Journal articles: 'Relational cues'

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Sanchez-Burks, Jeffrey. "Protestant relational ideology and (in)attention to relational cues in work settings." Journal of Personality and Social Psychology 83, no. 4 (2002): 919–29. http://dx.doi.org/10.1037/0022-3514.83.4.919.

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Norvilas, Algis. "Bilingual Access of Single and Paired Words in the Context of Episodic Memory." Psichologija 60 (December 30, 2019): 8–26. http://dx.doi.org/10.15388/psichol.2019.6.

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In a series of four experiments, the cued-recall task was used to explore bilingual word representation in episodic memory. When target words were encoded singly, their recall to same-language and to crossed-language extralist cues was found not to be different. These results appear to support a language independent view of bilingual word representation in which words of different languages are mutually accessible. When target words were encoded in a cue-target relational fashion, recall of target words was much higher to original-language than to translated-language intralist cues, thus supporting a language dependent view. In this case information seems to be bound by the language in which it was originally encountered. This difference in results of cross-language cuing of singly and relationally encoded words was assumed to result from shifts in meaning brought about by contrasting word experiences. More broadly, the findings were interpreted within the context of Don Dulany’s (1997) mentalistic theory of evocative versus deliberative processing of words.

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Ledbetter, Andrew M. "Chronemic Cues and Sex Differences in Relational E-Mail." Social Science Computer Review 26, no. 4 (December 18, 2007): 466–82. http://dx.doi.org/10.1177/0894439308314812.

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Pearmain, Rosalind. "Evocative cues and presence: relational consciousness within qualitative research." International Journal of Children's Spirituality 12, no. 1 (April 2007): 75–82. http://dx.doi.org/10.1080/13644360701266176.

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Tomlinson, Marc T., and Bradley C. Love. "Monkey see, monkey do: Learning relations through concrete examples." Behavioral and Brain Sciences 31, no. 2 (April 2008): 150–51. http://dx.doi.org/10.1017/s0140525x08003762.

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AbstractPenn et al. argue that the complexity of relational learning is beyond animals. We discuss a model that demonstrates relational learning need not involve complex processes. Novel stimuli are compared to previous experiences stored in memory. As learning shifts attention from featural to relational cues, the comparison process becomes more analogical in nature, successfully accounting for performance across species and development.

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Tyler, James M., Sara E. Branch, and Peter O. Kearns. "Dispositional Need to Belong Moderates the Impact of Negative Social Cues and Rejection on Self-Esteem." Social Psychology 47, no. 4 (August 2016): 179–86. http://dx.doi.org/10.1027/1864-9335/a000271.

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Abstract. In two studies, we examined how need to belong as a dispositional variable influences the relational interpretation of social cues and the subsequent effect on self-esteem. Across both studies, the results from a negative (vs. positive) social cue condition showed that individuals high in need to belong were more negatively affected by (i.e., lower self-esteem, social involvement, and relational value) than those low in need to belong. Results from Study 2 also showed that these negative effects can be attenuated when participants have the opportunity to engage in self-affirmation. In all, the findings contribute to the literature by demonstrating that need to belong at the trait level not only has cognitive effects, but also has important downstream relational effects that influence how people differentially interpret the cues in their social environment.

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Marinova, Detelina, Sunil K. Singh, and Jagdip Singh. "Frontline Problem-Solving Effectiveness: A Dynamic Analysis of Verbal and Nonverbal Cues." Journal of Marketing Research 55, no. 2 (April 2018): 178–92. http://dx.doi.org/10.1509/jmr.15.0243.

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This study examines the impact of frontline employees' problem solving on customer satisfaction (CSAT) during ongoing interactions prompted by service failures and complaints. Using outsourced regulation theory, the authors predict negative moderating effects of frontline relational work and displayed affect on the dynamic influence of frontline solving work on CSAT. Frontline employees' verbal (nonverbal) cues provide the basis to identify solving and relational work (displayed affect). The authors test hypotheses with data from video recordings of real-life problem-solving interactions involving airline customers as well as a controlled experimental study. They find that frontline solving work has a positive effect on CSAT, and it increases in magnitude as the interaction unfolds. However, this positive effect becomes weaker for relatively higher levels of frontline relational work or displayed affect and, conversely, stronger for relatively lower levels over time. In summary, overdoing relational work and overdisplaying positive affect diminish the efficacy of problem-solving interactions, a finding that provides implications for theory and practice.

