Overview

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• Overview

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Overview

• Theory about emotions
• Our interaction-emotion model
• based on functionalist approach
• based on dynamic systems approach
• Application
• Simulation of various types of children
• Validation of the model based on empirical
  observations
• Conclusion and discussion

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• Theory about emotions

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Starting point?

• What is the starting point?
• A definition of emotion?
• How does this definition of emotion determine our
  view on how emotions function in behavior?
• Functional model of an organism?
• How does this model of an organism determine our
  view of what emotions are?

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Functionalist approach (1 of 2)

• cognitive-social theories
• Central aspect appraisal
• necessity of cognition
• Explain an emotion on the basis of its function
• The function is an appraisal of the situation in
  relation to concerns (Frijda)
• Debate about existence of basic emotions
• biosocial theories
• Biologically determined
• E.g. basic emotions

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Functionalist approach (2 of 2)

• Campos (1994)
• Emotion is relational rather than intra-psychic
• Close interrelation between emotion and goals
• Expressions as social signals
• Physiology of emotions can regulate and be
  regulated by social processes
• The emergence of empirical investigations of
  emotions

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dynamic systems approach
No dynamic model available at this time? Research
in human robotics

• Emotion is a self-organizing process
• M. Lewis, L. Camras,
• Interactions between variables make the process
• Emotions, expressions, behavior, context
• A. Fogel
• Iterative process
• Influence from process in time t to process in
  time t1

Considerably easier to model
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Common themes

• Emotion is relational
• As part of interaction of individual with
  environment
• Interrelation with other variables within the
  individual, e.g. goals
• Variables that form an emotion, e.g. appraisal,
  drive, feelings, expression
• Emotion is social
• Influence on social process
• Influence from social process
• Real time and developmental time

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• Interaction-emotion model
• Theory
• Functionalist approach

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Process at one moment

• The behavior of an individual is driven by the
  appraisal of the situation
• Appraisal relates to the concerns of the
  individual
• and is translated into an emotional expression

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What is a concern?

Preferred
Realized
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Concern and Drive

-
R
P
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Various Concerns and Drives
Involvement
Autonomy
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Concern Drive Emotion - Behavior

D
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• Interaction-emotion model
• Theory
• Dynamic System approach

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Process from moment to moment

• Iterative process
• Influence from process in time t on process in
  time t 1
• Social process
• Influence from individual 1 to individual 2 and 2
  to 1

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Research question

• Can we make a dynamic systems simulation model
  that generates distinct patterns
• of behavioral interaction
• of emotional expressions
• for different types of individuals, comparable
  with empirical findings?
• Children in grade 1 in a play situation
• Different sociometric status

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Predictions from the literature

• Popular children show more positive emotions than
  average/rejected
• in parent-child interaction (Black and Logan,
  1995)
• In child-child interaction (Rubin, 1998)
• Biggest difference between rejected and popular
  children

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The model one moment
Child 1
Child 2
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The model two moments
Moment 1
Moment 2
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Influence of Behavior
Moment 1
Moment 2
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Influence of expression
Moment 1
Moment 2
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• Interaction-emotion model
• Application
• Simulation of types of children

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Basic variables - input (1)

• Concerns
• The strenght of the concerns in relation to each
  other
• Behaviors
• The contribution of behavior to the realisation
  of the concern

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Basic variables - input (2)

• Emotional Appraisal and Expressions
• The ease with which an appraisal is translated in
  an expression
• The contribution of expression to the preference
  of a concern
• Basic principles of Behavior
• Symmetry (mirror what the other person does)

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inputparameters
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Types of children
All children have similar parameter values,
except in the context of playing with a child of
a higher sociometric status
Demonstration
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• Validation with
• empirical data

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Videotapes of children in grade 1

• dyads
• A child with a popular status in interaction with
  an average play partner
• A child with a rejected status in interaction
  with an average play partner
• Control group two average status children
• 7 minutes play
• Three times, with interval of approximately one
  and a half month

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Empirical variables
Distinctive patterns for dyads with popular and
rejected children?

• Variables
• Emotional expression
• Quantitative aspect
• From very positive to very negative
• 10 categories of intensity
• Contribution to coherence
• Verbal turns, nonverbal turns, focus

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Validation of the model

• Use of videotaped interactions
• Comparison of variables / output model
• Emotional expression
• Positive, neutral and negative expression
• Behavior
• Playing Together and alone contribution to
  coherence
• Comparison of
• characteristics of patterns
• averages

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• Results
• Empirical data
• Validation of the model

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Results empirical data

• Emotional expression
• Children with a rejected status show
  significantly more positive expressions than
  children of other status groups (duration)
• Dyads including a child with a rejected status
  show a high correlation in positive emotions
  (duration) correlation considerably higher than
  in other dyads
• The highest peak in the expression of the play
  partner of a child with a rejected status is
  significantly more often negative (intensity)

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Model output Proportion positive expressions per
child
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Model output Proportion positive expressions per
child
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Emotional expressionmodel and empirical data
along the time axis
model
empirie
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Emotional expressionsmooth graph model and
empirical data along time axis
model
data
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• Interaction-emotion model
• Developmental perspective

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Developmental perspective

• So far, we have investigated
• The effect of various parameter sets on the model
  output
• The distribution of the values produced by the
  model
• The distribution of empirical values
• The agreement between empirical data and model
  output

• Time scales
• Real time and developmental time
• Model provides insight into real time properties
  of emotional expression in children
• Influence of developmental time on real-time
  processes
• In children with different sociometric statuses
• Model provides insight into long term effects of
  processes in real time
• Real-time interactions lead to changes in
  developmental processes

• So far, we have investigated
• Simple learning effects on the preferred values
  of the concerns, based on repeated runs of the
  model

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• Conclusion

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Conclusion (1)

• Theoretical starting point
• from modelling interactions (organismic level) we
  try to get a grip on the role and properties of
  emotions
• our model encompasses both functionalist and
  dynamic systems theory
• Characteristics of emotional expression in
  children
• Emotions are determined not only by child
  characteristics, but also by attribution from
  peers (play partners)
• Its the dyadic process that creates the specific
  patterns of expressions, not the individual

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Conclusion (2)

• Developmental perspective
• Two way influence
• from and on scale of real time-time
• Sociometric differences in expression
• Literature opposite findings
• Model provides means to study conditions under
  which specific behaviors and expressions occur
• Influence of contexts