scholarly journals Loneliness and social behaviors in a virtual social environment

2016 ◽  
Author(s):  
Maike Luhmann ◽  
Felix D. Schönbrodt ◽  
Louise Hawkley ◽  
John T. Cacioppo
Keyword(s):  
Positive Affect ◽  
Social Environment ◽  
Social Behaviors ◽  
Two Dimensional ◽  
Vicious Cycle ◽  
Behavioral Consequences ◽  
And Behaviors

Feeling lonely motivates people to reconnect with others, but it can also trigger a vicious cycle of cognitions and behaviors that reinforces their loneliness. In this study, we examined the behavioral consequences of loneliness in a virtual social environment. A total of 176 participants navigated a character (protagonist) through a two-dimensional browser game and rated the character’s loneliness multiple times during the game. In the first part of the game, another character is introduced as the protagonist’s spouse. At one point, the spouse leaves for an undetermined period of time but later returns. Immediately before this separation, higher ascribed loneliness of the protagonist was associated with more frequent interactions with the spouse. After the reunion, however, higher ascribed loneliness was associated with less frequent interactions with the spouse. Ascribed loneliness was not significantly related to the frequency of interactions with others nor to the frequency of solitary activities. These patterns held after controlling for ascribed positive affect. Participants’ levels of loneliness were related to the level of ascribed loneliness only when the spouse was present but not when the spouse was absent. In sum, these findings suggest that the conditions that trigger the vicious cycle of loneliness are person-specific and situation-specific.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2020 ◽  
pp. 972-994
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2017 ◽  
pp. 116-138
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

scholarly journals Are fluctuations in personality states more than fluctuations in affect?

2016 ◽  
Author(s):  
Robert Edmund Wilson ◽  
Renee J. Thompson ◽  
Simine Vazire
Keyword(s):  
Positive Affect ◽  
Multilevel Modeling ◽  
Big Five ◽  
Ecological Momentary Assessment ◽  
Daily Lives ◽  
State Affect ◽  
And Behaviors ◽  
Ecological Momentary ◽  
Momentary Assessment

People fluctuate in their behavior as they go about their daily lives, but little is known about the processes underlying these fluctuations. In two ecological momentary assessment studies (Ns = 124, 415), we examined the extent to which negative and positive affect accounted for the within-person variance in Big Five states. Participants were prompted six times a day over six days (Study 1) or four times a day over two weeks (Study 2) to report their recent thoughts, feelings, and behaviors. Multilevel modeling results indicated that negative and positive affect account for most, but not all, of the within-person variance in personality states. Importantly, situation variables predicted variance in some personality states even after accounting for fluctuations in affect, indicating that fluctuations in personality states may be more than fluctuations in state affect.

scholarly journals Abnormal social behaviors and dysfunction of autism-related genes associated with daily agonistic interactions in mice

2017 ◽  
Author(s):  
Natalia N. Kudryavtseva ◽  
Irina L. Kovalenko ◽  
Dmitry A. Smagin ◽  
Anna G. Galyamina ◽  
Vladimir N. Babenko
Keyword(s):  
Social Behavior ◽  
Social Environment ◽  
Social Behaviors ◽  
Brain Regions ◽  
Autistic Spectrum Disorders ◽  
Male Mice ◽  
Agonistic Interactions ◽  
Autistic Spectrum ◽  
Spectrum Disorders ◽  
The Brain