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Smith, Stephen J., and Rebecca J. Lloyd. "Life Phenomenology and Relational Flow." Qualitative Inquiry 26, no. 5 (February 15, 2019): 538–43. http://dx.doi.org/10.1177/1077800419829792.

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Michel Henry’s radical reversal of world-referenced intentionality provides inspiration for drawing out the substantive features of relational flow analysis. To feel what you see is the overarching methodological cue in the consideration of flow affects. Flow moments are telling cues for discerning how there are not so much instances of temporal flux as there are impressions of vital connection that wax and wane in intensity. The depth of these impressions is the revelation of an all-encompassing hetero-affectivity wherein we are moved by the forces of life to take up in writing exemplary practices of relational flow.

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Tyler, James M. "In the Eyes of Others: Monitoring for Relational Value Cues." Human Communication Research 34, no. 4 (October 2008): 521–49. http://dx.doi.org/10.1111/j.1468-2958.2008.00331.x.

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Wiklund-Engblom, Annika. "Digital relational competence: Sensitivity and responsivity to needs of distance and co-located students." Seminar.net 14, no. 2 (October 15, 2018): 188–200. http://dx.doi.org/10.7577/seminar.2979.

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Being relationally competent is an essential skill for teachers. This involves, for example, skills in social interaction, emotional communication, and human connection. Two key factors for relational competence are teachers’ sensitivity and responsivity to learner needs. In a distance-learning environment this can be a challenge because of the technical barriers, which often entail a lack of nonverbal cues that can guide teachers in social interactions and the orchestration of relations. In this study, nine semi-structured interviews capture the experiences of teachers in upper secondary school, in order to explore how they describe their own digital didactical design for distance courses and how they perceive that it supports students’ learning. In the qualitative content analysis of the interview data, the emphasis was placed on teachers’ digital relational competence with regard to their sensitivity and responsivity. These two factors are scrutinized in relation to six categories of student needs: emotional, cognitive-epistemic, metareflective, self-regulatory, social, and practical-logistic needs.

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Maloney, Emma, and Dermot Barnes-Holmes. "Exploring the Behavioral Dynamics of the Implicit Relational Assessment Procedure: The Role of Relational Contextual Cues Versus Relational Coherence Indicators as Response Options." Psychological Record 66, no. 3 (May 4, 2016): 395–403. http://dx.doi.org/10.1007/s40732-016-0180-5.

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Harvey Knowles, Jacquelyn, Valerie Manusov, and John Crowley. "Minding Your Matters: Predicting Satisfaction, Commitment, and Conflict Strategies From Trait Mindfulness." Interpersona: An International Journal on Personal Relationships 9, no. 1 (June 30, 2015): 44–58. http://dx.doi.org/10.5964/ijpr.v9i1.168.

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This exploratory study sought to uncover whether trait mindfulness, an individual’s aptitude for focusing on the present moment while refraining from passing negative judgments or processing external cues in a habitual manner, is predictive of more constructive and less destructive approaches to relational conflict. In addition, we looked at its predictive role in relational satisfaction and commitment. Ninety-one participants completed self-report measures on trait mindfulness, relational satisfaction, commitment, and conflict strategies. Results revealed that aspects of mindfulness predict the type of conflict strategy in which people reportedly engage. Mindfulness subscales were also related positively to satisfaction and commitment. In concluding, we discuss limitations and potential avenues for future inquiry in this area.

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Maduku, Daniel K., and Ryan L. Mathaba. "Relational Benefits as Predictors of Relationship Quality Outcomes in Online Retailing." Journal of Electronic Commerce in Organizations 20, no. 1 (January 1, 2022): 1–34. http://dx.doi.org/10.4018/jeco.305737.

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The present study examines the extent to which structural assurance mechanisms and economic benefits of online shopping are used by online shoppers as cues to infer the relational benefits of confidence and special treatment, respectively. The study further posits that these relational benefits foster relationship quality outcomes for online retailers. The study's findings—based on survey data obtained from 580 online shoppers—suggest that the online retailing structural assurance mechanisms and the selected economic benefits online shopping positively predict online shoppers' special treatment benefits and confidence benefits. The results also show that special treatment benefits and confidence benefits positively predict relationship quality outcomes. The findings also show how the relational benefits serve as mediating mechanisms through which the online retailing structural assurance features and customisation and functional convenience affect the relationship quality outcomes.

