Journal articles: 'Interaction psychology'

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Edwards, Derek, and Jerzy Stachowiak. "Psychologia dyskursowa." Przegląd Socjologiczny 72, no. 2 (June 15, 2023): 17–42. http://dx.doi.org/10.26485/ps/2023/72.2/2.

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Tłumaczenie tekstu: Derek Edwards. 2005. Discursive Psychology. In: Handbook of language and social interaction, K.L. Fitch, R.E. Sanders (eds.), 257–273. Mahwah: Erlbaum. Psychologia dyskursowa jest jednym z nurtów w analizie dyskurs. Zajmuje się ona przede wszystkim rozmowami potocznymi, analizą interakcji, ale także badaniem materiałów tekstowych. W artykule omówione zostają trzy zasadnicze wątki charakterystyczne dla psychologii dyskursowej: (1) reokreślenie i krytyka tematów psychologicznych, (2) badania nad leksykonem psychologicznym oraz (3) analizy praktyk kierowania sprawami psychologicznymi w dyskursie i poprzez dyskurs. Wymienione kierunki prac badawczych zostają przedstawione na przykładach zaczerpniętych między innymi z przesłuchań policyjnych, rozmów telefonicznych, terapii małżeńskich czy prasy. Z jednej strony artykuł pokazuje, jaki psychologia dyskursowa może wnieść wkład do analiz mówienia i tekstu. Z drugiej zaś strony artykuł umieszcza psychologię dyskursową na tle szerszej tradycji badawczej obejmującej także analizę konwersacyjną, etnometodologię, społeczne studia nad nauką i badania retoryczne.

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SANJAYA, PUTU. "PERANAN PSIKOLOGI PENDIDIKAN SEBAGAI KOMPETENSI DASAR PENDIDIK DAN TENAGA KEPENDIDIKAN." GUNA WIDYA: JURNAL PENDIDIKAN HINDU 4, no. 2 (August 30, 2019): 47. http://dx.doi.org/10.25078/gw.v4i2.1058.

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Education is the interaction between educators and learners. Educational interactions are always related to knowledge, potential development, and the cultivation of values, either through the process of learning, guidance or training. In this interaction individuals behave, and behaviors into study materials of educational psychology. Thus the psychology of education is the study of a person's behavior (especially learners) in interacting with the educational environment. A teacher is obliged to understand the psychology of education, considering that teachers interact with students and also others, more often, in the educational process.

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Tsukahara, Takuma, Takashi Sugiyama, Keisuke Yamatsuta, and Shinji Sakamoto. "Interaction of the basic psychology and clinical psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): SS—023—SS—023. http://dx.doi.org/10.4992/pacjpa.81.0_ss-023.

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Zhao, Mengyao. "Emotion Recognition in Psychology of Human-robot Interaction." Psychomachina 1 (November 21, 2023): 1–11. http://dx.doi.org/10.59388/pm00331.

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The field of Human-Robot Interaction (HRI) has garnered significant attention in recent years, with researchers and practitioners seeking to understand the psychological aspects underlying the interactions between humans and robots. One crucial area of focus within HRI is the psychology of emotion recognition, which plays a fundamental role in shaping the dynamics of human-robot interaction. This paper provides an overview of the background of psychology in the context of human-robot interaction, emphasizing the significance of understanding human emotions in this domain. The concept of emotion recognition, a key component of human psychology, is explored in detail, highlighting its relevance in the context of human-robot interaction. Emotion recognition allows robots to perceive and interpret human emotions, enabling them to respond appropriately and enhance the quality of interaction. The role of emotion recognition in HRI is examined from a psychological standpoint, shedding light on its implications for the design and development of effective human-robot interfaces. Furthermore, this paper delves into the application of machine learning techniques for emotion recognition in the context of human-robot interaction. Machine learning algorithms have shown promise in enabling robots to recognize and respond to human emotions, thereby contributing to more natural and intuitive interactions. The utilization of machine learning in emotion recognition reflects the intersection of psychology and technological advancements in the field of HRI. Finally, the challenges associated with emotion recognition in HRI are discussed, encompassing issues such as cross-cultural variations in emotional expression, individual differences, and the ethical implications of emotion detection. Addressing these challenges is pivotal in advancing the understanding and implementation of emotion recognition in human-robot interaction, underscoring the interdisciplinary nature of this endeavor. In conclusion, this paper underscores the critical role of emotion recognition in the psychology of human-robot interaction, emphasizing its potential to revolutionize the way humans and robots engage with each other. By integrating insights from psychology, machine learning, and technology, advancements in emotion recognition have the potential to pave the way for more empathetic and responsive human-robot interactions, offering new avenues for research and practical applications in this burgeoning field.

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Anatolyevna, Strelenko Anna. "Psychology Features of Child-Parent Interaction of Foster Mothers with Foster Children." Mental Health & Human Resilience International Journal 6, no. 2 (2022): 1–4. http://dx.doi.org/10.23880/mhrij-16000191.