AbstractBackgroundThe ability of people to communicate with each other is a necessary component of social behavior and the normal development of individuals who live in a community. An apparent decline in sociability may be the result of a negative social environment or the development of affective and neurological disorders, including autistic spectrum disorders. The behavior of these humans may be characterized by the deterioration of socialization, low communication, and repetitive and restricted behaviors. This study aimed to analyze changes in the social behaviors of male mice induced by daily agonistic interactions and investigate the involvement of genes, related with autistic spectrum disorders in the process of the impairment of social behaviors.MethodsAbnormal social behavior is induced by repeated experiences of aggression accompanied by wins (winners) or chronic social defeats (losers) in daily agonistic interactions in male mice. The collected brain regions (the midbrain raphe nuclei, ventral tegmental area, striatum, hippocampus, and hypothalamus) were sequenced at JSC Genoanalytica (http://genoanalytica.ru/, Moscow, Russia). The Cufflinks program was used to estimate the gene expression levels. Bioinformatic methods were used for the analysis of differentially expressed genes in male mice.ResultsThe losers exhibited an avoidance of social contacts toward unfamiliar conspecific, immobility and low communication on neutral territory. The winners demonstrated aggression and hyperactivity in this condition. The exploratory activity (rearing) and approaching behavior time towards the partner were decreased, and the number of episodes of repetitive self-grooming behavior was increased in both social groups. These symptoms were similar to the symptoms observed in animal models of autistic spectrum disorders. In an analysis of the RNA-Seq database of the whole transcriptome in the brain regions of the winners and losers, we identified changes in the expression of the following genes, which are associated with autism in humans: Tph2, Maoa, Slc6a4, Htr7,Gabrb3, Nrxn1, Nrxn2, Nlgn1, Nlgn2, Nlgn3, Shank2, Shank3, Fmr1, Ube3a, Pten, Cntn3, Foxp2, Oxtr, Reln, Cadps2, Pcdh10, Ctnnd2, En2, Arx, Auts2, Mecp2, and Ptchd1.Common and specific changes in the expression of these genes in different brain regions were identified in the winners and losers.ConclusionsThis research demonstrates for the first time that abnormalities in social behaviors that develop under a negative social environment in adults may be associated with alterations in expression of genes, related with autism in the brain.

scholarly journals Do Happy Teenagers Become Good Citizens? Positive Affect Builds Prosocial Perspectives and Behaviors

2013 ◽  
Vol 27 (3) ◽  
pp. 1-21 ◽  
Author(s):  
신지은 ◽  
Jaisun Koo ◽  
최혜원 ◽  
Eunkook Suh
Keyword(s):  
Positive Affect ◽  
And Behaviors

A Two-Dimensional Framework for Analyzing Facebook Use and Subjective Well-Being

2018 ◽  
Vol 1 (2) ◽  
pp. 67
Author(s):  
Cecilia Cheng
Keyword(s):  
Positive Affect ◽  
Peer Support ◽  
Social Communication ◽  
Well Being ◽  
Two Dimensions ◽  
Two Dimensional ◽  
Subjective Well Being ◽  
Satisfaction Scale ◽  
Facebook Use ◽  
Private And Public

The present research aimed to organize the array of Facebook activities by proposing a framework that comprises two dimensions: mode of Facebook communication and motive of Facebook use.  Our research also aimed to address the less explored issue of users’ appraisals in addition to their Facebook use.  A new measure, the Facebook Use and Satisfaction Scale, was constructed. Among 155 undergraduates (43% men, mean age = 21.02 years), the results indicated that satisfaction with both private and public social communication was positively linked with positive affect but not negative affect.  More importantly, satisfaction with private social communication explained 9% of the variance in positive affect beyond that explained by perceived peer support.  These results point to the utility of the proposed two-dimensional framework in the study of Facebook satisfaction.

Egonets as systematically biased windows on society

2020 ◽  
Vol 8 (3) ◽  
pp. 399-417
Author(s):  
Scott L. Feld ◽  
Alec McGail
Keyword(s):  
General Population ◽  
Empirical Investigation ◽  
Social Behaviors ◽  
And Behaviors ◽  
Biased Samples ◽  
Personal Sample

AbstractA person’s egonet, the set of others with whom that person is connected, is a personal sample of society which especially influences that person’s experience and perceptions of society. We show that egonets systematically misrepresent the general population because each person is included in as many egonets as that person has “friends.” Previous research has recognized that this unequal weighting in egonets leads many people to find that their friends have more friends than they themselves have. This paper builds upon that research to show that people’s egonets provide them with systematically biased samples of the population more generally. We discuss how this ubiquitous egonet bias may have far reaching implications for people’s experiences and perceptions of frequencies of other people’s ties and traits in ways that may influence their own feelings and behaviors. In particular, these egonet biases may help explain people’s tendencies to disproportionately experience and overestimate the prevalence of certain types of deviance and other social behaviors and consequently be influenced toward them. We illustrate egonet bias with analyses of all friends among 63,731 Facebook users. We call for further empirical investigation of egonet biases and their consequences for individuals and society.