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Holzgrefe-Lang, Julia, Caroline Wellmann, Barbara Höhle, and Isabell Wartenburger. "Infants’ Processing of Prosodic Cues: Electrophysiological Evidence for Boundary Perception beyond Pause Detection." Language and Speech 61, no. 1 (September 22, 2017): 153–69. http://dx.doi.org/10.1177/0023830917730590.

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Infants as young as six months are sensitive to prosodic phrase boundaries marked by three acoustic cues: pitch change, final lengthening, and pause. Behavioral studies suggest that a language-specific weighting of these cues develops during the first year of life; recent work on German revealed that eight-month-olds, unlike six-month-olds, are capable of perceiving a prosodic boundary on the basis of pitch change and final lengthening only. The present study uses Event-Related Potentials (ERPs) to investigate the neuro-cognitive development of prosodic cue perception in German-learning infants. In adults’ ERPs, prosodic boundary perception is clearly reflected by the so-called Closure Positive Shift (CPS). To date, there is mixed evidence on whether an infant CPS exists that signals early prosodic cue perception, or whether the CPS emerges only later—the latter implying that infantile brain responses to prosodic boundaries reflect acoustic, low-level pause detection. We presented six- and eight-month-olds with stimuli containing either no boundary cues, only a pitch cue, or a combination of both pitch change and final lengthening. For both age groups, responses to the former two conditions did not differ, while brain responses to prosodic boundaries cued by pitch change and final lengthening showed a positivity that we interpret as a CPS-like infant ERP component. This hints at an early sensitivity to prosodic boundaries that cannot exclusively be based on pause detection. Instead, infants’ brain responses indicate an early ability to exploit subtle, relational prosodic cues in speech perception—presumably even earlier than could be concluded from previous behavioral results.

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Doane, Gweneth Hartrick, Annette J. Browne, Joanne Reimer, Martha MacLeod, and Edna McLellan. "Enacting Nursing Obligations: Public Health Nurses’ Theorizing in Practice." Research and Theory for Nursing Practice 23, no. 2 (May 2009): 88–106. http://dx.doi.org/10.1891/1541-6577.23.2.88.

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A recent study illustrated Public Health Nurses’ theorizing of obligation within their everyday practice with high priority families. As a practical (and practice) activity this theorizing shaped and enhanced PHN practice in complex nursing situations and served to affect desired outcomes for families. Using a hermeneutic methodology, six features were identified as central to this practical theorizing process: (a) being in the complexity of families’ lives, (b) responding to relational cues, (c) putting the primary investment in people and families, (d) working toward potential, (e) working the relational “in-betweens,” and (f) reflexive inquiry. The findings have implications for understanding theory and theory development in everyday nursing practice.

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Alvergne, Alexandra, Fanny Perreau, Allan Mazur, Ulrich Mueller, and Michel Raymond. "Identification of visual paternity cues in humans." Biology Letters 10, no. 4 (April 2014): 20140063. http://dx.doi.org/10.1098/rsbl.2014.0063.

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Understanding how individuals identify their relatives has implications for the evolution of social behaviour. Kinship cues might be based on familiarity, but in the face of paternity uncertainty and costly paternal investment, other mechanisms such as phenotypic matching may have evolved. In humans, paternal recognition of offspring and subsequent discriminative paternal investment have been linked to father–offspring facial phenotypic similarities. However, the extent to which paternity detection is impaired by environmentally induced facial information is unclear. We used 27 portraits of fathers and their adult sons to quantify the level of paternity detection according to experimental treatments that manipulate the location, type and quantity of visible facial information. We found that (i) the lower part of the face, that changes most with development, does not contain paternity cues, (ii) paternity can be detected even if relational information within the face is disrupted and (iii) the signal depends on the presence of specific information rather than their number. Taken together, the results support the view that environmental effects have little influence on the detection of paternity using facial similarities. This suggests that the cognitive dispositions enabling the facial detection of kinship relationships ignore genetic irrelevant facial information.