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The article is devoted to identifying the features of child-parent interaction between foster mothers and foster children. Selfperception of foster mothers becomes a kind of indicators in the regulation of child-parental relations. The article presents the results of a study, the purpose of which was to determine the relationship of social-perceptual images in the minds of foster mothers with their type of child-parent interaction. The study identified both specific and typical features of child-parent interaction in foster families. Maternal interaction with a foster child is built on the basis of her own ideas about herself.

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Garbenis, Simas. "Positive Psychology: Overview of the Links between Trait Emotional Intelligence and Positive Psychology." Vilnius University Open Series 3 (December 28, 2020): 29–41. http://dx.doi.org/10.15388/sre.2020.3.

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The main purpose of this article is to reveal the interaction between trait emotional intelligence and positive psychology ideas. The article reviews the main idea of positive psychology, examines the 3 main levels of this discipline, and their essential principles. The article also provides brief insights into different theories of emotional intelligence, focusing on the features of trait emotional intelligence, its structure and functions. Theoretical insights revealing the interactions between the ideas of positive psychology and emotional intelligence are presented not only in terms of functions of trait emotional intelligence, but also in terms of its trait structure manifestation at different levels of positive psychology. It has been established that the interaction of trait emotional intelligence and positive psychology exists due to functions of emotional intelligence, its perspectives in predicting life success and the structure of traits manifested at the subjective, individual and group levels of positive psychology.

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Biaggio, Mary K., and Erika Bittner. "Psychology and optometry: Interaction and collaboration." American Psychologist 45, no. 12 (1990): 1313–15. http://dx.doi.org/10.1037/0003-066x.45.12.1313.a.

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Killam, H. W. "Rogerian psychology and human-computer interaction." Interacting with Computers 3, no. 1 (April 1991): 119–28. http://dx.doi.org/10.1016/0953-5438(91)90007-o.

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Zhang, Wenbo, Mengyao Wang, Jiahui Zhang, Yiyi Feng, and Chenxuan Wang. "The Role of Color Psychology in Interaction Design." Arts Studies and Criticism 5, no. 1 (April 24, 2024): 10. http://dx.doi.org/10.32629/asc.v5i1.1855.

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Interaction design is a multidisciplinary profession in which psychology plays an important role. The purpose of design is to solve the problem, and a better solution can provide a better user experience, so the key to our user experience lies in the user's psychology. As early as the end of the Spring and Autumn period in China, the first theoretical document on design "Kaogong Ji" recorded the "five elements and five colors" (color), and the importance and role of humanistic care for design. Color affects our perceptual system, and color psychology is a subjective feedback to the objective world. On the basis of introducing the concept of color psychology and interaction design, the principles and methods of interaction design are proposed by using color psychology.

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Moiseienko, Lidiia, and Liubov Shehda. "Psychology of the Interaction of Understanding and Forecasting Processes in Creative Mathematical Thinking." Collection of Research Papers "Problems of Modern Psychology" 59 (March 30, 2023): 118–34. http://dx.doi.org/10.32626/2227-6246.2023-59.118-134.

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Based on the results of the analysis of research on mathematical thinking, its creative nature has been ascertained. The results of research on creative mathematical thinking were analyzed and the expediency of studying the psychological essence of the interaction of thought processes of understanding and forecasting when solving creative mathematical problems was ascertained.The aim of the article is to find out the psychological essence of the interaction of thought processes of understanding and forecasting in creative mathematical thinking. To study the interaction of the processes of understanding and forecasting in mathematical thinking, the method of analyzing students’ search actions during solving creative mathematical problems of different classes was used.the results of the research. It was established that creative mathematical thinking is a complete system of interrelated actions, with the help of which the thinking mathematical result is achieved.It was established that the processes of understanding mathematical prob-lems and predicting thinking results function throughout the entire process of solving mathematical problems.It was found that the content of search actions aimed at understanding the problem and predicting thinking results depend on the stages of solving the problem (study of the condition, search for a solution, verification of the found solution), in which their procedural and dynamic side is not only manifested, but is also being formed. At the same time, the process of understanding a creative mathematical problem and the process of forecasting are complementary.It is established that the understanding of the condition of the problem forms the content of forecasting actions, and the process of forecasting contributes to the formation of understanding of the mathematical problem. It was established that in the search mathematical process it is not possible to record such a state of understanding of the problem that would ensure the emergence of a hypothesis regarding the solution.It has been found that forecasting, which takes place throughout the en-tire search process, can generate a solution hypothesis at different stages of the solution, with different states of understanding of the mathematical problem.The hypothesis of solving the problem is an indicator of the state of un-derstanding of the problem, and its approbation contributes to deepening the understanding of the essence of the problem itself. At the same time, the content of the hypothesis, its approval determines the state of understanding of the problem.conclusion. The process of the subject’s understanding of a creative math-ematical problem and the process of prediction take place throughout all stages of the solution process and are mutually complementary.

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Golovkova, Ekaterina Valeryevna. "The interaction of economics and psychology, the concept of economic psychology." Современная экономика проблемы и решения, no. 8 (2016): 26–32. http://dx.doi.org/10.17308/meps.2016.8/1483.