scholarly journals Metatheory of linguistics in its time and social environment

Movoznavstvo ◽  
2021 ◽  
Vol 318 (3) ◽  
pp. 3-24
Author(s):  
K. M. Tyshchenko ◽  
Keyword(s):  
Social Environment ◽  
Dimensional Space ◽  
Historical Review ◽  
Linguistic Knowledge ◽  
Two Dimensional ◽  
Research Knowledge ◽  
The Real ◽  
The Third

The article opens the problem with its historical review (A. Losev, Viach. Ivanov, F. Rossi-Landi, B. Porshnev) and highlights the author’s two-dimensional metatheory of 1989, the reasons for its emergence coming mainly from the needs of didactics, its public defence in 1992 and its analytical criticism in professional, educational and media spheres. The real two-dimensional space, measured semiologically and epistemologically, was modelled in the exposition of the Linguistic Educational Museum at Taras Shevchenko University of Kyiv in 1992. The first systemic textbook « The Basics of Linguistics» of 2007 was also based on the same metatheory (incorporating ideas of T. Milewski, J. Horecký, J. Dubois and Ch. Hockett). The article then focuses on the circumstances that opened the third and fourth dimensions of the linguistic metatheoretical space. Their synthesis is described as a 4-dimensional space of the Linguistic Metatheory Мεγας. The four axes of this space correspond to the two previously discussed in the metatheory-1989 (Мς semiology, Мε epistemology), and two others new-seized (Мγ gnoseology, Мα aspectology). The following meta-theoretical features are located on the named axes: Мς — SDITW (ethnolanguages/ Sprachen, dialects, idiolects, texts, words); Мε — FBNHR (facts, branches, unities, theories1/ doctrines, regularities); Мγ — OEUYA (problems, methods, arguments, hypothesis/ theories2, aprobation); Мα — QLPGV (accumulation, langue, parole, genesis, evolution). Thus, a huge metatheoretical space is obtained, ready for the unambiguous placement of any fragment of linguistic knowledge in it. Every input study topic of linguistics obtains 4–5 marks, the research knowledge has more of them. This system can be also offered as an alternative to the arbitrarly chosen basis in improving semantic classifications such as UDC.

scholarly journals Constructing a Concept of Number

2021 ◽  
Author(s):  
Karenleigh A. Overmann
Keyword(s):  
Numerical Cognition ◽  
Explanatory Power ◽  
Two Dimensional ◽  
Multiple Forms ◽  
Distributed Objects ◽  
Content Structure ◽  
Contemporary Research ◽  
Number Systems ◽  
And Behaviors

Numbers are concepts whose content, structure, and organization are influenced by the material forms used to represent and manipulate them. Indeed, as argued here, it is the inclusion of multiple forms (distributed objects, fingers, single- and two-dimensional forms like pebbles and abaci, and written notations) that is the mechanism of numerical elaboration. Further, variety in employed forms explains at least part of the synchronic and diachronic variability that exists between and within cultural number systems. Material forms also impart characteristics like linearity that may persist in the form of knowledge and behaviors, ultimately yielding numerical concepts that are irreducible to and functionally independent of any particular form. Material devices used to represent and manipulate numbers also interact with language in ways that reinforce or contrast different aspects of numerical cognition. Not only does this interaction potentially explain some of the unique aspects of numerical language, it suggests that the two are complementary but ultimately distinct means of accessing numerical intuitions and insights. The potential inclusion of materiality in contemporary research in numerical cognition is advocated, both for its explanatory power, as well as its influence on psychological, behavioral, and linguistic aspects of numerical cognition.

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