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Gkorezis, Panagiotis, Victoria Bellou, and Nikolaos Skemperis. "Nonverbal communication and relational identification with the supervisor." Management Decision 53, no. 5 (June 15, 2015): 1005–22. http://dx.doi.org/10.1108/md-11-2014-0630.

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Purpose – Nonverbal communication comprises a core element of the interactions between leader and follower. Nevertheless, there is limited empirical attention regarding the impact of nonverbal cues on followers’ attitudinal outcomes. The purpose of this paper is to contribute to this gap by linking a salient form of nonverbal communication, kinesics, to an under-researched leader-follower relationship outcome, that is relational identification (RI) with the supervisor. In doing so, the authors also highlight the mediating role of leader-member exchange (LMX) in the aforementioned relationship. Design/methodology/approach – The authors conducted two studies in different countries. Moreover, the authors examined the hypotheses using hierarchical regression and bootstrap analysis. Findings – As hypothesized, the present results showed that kinesics have both a direct and an indirect effect, through LMX, on RI with the supervisor. Originality/value – To the best of authors’ knowledge this is the first study that links a form of nonverbal communication to both LMX and RI.

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Dempsey, Paula R. "“Are You a Computer?” Opening Exchanges in Virtual Reference Shape the Potential for Teaching." College & Research Libraries 77, no. 4 (July 1, 2016): 455–68. http://dx.doi.org/10.5860/crl.77.4.455.

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Academic reference librarians frequently work with students who are not aware of their professional roles. In online interactions, a student might not even realize that the librarian is a person. The ways students initiate conversations reveal their understanding of the mutual roles involved in reference encounters. Conversation analysis of live chat transcripts at two institutions establishes the importance of opening exchanges to shape the potential for teaching. Chats that students open with relational cues (greeting, introduction, courtesy, verbal softeners) last longer than chats without these cues. Longer chats include more expressions of enthusiastic gratitude. The transcripts show evidence of successful strategies by librarians to shift chats from transactional openings to conversations with potential for engaged learning.

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Gibson, Bradley S., Gabriel A. Radvansky, Ann C. Johnson, and M. Windy McNerney. "Grapheme–color synesthesia can enhance immediate memory without disrupting the encoding of relational cues." Psychonomic Bulletin & Review 19, no. 6 (July 27, 2012): 1172–77. http://dx.doi.org/10.3758/s13423-012-0306-y.

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Watson, John S., Judit Futo, Peter Fonagy, and Gyorgy Gergely. "Gender and relational differences in sensitivity to internal and external cues at 12 months." Bulletin of the Menninger Clinic 75, no. 1 (March 2011): 64–93. http://dx.doi.org/10.1521/bumc.2011.75.1.64.

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Walther, Joseph B., and Lisa C. Tidwell. "Nonverbal cues in computer‐mediated communication, and the effect of chronemics on relational communication." Journal of Organizational Computing 5, no. 4 (January 1995): 355–78. http://dx.doi.org/10.1080/10919399509540258.

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Hyland, John M., Denis P. O’Hora, Julian C. Leslie, and Sinéad Smyth. "Sequential Responding in Accordance With Temporal Relational Cues: A Comparison of Before and After." Psychological Record 62, no. 3 (July 2012): 463–84. http://dx.doi.org/10.1007/bf03395814.

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Avarguès-Weber, Aurore, Adrian G. Dyer, Noha Ferrah, and Martin Giurfa. "The forest or the trees: preference for global over local image processing is reversed by prior experience in honeybees." Proceedings of the Royal Society B: Biological Sciences 282, no. 1799 (January 22, 2015): 20142384. http://dx.doi.org/10.1098/rspb.2014.2384.