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Leong, Victoria, and Leonhard Schilbach. "The promise of two-person neuroscience for developmental psychiatry: using interaction-based sociometrics to identify disorders of social interaction." British Journal of Psychiatry 215, no. 5 (April 24, 2019): 636–38. http://dx.doi.org/10.1192/bjp.2019.73.

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SummarySocial interactions are fundamental for human development, and disordered social interactions are pervasive in many psychiatric disorders. Recent advances in ‘two-person neuroscience’ have provided new tools for characterising social interactions. Accordingly, interaction-based ‘sociometrics’ hold great promise for developmental psychology and psychiatry, particularly in the early identification of social disorders.Declaration of interestNone.

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Pickering, John. "On the Interaction of Buddhism and Psychology." Buddhist Studies Review 20, no. 1 (June 16, 2003): 49–66. http://dx.doi.org/10.1558/bsrv.v20i1.14309.

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Matias, Márcio, Vivian Heemann, and Neri dos Santos. "Hypermedia Human-Computer Interaction and Cognitive Psychology." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 2 (July 2000): 355. http://dx.doi.org/10.1177/154193120004400217.

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Gianutsos, Rosamond. ""Psychology and optometry: Interaction and collaboration": Comment." American Psychologist 46, no. 9 (1991): 986. http://dx.doi.org/10.1037/0003-066x.46.9.986.a.

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Ulvydienė, Loreta. "Psychology of Translation in Cross-cultural Interaction." Procedia - Social and Behavioral Sciences 116 (February 2014): 217–26. http://dx.doi.org/10.1016/j.sbspro.2014.01.197.

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Ulvydiene, Loreta. "Psychology of Translation in Cross-Cultural Interaction." Procedia - Social and Behavioral Sciences 84 (July 2013): 1889–98. http://dx.doi.org/10.1016/j.sbspro.2013.07.054.

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Grossen, Michèle. "Interaction Analysis and Psychology: A Dialogical Perspective." Integrative Psychological and Behavioral Science 44, no. 1 (October 29, 2009): 1–22. http://dx.doi.org/10.1007/s12124-009-9108-9.

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Beck, Sarah R. "Interaction between comparative psychology and cognitive development." Current Opinion in Behavioral Sciences 16 (August 2017): 138–41. http://dx.doi.org/10.1016/j.cobeha.2017.07.002.

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Dong, Xiaoao. "Analysis of the Creation Strategy of Online Humanities Learning Environment from the Perspective of Interactive Psychology." Lecture Notes in Education Psychology and Public Media 40, no. 1 (March 5, 2024): 253–58. http://dx.doi.org/10.54254/2753-7048/40/20240775.

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As online education continues to expand, the need to infuse humanistic values into virtual learning environments becomes paramount. This paper explores the strategies employed in creating online humanistic learning environments, with a particular focus on interaction psychology. Interaction psychology, rooted in understanding how individuals engage with digital interfaces, provides valuable insights into designing educational experiences that prioritize the human element. By examining the interplay between digital interaction and human psychology, this study aims to discuss how interaction psychology can be used to enhance the humanistic value of online education from the perspectives of teachers and students respectively. For educators, the research explores leveraging interaction psychology to establish meaningful connections with students in the virtual realm. Customizing instructional design and communication strategies based on interaction psychology insights can foster a more personalized and empathetic online learning experience. From the student standpoint, the paper examines how an understanding of interaction psychology can enhance motivation, satisfaction, and overall learning outcomes. By considering factors like user interface design and collaborative tools, educators can create online environments that resonate with diverse student needs.

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McCabe, Connor J., Dale S. Kim, and Kevin M. King. "Improving Present Practices in the Visual Display of Interactions." Advances in Methods and Practices in Psychological Science 1, no. 2 (March 28, 2018): 147–65. http://dx.doi.org/10.1177/2515245917746792.

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Interaction plots are used frequently in psychology research to make inferences about moderation hypotheses. A common method of analyzing and displaying interactions is to create simple-slopes or marginal-effects plots using standard software programs. However, these plots omit features that are essential to both graphic integrity and statistical inference. For example, they often do not display all quantities of interest, omit information about uncertainty, or do not show the observed data underlying an interaction, and failure to include these features undermines the strength of the inferences that may be drawn from such displays. Here, we review the strengths and limitations of present practices in analyzing and visualizing interaction effects in psychology. We provide simulated examples of the conditions under which visual displays may lead to inappropriate inferences and introduce open-source software that provides optimized utilities for analyzing and visualizing interactions.

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Dоmina, Viktoriia, Natalia Gutareva, and Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.

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The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.

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Figà Talamanca, Giacomo. "Frameless Folk Psychology." Információs Társadalom 23, no. 2 (July 1, 2023): 128. http://dx.doi.org/10.22503/inftars.xxiii.2023.2.8.

