.

Family Learning and Video Games

2018 ◽  
Author(s):  
Sinem Siyahhan ◽  
Elisabeth Gee
Keyword(s):  
Social Context ◽  
Video Games ◽  
Life Span ◽  
Family Environment ◽  
Family Members ◽  
Family Learning ◽  
Broad Perspective ◽  
Opportunities For Learning ◽  
The Family ◽  
Adults And Children

The family environment is an important social context where learning takes place for adults and children of all ages, and perhaps the only context in which participation occurs over a life-span. In this social context, playing games has always been one of many activities family members do individually and together that engages them in learning. In this chapter, we offer a broad perspective on learning and discuss how games of all sorts can provide opportunities for learning, and how families can take more advantage of these potential learning experiences.

Advertising in the World of Social Media-Based Brand Communities

2018 ◽  
pp. 545-556
Author(s):  
Mohammad Reza Habibi ◽  
Michel Laroche ◽  
Marie-Odile Richard
Keyword(s):  
Social Media ◽  
Social Context ◽  
External World ◽  
Brand Community ◽  
Five Dimensions ◽  
Brand Communities ◽  
The World ◽  
Do So

Social media has revolutionized marketing practices and created many opportunities for smart marketers to take advantage of its unique characteristics. The purpose of this chapter is to introduce the concept of Social Media-Based Brand Communities to advertisers and show how they can use these communities to work for them in creating and distributing favorable communication messages to masses of consumers. The authors underscore that consumers in a brand community can be employed as unpaid volunteer ambassadors of the brand who diligently try to create favorable impressions about the brand in the external world. Social media has also empowered them to do so through participating in brand communities based in social media. These communities, however, are different from conventional brand communities on at least five dimensions: social context, structure, scale, storytelling, and myriad affiliated communities. Therefore, marketers should treat such communities differently. This chapter provides the essentials all marketers should know before facilitating brand communities in social media.

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