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Traditional models of insect vision have assumed that insects are only capable of low-level analysis of local cues and are incapable of global, holistic perception. However, recent studies on honeybee ( Apis mellifera ) vision have refuted this view by showing that this insect also processes complex visual information by using spatial configurations or relational rules. In the light of these findings, we asked whether bees prioritize global configurations or local cues by setting these two levels of image analysis in competition. We trained individual free-flying honeybees to discriminate hierarchical visual stimuli within a Y-maze and tested bees with novel stimuli in which local and/or global cues were manipulated. We demonstrate that even when local information is accessible, bees prefer global information, thus relying mainly on the object's spatial configuration rather than on elemental, local information. This preference can be reversed if bees are pre-trained to discriminate isolated local cues. In this case, bees prefer the hierarchical stimuli with the local elements previously primed even if they build an incorrect global configuration. Pre-training with local cues induces a generic attentional bias towards any local elements as local information is prioritized in the test, even if the local cues used in the test are different from the pre-trained ones. Our results thus underline the plasticity of visual processing in insects and provide new insights for the comparative analysis of visual recognition in humans and animals.

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Figeac, Julien, and Johann Chaulet. "Video-ethnography of social media apps’ connection cues in public settings." Mobile Media & Communication 6, no. 3 (February 2, 2018): 407–27. http://dx.doi.org/10.1177/2050157917747642.

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This paper aims to analyze the uses of mobile social network services (mSNS) during daily commutes on the basis of a video ethnography conducted with 35 users of the Facebook app. This method is based on the combination of context-oriented recordings made with user-worn camera glasses and mobile screen video capture. These data reveal the way smartphone usage patterns tend to be organized according to notification functions (mSNS, SMS), a specific set of technical cues that mediatize social demand and promote social connectedness. Users manage these cues through a recurrent trend composed of a three-step sequence: they often start by using applications displaying notifications; they favor those that display social demands; and, among them, they prioritize these relational solicitations in accordance with social status or types of relationships. By examining the distribution of users’ attention between urban environments and smartphone applications, this video-ethnography also highlights how these “checking habits” are organized according to a set of spatial cues and some daily commute characteristics, such as visual coordination with passengers in public transport. These technical cues mediatize a growing number of social demands that encourage users to keep their eyes focused on their smartphone’s screen in public spaces. We argue that these technical cues create a temporary bubble effect and social isolation at a proximal scale, which mostly operate at the beginning of smartphone usage patterns.

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Ramírez, Eduar S., Francisco J. Ruiz, Andrés Peña-Vargas, and Paola A. Bernal. "Empirical Investigation of the Verbal Cues Involved in Delivering Experiential Metaphors." International Journal of Environmental Research and Public Health 18, no. 20 (October 11, 2021): 10630. http://dx.doi.org/10.3390/ijerph182010630.

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Delivering metaphors experientially has been emphasized in several psychotherapies, such as acceptance and commitment therapy. However, few research has analyzed the variables involved in the efficacy of metaphors. This experimental analog study aims to advance in this topic by analyzing the effect of two components involved in the experiential delivery of metaphors in psychotherapy. The first component is presenting the metaphor by asking the individual to imagine herself as the protagonist of the story versus presenting the metaphor in the third person (Self vs. Other). The second component is the inclusion of verbal cues prompting the relational elaboration of the rules derived from the metaphor content versus not including these prompts (Elaboration vs. No Elaboration). The effect of these components was tested in a double-blind, randomized, 2 × 2 factorial experiment that used the cold pressor task (CPT). Eighty-four participants were exposed to the CPT at the pretest. Afterward, participants were randomly assigned to four experimental protocols. The protocols were audiotaped and consisted of the same metaphor presented in four slightly different ways. Specifically, the protocol of Condition A involved a metaphor with Self and Elaboration, Condition B involved Self and No Elaboration, Condition C involved Other and Elaboration, and Condition D involved Other and No Elaboration. Then, participants were re-exposed to the CPT in the posttest. We hypothesized that Condition A (Self and Elaboration) would show a higher mean increase in pain tolerance than the remaining conditions, which would show similar results. The results were consistent with this hypothesis because Condition A showed a higher percentual increase in pain tolerance (Condition A: M = 268.21, SD = 167.47; Condition B: M = 180.86, SD = 73.01; Condition C: M = 204.81, SD = 100.19; Condition D: M = 175.41, SD = 76.00). A Bayesian informative hypothesis evaluation showed that this hypothesis obtained the highest posterior model probability. Thus, the results indicate that introducing metaphors by asking the individual to imagine herself as the protagonist of the story and providing prompts for relational elaboration might increase the therapeutic effect of the metaphor.