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In this paper, I will argue that the rise in hostility and polarization on social media is explainable by taking into account a radical difference between online and face-toface interaction. In everyday offline environments, socially shared and context-dependent norms frame the understanding of other people’s minds based on their behavior. I will argue that, on social media platforms, social cognition is distorted thanks to two deliberate design choices that are a means for financial gain for the platform’s designers: namely, the lack of socially shared norms on these platforms (entailed by what is known as context collapse) and their interfaces’ extreme user- centeredness. I will argue that such design features not only cause frustration in the understanding of others but encourage testimonial injustice in interaction.

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Isohätälä, Jaana, Piia Näykki, and Sanna Järvelä. "Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning." Small Group Research 51, no. 2 (August 11, 2019): 229–64. http://dx.doi.org/10.1177/1046496419867760.

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This qualitative study explores the convergences of small groups’ joint, positive interactions and regulation in social interaction during collaborative learning. We analyzed the video-recorded social interactions of five groups of student teachers during environmental science tasks. We examined the frequency and functions of the situations in which joint participation and positive socioemotional interaction converged with regulation (planning, monitoring, and evaluating) in social interaction. The results show that when groups planned, monitored, or evaluated their learning, they participated more jointly in social interaction and showed more socioemotional support than in interactions with no observed regulation. The situations in which these elements converged served three functions: establishing agreement, responding to challenges or mistakes, and discussing strengths and weaknesses. The results suggest that the convergences of joint, positive interactions and regulation in social interaction can serve a function that is meaningful for collaborative learning progress.

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Robitschek, Christine, and Shelley Janiczek Woodson. "Vocational Psychology: Using One of Counseling Psychology's Strengths to Foster Human Strength." Counseling Psychologist 34, no. 2 (March 2006): 260–75. http://dx.doi.org/10.1177/0011000005281321.

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At several points in the history of their field, counseling psychologists have emphasized that fostering human strengths is part of their mission. Vocational psychology is an area of counseling psychology that has focused consistently on human strengths. In keeping with the Major Contribution's theme, this article examines the following: (a) theoretical models and constructs of vocational development and processes; (b) empirical research on positive functioning in the vocational domain; (c) the actual and potential impact on research, practice, and training of vocational psychology's focus on positive human functioning; and (d) how vocational psychology fits within the person-environment interaction (PEX) framework, with particular attention given to expanding exploration and assessment of PEX's “person” component.

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Qobilovna, Atavullayeva Maxbuba. "INVESTIGATING THE ISSUE OF COMMUNICATIVE AND ORGANIZATIONAL SKILLS IN PSYCHOLOGY." American Journal Of Social Sciences And Humanity Research 4, no. 4 (April 1, 2024): 83–95. http://dx.doi.org/10.37547/ajsshr/volume04issue04-14.

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Understanding communicative and organizational abilities in contemporary psychological theories is crucial, particularly in an era dominated by information and technology. Enhancing communication effectiveness and interaction skills is a pressing challenge, making the study of communicative competence and organizational abilities highly relevant. This paper systematically reviews key theoretical developments in this field. Russian psychologists, such as S.L. Rubinstein, A.G. Kovalev, and others, have contributed to the research on communicative abilities, employing various terms like communicative competence and socio-psychological competence. However, a clear differentiation between these terms is yet to be achieved. According to the personality-activity approach, communicative abilities are socio-historically rooted and shaped through practical communication. They are individual-psychological traits reflecting success in communicative tasks. G.S. Vasilyev and A.A. Kidron offer early insights into communicative abilities. Vasilyev defines them as facilitating successful communication, while Kidron views them as a general capacity linked to personality substructures. Kidron identifies levels of communicative ability manifestation, including cognitive, cognitive-expressive, expressive, expressive-interactional, and interactional abilities.

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Gnatenko, Petro, and Sergiy Shevtsov. "Social philosophy and social psychology: dialectic of interaction." Grani 23, no. 5 (August 10, 2020): 87–95. http://dx.doi.org/10.15421/172056.

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Actuality of the article’s topic based on post-non-classical processes of the becoming of contemporary scientific knowledge – stochastics, singularity, innovative, interdisciplinarity etc. The article’s aim is clarification of conceptual, historical-philosophical, methodological points of crossing of social philosophy and social psychology as two spheres of social-humanitarian knowledge. Conclusions. Showed, these two spheres are complexity researching systems, combined different – philosophical and psychological, axiological and ontological, gnoseological and world-outlook questions from the conceptual point of view. Understood, social psychology is directed on researching of two different classes – individual and overindividual phenomenon and social philosophy is directed on universal foundations of civilization existence and development of a society as a whole system through the human being and values of humanitarian priorities. In this contest, founded, social philosophy can make functions of metatheory in boundaries of a determined variant of social psychology, because of social philosophy can carry on reflective function regarding world-outlook foundations of social-psychological knowledge. Researched, from the historical-philosophical point of view on the non-classical period (from the second half of the 19th) we can observe difference of social-philosophical and social-psychological knowledge and on the post-non-classical period (from the second half of the 20th) we can see manifestations of conditions for the interdisciplinary dialogue. Understood, from the methodological point of view social philosophy and social psychology have the same ontological optics: contemporary world is open, plural, incomplete (famous K. Gödel’s principle), relative. That’s why from classical methods, based on fundamentalism and normativeness, these spheres are directed on researching of singular phenomenon, open systems, which have elements of uncertainty.

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Isern-Mas, Carme, and Antoni Gomila. "Naturalizing Darwall’s Second Person Standpoint." Integrative Psychological and Behavioral Science 54, no. 4 (May 27, 2020): 785–804. http://dx.doi.org/10.1007/s12124-020-09547-y.

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Abstract In this paper, we take Darwall’s analytical project of the second-person standpoint as the starting point for a naturalistic project about our moral psychology. In his project, Darwall contends that our moral notions constitutively imply the perspective of second-personal interaction, i.e. the interaction of two mutually recognized agents who make and acknowledge claims on one another. This allows him to explain the distinctive purported authority of morality. Yet a naturalized interpretation of it has potential as an account of our moral psychology. We propose a naturalistic interpretation of Darwall’s work to address some of the main issues about our moral psychology. First, we explain why moral norms motivate us; namely, because of these second-personal relations. We provide a naturalized version of this solution. Second, we articulate how intersubjective interactions take place effectively; grounding duties to particular other subjects, and being related to distinctive moral emotions. Third, we address the question of the limits of the moral community, proposing that it comprises all agents capable of second-personal interactions. Finally, we explain the emergence of community norms through intersubjective interaction. Since all group members can adopt alternatively the second-personal stance to each other, demands are sanctioned and recognized in a triangulation process which explains the emergence of group norms.

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Guo, Yaohui, Cong Shi, and Xi Jessie Yang. "Reverse Psychology in Trust-Aware Human-Robot Interaction." IEEE Robotics and Automation Letters 6, no. 3 (July 2021): 4851–58. http://dx.doi.org/10.1109/lra.2021.3067626.

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Jain, Sapna, and M. Alam. "Applications of Human-Computer Interaction in Health Psychology." Journal of Digital Art & Humanities 3, no. 1 (June 29, 2022): 36–57. http://dx.doi.org/10.33847/2712-8148.3.1_5.

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The Human-Computer Interaction (HCI) manages the plan, assessment and utilization of data and correspondence advancements. From man-made consciousness to social robots and robots for sexual problems, HCI covers a wide scope of uses. Abilities an interdisciplinary methodology, in light of the joint effort between intellectual mechanical technology and kid brain research, for oneself supporting plan of intellectual and conduct abilities in engineered intellectual specialists, including robots, that is animated by thoughts and formative systems found in kids. Cyberpsychology examines every one of the ones mental peculiarities which are identified with age and pursuits to examinations the strategies of substitute welcomed on through the exchange among fellow and the fresh out of the box new media. This paper discusses how artificial intelligence and HCI applications are handling psychological issues that affect health in an efficient manner. The paper explains how AI and human consciousness are interlinked and different factors play a very important role to provide the support for behavioral issues and diseases. The contribution of Artificial Intelligence in transforming HCI is discussed through case studies, applications and systems in the paper.

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Frese, Michael. "Human Computer Interaction within an Industrial Psychology Framework." Applied Psychology 38, no. 1 (January 1989): 29–44. http://dx.doi.org/10.1111/j.1464-0597.1989.tb01372.x.

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KHAVULA, Roman. "MODERN PSYCHOLOGY OF SOCIAL INTERACTION: DIVERSITY OF RESEARCH." Problems of the humanitarian sciences. Psychology, no. 53 (2024): 80–85. http://dx.doi.org/10.32782/2312-8437.53.2024-1.12.

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Boughton, Brooke A., and Charles I. Abramson. "The Role of Comparative Psychology in the Training of Veterinarians." Animals 13, no. 14 (July 14, 2023): 2315. http://dx.doi.org/10.3390/ani13142315.

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This article highlights some of the advantages that comparative psychology offers the veterinary student and veterinary education generally. Comparative psychology is the oldest of the social sciences and, as such, has accumulated over three centuries of experience in such areas as research design, animal–human interactions, and animal behavior. To establish whether comparative psychology is taught in veterinary schools, we survey all course catalogs of U.S. veterinary schools. None of the schools surveyed offered a course in comparative psychology, and inconsistencies were noted among the schools in regard to courses in animal–human interaction, animal behavior, and ethics. Suggestions are provided on how to incorporate principles of comparative psychology in veterinary education at both the undergraduate and graduate levels.

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Chao, Mei-Ru. "Family Interaction Relationship Types and Differences in Parent-Child Interactions." Social Behavior and Personality: an international journal 39, no. 7 (August 1, 2011): 897–914. http://dx.doi.org/10.2224/sbp.2011.39.7.897.