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SETHURAMAN, NITYA, and LINDA B. SMITH. "Verbs and attention to relational roles in English and Tamil." Journal of Child Language 40, no. 2 (January 31, 2012): 358–90. http://dx.doi.org/10.1017/s0305000911000523.

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ABSTRACTEnglish-learning children have been shown to reliably use cues from argument structure in learning verbs. However, languages pair overtly expressed arguments with verbs to varying extents, raising the question of whether children learning all languages expect the same, universal mapping between arguments and relational roles. Three experiments examined this question by asking how strongly early-learned verbs by themselves,without their corresponding explicitly expressed arguments, point to ‘conceptual arguments’ – the relational roles in a scene. Children aged two to four years and adult speakers of two languages that differ structurally in terms of whether the arguments of a verb are explicitly expressed more (English) or less (Tamil) frequently were compared in their mapping of verbs, presented without any overtly expressed arguments, to a range of scenes. The results suggest different developmental trajectories for language learners, as well as different patterns of adult interpretation, and offer new ways of thinking about the nature of verbs cross-linguistically.

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Wang, Lijuan, Qingqing Li, Qiong Wu, Satoshi Takahashi, and Jinglong Wu. "The categorical relational process mechanism in enactment learning: effects of divided attention and categorical cues." Journal of Cognitive Psychology 33, no. 2 (February 12, 2021): 133–45. http://dx.doi.org/10.1080/20445911.2021.1883032.

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Lee, Hsiang-Ming, Ya-Hui Hsu, and Tsai Chen. "The Moderating Effects of Self-Referencing and Relational-Interdependent Self-Construal in Anti-Smoking Advertising for Adolescents." International Journal of Environmental Research and Public Health 17, no. 22 (November 16, 2020): 8481. http://dx.doi.org/10.3390/ijerph17228481.

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The tobacco epidemic is one of the most serious public health issues in the world. Tobacco use starts and becomes established primarily during adolescence, and nearly 9 out of 10 cigarette smokers first tried smoking by age 18, with 99% first trying by age 26. This study employed a 2 (advertising appeal: emotional vs. rational) by 2 (self-referencing: analytical vs. narrative) factorial design in Study 1; and a 2 (relational-interdependent self-construal: high and low) by 3 (social relational cue: self, friend, and family) factorial design in Study 2. The behavior intention of anti-smoking acted as the measured dependent variable. Samples of 192 (Study 1) and 222 (Study 2) were collected from one of the biggest high schools in northern Taiwan. The results showed advertising appeal and self-referencing had a significant interaction effect on behavior intention (p = 0.040). The results also showed rational appealing advertising is suitable for analytical self-referencing (p = 0.022) and emotional appealing advertising is suitable for narrative self-referencing (p = 0.067). However, the social relationship cue and relational-interdependent self-construal had no significant interaction effect on behavior intention, and only relational-interdependent self-construal significantly affected behavior intention (p < 0.001). Regardless of whether the relational-interdependent self-construal is high or low, when the anti-smoking advertising is from the family perspective to persuade adolescents not to smoke, both influence the adolescent more than the other two social relationship cues (self and friend).

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Cullinan, Veronica A., Dermot Barnes-Holmes, and Paul M. Smeets. "A PRECURSOR TO THE RELATIONAL EVALUATION PROCEDURE: SEARCHING FOR THE CONTEXTUAL CUES THAT CONTROL EQUIVALENCE RESPONDING." Journal of the Experimental Analysis of Behavior 76, no. 3 (November 2001): 339–49. http://dx.doi.org/10.1901/jeab.2001.76-339.

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Gibson, Brett M., and Edward A. Wasserman. "Time-course of control by specific stimulus features and relational cues during same-different discrimination training." Animal Learning & Behavior 32, no. 2 (May 2004): 183–89. http://dx.doi.org/10.3758/bf03196019.

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MO, Ran, Zuozhi FANG, and Jiandong FANG. "How to establish a digital therapeutic alliance between chatbots and users: The role of relational cues." Advances in Psychological Science 31, no. 4 (2023): 669. http://dx.doi.org/10.3724/sp.j.1042.2023.00669.

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Troop-Gordon, Wendy, Robert D. Gordon, Bethany M. Schwandt, Gregor A. Horvath, Elizabeth Ewing Lee, and Kari J. Visconti. "Allocation of attention to scenes of peer harassment: Visual–cognitive moderators of the link between peer victimization and aggression." Development and Psychopathology 31, no. 02 (March 22, 2018): 525–40. http://dx.doi.org/10.1017/s0954579418000068.