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The structure of family interaction relationship types and the differences of parent-child interactions based on parent-child samples in Taiwan were examined in this study. Eight interaction relationship types were examined; empathy, constraint, compromise, acquiescence, conflict, camouflage, indifference, and defensiveness. No significant differences were found in the family interaction relationship types between sons and daughters. Mothers were found to show more empathy than fathers in family interaction relationships; while children show more constraint, compromise, and acquiescence than parents, which all contribute to harmonious family interaction relationships.

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d’Arripe-Longueville, Fabienne, Jean F. Fournier, and Alice Dubois. "The Perceived Effectiveness of Interactions between Expert French Judo Coaches and Elite Female Athletes." Sport Psychologist 12, no. 3 (September 1998): 317–32. http://dx.doi.org/10.1123/tsp.12.3.317.

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Coaches’ and athletes’ perceptions regarding their effective interactions and the underlying factors and reasons for effectiveness of these interactions were examined. An in-depth interview process was conducted with three expert judo coaches and six elite athletes. Qualitative data analyses revealed that the interaction style of the coaches was authoritative and was put into operation using the following six strategies: stimulating interpersonal rivalry, provoking athletes verbally, displaying indifference, entering into direct conflict, developing specific team cohesion, and showing preferences. Perceived autonomy, the main interaction style of athletes, was expressed by the following five strategies: showing diplomacy, achieving exceptional performance, soliciting coaches directly, diversifying information sources, and bypassing conventional rules. Results demonstrated the compatibility of particular interactions between coaches’ and athletes’ strategies. Theoretical models from industrial/organizational psychology are used to interpret these results, which differ from conventional findings in the sport psychology literature.

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Kumar, Surender, Yong Seob Kim, and Kun Seok Oh. "Development of a Social Interaction Questionnaire for the Trainers and Mothers of Children with Disabilities Participating in Dousa-Hou (Japanese Psycho-Rehabilitation) Camps." Psychological Reports 99, no. 2 (October 2006): 591–98. http://dx.doi.org/10.2466/pr0.99.2.591-598.

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A 12-item Social Interaction Questionnaire was developed to measure the social interactions among trainers and mothers of children with disabilities in Dousa-hou camps. Dousa-hou is a Japanese psychological rehabilitation method which is widely used for children with mental retardation, cerebral palsy, and autism in Japan and other Asian countries. The primary focus of the rehabilitation method is to improve bodily movements, posture, and social support to patients and their first-degree relatives as well as promoting social interaction among participants. Two factors of interaction, (1) educational and daily life matters and (2) health and care matters, emerged through factor analysis. Cronbach coefficient alpha of the questionnaire was .91. The back-translated version of the Social Interaction Questionnaire also yielded two factors and Cronbach coefficient alpha of .87. It was found that mothers or first degree relatives ( N = 138; M = 43.5 yr., SD = 12.3) of the patients reported more social interaction than trainers when interacting with their child's trainer, supervisor, other trainers, and other mothers during six-day Dousa-hou camps.

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Emir, Badegül Can. "Literature and Psychology in the Context of the Interaction of Social Sciences." Khazar Journal of Humanities and Social Sciences 19, no. 4 (December 2016): 49–55. http://dx.doi.org/10.5782/2223-2621.2016.19.4.49.

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There is a two-way relationship between literature and psychology coming together on the same intersection at the point of essential people and human behavior. As it is possible to approach literature and to evaluate literary works with the resources of psychology, and of literary sciences, so it is also possible to consider literary works based on psychology and to discover psychological facts in literature. Thus, both psychologists and writers have taken into consideration the relationship between literature and psychology. Studies of the science of psychology directed to literature, literary works and writers that was introduced by Freud continued with other outstanding theorists of psychology such as Adler, Jung, Lacan, From, Reich and Klein. Likewise, writers and literary theorists such as N.Holland, Lev Tolstoy, Fyodor Dostoevsky and Virginia Woolf contributed to the psychology of literature. This paper is an effort to analyze the relationship between literature and psychology considering the wide field which the science of psychology opens for literature.

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Rousi, Rebekah, Tuomo Kujala, Johanna Silvennoinen, Laura Mononen, Naomi Woods, Hilkka Grahn, and Piia Perälä. "User Psychology Lab, University of Jyväskylä." Interactions 23, no. 6 (October 26, 2016): 18–21. http://dx.doi.org/10.1145/2996691.

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Hourcade, Juan Pablo. "Violent groups, social psychology, and computing." Interactions 23, no. 6 (October 26, 2016): 8–9. http://dx.doi.org/10.1145/3002118.

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Carroy, Jacqueline. "Foules expérimentales, psychologie des foules et psychologie sociale expérimentale de Bernheim à Milgram/[experimental crowds, crowd psychology and social experimental psychology from Bernheim to Milgram]." Sociétés contemporaines 13, no. 1 (January 1, 1993): 167–72. http://dx.doi.org/10.3917/soco.p1993.13n1.0167.