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AbstractAs approximately one-third of peer-victimized children evidence heightened aggression (Schwartz, Proctor, & Chien, 2001), it is imperative to identify the circumstances under which victimization and aggression co-develop. The current study explored two potential moderators of victimization–aggression linkages: (a) attentional bias toward cues signaling threat and (b) attentional bais toward cues communicating interpersonal support. Seventy-two fifth- and sixth-grade children (34 boys; Mage = 11.67) were eye tracked while watching video clips of bullying. Each scene included a bully, a victim, a reinforcer, and a defender. Children's victimization was measured using peer, parent, and teacher reports. Aggression was measured using peer reports of overt and relational aggression and teacher reports of aggression. Victimization was associated with greater aggression at high levels of attention to the bully. Victimization was also associated with greater aggression at low attention to the defender for boys, but at high attention to the defender for girls. Attention to the victim was negatively correlated with aggression regardless of victimization history. Thus, attentional biases to social cues integral to the bullying context differentiate whether victimization is linked to aggression, necessitating future research on the development of these biases and concurrent trajectories of sociobehavioral development.

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Cooke, Emma, Molly M. Perkins, Patrick Doyle, Kathy Kinlaw, Kevin Wack, and Ann E. Vandenberg. "“THEY DON’T TELL YOU ANYTHING”: ETHICS OF PRIVACY AND SOCIAL RELATIONSHIPS IN ASSISTED LIVING." Innovation in Aging 3, Supplement_1 (November 2019): S912. http://dx.doi.org/10.1093/geroni/igz038.3327.

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Abstract The Health Insurance Portability and Accountability Act was developed to ensure patient privacy. Yet in assisted living (AL), social connectedness—which is associated with positive sense of self and well-being—may conflict with privacy regulations restricting information sharing. These regulations, while intended to protect, rely on a traditional conception of autonomy that foregrounds self-determination, freedom of choice, and freedom from outside interference, rather than a relational definition that acknowledges dependency, interdependence, and care relationships. We sought to identify health information sharing practices in AL that help or hinder residents’ ability to maintain a positive sense of self. We conducted a thematic analysis with secondary data (61 interviews with residents and their informal and formal caregivers, 916 hours of ethnographic observation) from one large (125 beds) AL community in Atlanta enrolled in a 5-year NIA-funded end-of-life study (5R01AG047408). We examined these data to determine how health information is shared in AL, and the valence of different sharing practices. Findings showed that exchanging information about shared life stage and health circumstances built community within AL. Conversely, receiving partial or inadequate health information frustrated residents. Medical information could be inferred from environmental cues, but many residents felt these cues harmfully “medicalized” social space. Negotiating privacy boundaries required staff and resident compromise. These results indicate divergence between AL policies intended to preserve privacy, and resident values emphasizing social relationships and bonding. A relational perspective may be valuable in developing alternatives for residents wishing to share health information with peers.

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Arai, Sakura, John Tooby, and Leda Cosmides. "Motivations to reciprocate cooperation and punish defection are calibrated by estimates of how easily others can switch partners." PLOS ONE 17, no. 4 (April 19, 2022): e0267153. http://dx.doi.org/10.1371/journal.pone.0267153.

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Evolutionary models of dyadic cooperation demonstrate that selection favors different strategies for reciprocity depending on opportunities to choose alternative partners. We propose that selection has favored mechanisms that estimate the extent to which others can switch partners and calibrate motivations to reciprocate and punish accordingly. These estimates should reflect default assumptions about relational mobility: the probability that individuals in one’s social world will have the opportunity to form relationships with new partners. This prior probability can be updated by cues present in the immediate situation one is facing. The resulting estimate of a partner’s outside options should serve as input to motivational systems regulating reciprocity: Higher estimates should down-regulate the use of sanctions to prevent defection by a current partner, and up-regulate efforts to attract better cooperative partners by curating one’s own reputation and monitoring that of others. We tested this hypothesis using a Trust Game with Punishment (TGP), which provides continuous measures of reciprocity, defection, and punishment in response to defection. We measured each participant’s perception of relational mobility in their real-world social ecology and experimentally varied a cue to partner switching. Moreover, the study was conducted in the US (n = 519) and Japan (n = 520): societies that are high versus low in relational mobility. Across conditions and societies, higher perceptions of relational mobility were associated with increased reciprocity and decreased punishment: i.e., those who thought that others have many opportunities to find new partners reciprocated more and punished less. The situational cue to partner switching was detected, but relational mobility in one’s real social world regulated motivations to reciprocate and punish, even in the experimental setting. The current research provides evidence that motivational systems are designed to estimate varying degrees of partner choice in one’s social ecology and regulate reciprocal behaviors accordingly.