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Résumé Le magnétisme animal et l'hypnotisme ont suscité des expérimentations psychologiques. Les commissaires français, chargés d'examiner la réalité des phénomènes magnétiques — Bailly en 1784, Burdin et Dubois en 1837 — , inventent des tactiques expérimentales de la tromperie. Les idées et les expériences de Bernheim influencent Tarde. Les «crimes de laboratoire» de Bernheim répètent artificiellement des phénomènes de foule contemporains tels que le Boulangisme. Bernheim se propose de tester l'obéissance d'un sujet aux suggestions d'un chef et l'imitation au sein de groupes. À sa suite, Binet, en 1900, expérimente sur la suggestibilité des écoliers, en appliquant la tactique de la tromperie. Le scénario de la soumission forcée obtenue par la tromperie se répète chez Milgram. Deux questions épistémologiques continuent de se poser : Les résultats sont-ils imputables au seul sujet ou à une interaction ? Qui suggestionne le suggestionneur ?

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De Jaegher, Hanne, Anssi Peräkylä, and Melisa Stevanovic. "The co-creation of meaningful action: bridging enaction and interactional sociology." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1693 (May 5, 2016): 20150378. http://dx.doi.org/10.1098/rstb.2015.0378.

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What makes possible the co-creation of meaningful action? In this paper, we go in search of an answer to this question by combining insights from interactional sociology and enaction. Both research schools investigate social interactions as such, and conceptualize their organization in terms of autonomy. We ask what it could mean for an interaction to be autonomous, and discuss the structures and processes that contribute to and are maintained in the so-called interaction order. We also discuss the role played by individual vulnerability as well as the vulnerability of social interaction processes in the co-creation of meaningful action. Finally, we outline some implications of this interdisciplinary fraternization for the empirical study of social understanding, in particular in social neuroscience and psychology, pointing out the need for studies based on dynamic systems approaches on origins and references of coordination, and experimental designs to help understand human co-presence.

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Van Bommel, Tara, Sally Merritt, Emily Shaffer, and Janet B. Ruscher. "Behavioral Mimicry and Interaction Expectations Influence Affect in Interracial Interactions." Journal of Nonverbal Behavior 45, no. 2 (February 28, 2021): 207–39. http://dx.doi.org/10.1007/s10919-020-00353-z.

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Müller-Frommeyer, Lena C., and Simone Kauffeld. "Gaining insights into organizational communication dynamics through the analysis of implicit and explicit communication." Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) 52, no. 1 (January 26, 2021): 173–83. http://dx.doi.org/10.1007/s11612-021-00559-9.

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AbstractThis report in the journal Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie aims at presenting how the analysis of implicit and explicit communication in organizational interaction can advance our insights into and implications for these interactions for research and science. Communication is a central process in modern organizations. Especially recurring forms of interaction in organizations (e.g., meetings or appraisal interviews) are of great importance for personal and organizational success. In these interactions, the communication between the interacting organizational members has a decisive impact on the interactions’ course and outcomes (e.g., satisfaction with the interaction, performance during the interaction). Therefore, the aim of this paper is to present two aspects of communication that are empirically shown to contribute to successful outcomes of organizational interactions. Based on a practical problem, we illustrate the analysis and implications of (1) implicit communication (that is, the use and coordination of unconsciously used function words such as pronouns, articles, or prepositions) and (2) explicit communication (that is, the overarching meaning of a statement). To further illustrate the practical relevance of both communication behaviors, we present empirical insights and their implications for practice. Taking a glance at the future, possible combinations of these communication behaviors, the resulting avenues for future research, and the importance of a strengthened cooperation between research and practice to gain more naturalistic insights into organizational communication dynamics are discussed.

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Lee, Mindy, Karen Murphy, and Glenda Andrews. "Using Media While Interacting Face-to-Face Is Associated With Psychosocial Well-Being and Personality Traits." Psychological Reports 122, no. 3 (April 23, 2018): 944–67. http://dx.doi.org/10.1177/0033294118770357.

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Positive face-to-face human interactions are known to benefit well-being. Drawing upon previous work regarding the interference of media (via technological devices or print) in social interaction, the aim of this study was to identify whether using media during face-to-face interaction could potentially limit the positive effect of interaction on well-being. Participants were 437 university students who completed an online survey which assessed media multitasking behaviors, well-being (trait depression, trait anxiety, social anxiety, empathy, and psychological well-being), and personality traits (Big-5 and narcissism). Face-to-face interaction was positively associated with well-being. However, when media use during face-to-face interaction was considered, there was a negative relationship with well-being (more depression, more anxiety, and less psychological well-being). Those who used certain media types, such as phone or video chatting, listening to music, and gaming, while interacting with others, also had lower scores on measures of empathy. Regression analyses showed significant contributions by these media types to empathy levels, even after controlling for age, gender, and personality traits. Face-to-face media multitasking was related to higher levels of narcissism and neuroticism, and lower levels of agreeableness, conscientiousness, and openness. This study provides insight into the possible role of media multitasking during face-to-face interaction on psychosocial outcomes.

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Healy, Brian, Heather Serviss, and Andrea Argyle. "Effect of Behavioral Inhibition on Interactions in Mixed-Sex Dyads." Psychological Reports 95, no. 1 (August 2004): 167–79. http://dx.doi.org/10.2466/pr0.95.1.167-179.

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The present studies assessed the effect of behavioral inhibition on interactions of college students in mixed-sex groups. In Study 1, 20 participants were arranged into two dyadic groups based on self-rated measures of approach/withdrawal behavior. These dyads (inhibited men/uninhibited women; inhibited women/uninhibited men) were videotaped during an unstructured 5-min. interaction in a laboratory. Time series analysis indicated greater behavioral covariation in the inhibited men/uninhibited women dyads and less behavioral covariation in the inhibited women/uninhibited men dyads. Additional analyses indicated a relationship between inhibition and comfort experienced during the interaction. Inhibited participants, particularly women, reported feeling uncomfortable while interacting with an uninhibited male partner. A second study corroborated the findings reported in Study 1 and also noted elevated heart rate in the inhibited women. This increased discomfort in women appeared to be related to heightened self-consciousness during the interaction.

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Drigas, Athanasios, Lefteris Koukianakis, and Yannis Papagerasimou. "Towards an ICT-based psychology: E-psychology." Computers in Human Behavior 27, no. 4 (July 2011): 1416–23. http://dx.doi.org/10.1016/j.chb.2010.07.045.

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Solnet, David, Mahesh Subramony, Maria Golubovskaya, Hannah Snyder, Whitney Gray, Olga Liberman, and Rohit Verma. "Employee wellness on the frontline: an interactional psychology perspective." Journal of Service Management 31, no. 5 (May 6, 2020): 939–52. http://dx.doi.org/10.1108/josm-12-2019-0377.

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PurposeEmployee wellness is vital to creating high-quality employee–customer interactions, yet frontline service workers (FLSWs) do not typically engage in, or benefit from, wellness initiatives. This paper aims to conceptually model the interactive influences of organizational and employee factors in influencing FLSW involvement in wellness programs and provides suggestions on how service organizations can enhance wellness behaviors and outcomes.Design/methodology/approachThis paper builds upon classical and contemporary management theories to identify important gaps in knowledge about how employees and firms engage with wellness. Interactive psychology, emphasizing multidirectional interaction between person (employee) and situation (organization) wellness orientation, is introduced.FindingsThe paper develops a model that can be used to assess organizational wellness program effectiveness by emphasizing the interaction of employee and organizational wellness orientation. The model illustrates that wellness effectiveness relies equally on employee agency through an active wellness orientation matched with the organizational wellness orientation.Originality/valueThis paper questions the dominant approaches to assessing the effectiveness of workplace wellness initiatives, arguing for a more humanistic and agentic perspective rather than traditional organizationally centered fiscal measures.

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Gardner-Bonneau, Daryle. "The whiteboard: the joy of sex psychology." Interactions 8, no. 1 (January 2001): 19–22. http://dx.doi.org/10.1145/356978.356985.

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Hari, Riitta, Mikko Sams, and Lauri Nummenmaa. "Attending to and neglecting people: bridging neuroscience, psychology and sociology." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1693 (May 5, 2016): 20150365. http://dx.doi.org/10.1098/rstb.2015.0365.

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Human behaviour is context-dependent—based on predictions and influenced by the environment and other people. We live in a dynamic world where both the social stimuli and their context are constantly changing. Similar dynamic, natural stimuli should, in the future, be increasingly used to study social brain functions, with parallel development of appropriate signal-analysis methods. Understanding dynamic neural processes also requires accurate time-sensitive characterization of the behaviour. To go beyond the traditional stimulus–response approaches, brain activity should be recorded simultaneously from two interacting subjects to reveal why human social interaction is critically different from just reacting to each other. This theme issue on Attending to and neglecting people contains original work and review papers on person perception and social interaction. The articles cover research from neuroscience, psychology, robotics, animal interaction research and microsociology. Some of the papers are co-authored by scientists who presented their own, independent views in the recent Attention and Performance XXVI conference but were brave enough to join forces with a colleague having a different background and views. In the future, information needs to converge across disciplines to provide us a more holistic view of human behaviour, its interactive nature, as well as the temporal dynamics of our social world.

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McCrae, Robert R., and Paul T. Costa. "Trait explanations in personality psychology." European Journal of Personality 9, no. 4 (November 1995): 231–52. http://dx.doi.org/10.1002/per.2410090402.

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Recent debates on the status of contemporary trait psychology (Pervin, 1994) have revived old questions about the role of traits in the explanation of behavior: are traits mere descriptions of behavior, or do they offer one legitimate and useful form of explanation? We review the logic of trait explanation and present a general model of the person in which personality traits are hypothetical constructs regarded as basic dispositions. In interaction with external influences—notably shared meaning systems—traits contribute causally to the development of habits, attitudes, skills, and other characteristic adaptations. In this model, action and experience can be explained directly or proximally in terms of the interaction of the immediate situation with the individual's characteristic adaptations, and indirectly or distally in terms of underlying personality traits.

Journal articles on the topic 'Interaction psychology'

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