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Vigil, Jacob Miguel. "A socio-relational framework of sex differences in the expression of emotion." Behavioral and Brain Sciences 32, no. 5 (October 2009): 375–90. http://dx.doi.org/10.1017/s0140525x09991075.

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AbstractDespite a staggering body of research demonstrating sex differences in expressed emotion, very few theoretical models (evolutionary or non-evolutionary) offer a critical examination of the adaptive nature of such differences. From the perspective of a socio-relational framework, emotive behaviors evolved to promote the attraction and aversion of different types of relationships by advertising the two most parsimonious properties of reciprocity potential, or perceived attractiveness as a prospective social partner. These are the individual's (a) perceived capacity or ability to provide expedient resources, or to inflict immediate harm onto others, and their (b) perceived trustworthiness or probability of actually reciprocating altruism (Vigil 2007). Depending on the unique social demands and relational constraints that each sex evolved, individuals should be sensitive to advertise “capacity” and “trustworthiness” cues through selective displays of dominant versus submissive and masculine versus feminine emotive behaviors, respectively. In this article, I introduce the basic theoretical assumptions and hypotheses of the framework, and show how the models provide a solid scaffold with which to begin to interpret common sex differences in the emotional development literature. I conclude by describing how the framework can be used to predict condition-based and situation-based variation in affect and other forms of expressive behaviors.

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Busacca, Gesualdo. "Places of Encounter: Relational Ontologies, Animal Depiction and Ritual Performance at Göbekli Tepe." Cambridge Archaeological Journal 27, no. 2 (January 10, 2017): 313–30. http://dx.doi.org/10.1017/s095977431600072x.

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Archaeologists have long debated the potential role of iconographic repertoires in reconstructing prehistoric ontologies and symbolic systems. The rich and complex imagery unearthed at Pre-Pottery Neolithic Göbekli Tepe (Turkey) has offered a promising ground to address this issue further. Previous interpretations have focused on the symbolic meaning of the depictions, often highlighting their male-centred and violent connotations, while overlooking the spatial and performative contexts of the depictions. This paper engages with this scholarly work in order to propose a new interpretation based on the anthropological framework of relational ontologies and on the analysis of some stylistic and contextual aspects of the iconography. Based on these premises, the curvilinear enclosures of Göbekli Tepe are interpreted as places of encounter devoted to interpersonal relationships among human and non-human agents, enabled by the intermediary role of images. The use of particular techniques of visual representation—including cues of motion and an emphasis on three-dimensionality—along with the centripetal orientation of the animal figures contributed to the animation of the depicted animals and to a sense of convergence of human and non-human beings in the social space of the enclosures.

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Rodríguez, Fernando, Blanca Quintero, Lucas Amores, David Madrid, Carmen Salas-Peña, and Cosme Salas. "Spatial Cognition in Teleost Fish: Strategies and Mechanisms." Animals 11, no. 8 (July 31, 2021): 2271. http://dx.doi.org/10.3390/ani11082271.

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Teleost fish have been traditionally considered primitive vertebrates compared to mammals and birds in regard to brain complexity and behavioral functions. However, an increasing amount of evidence suggests that teleosts show advanced cognitive capabilities including spatial navigation skills that parallel those of land vertebrates. Teleost fish rely on a multiplicity of sensory cues and can use a variety of spatial strategies for navigation, ranging from relatively simple body-centered orientation responses to allocentric or “external world-centered” navigation, likely based on map-like relational memory representations of the environment. These distinct spatial strategies are based on separate brain mechanisms. For example, a crucial brain center for egocentric orientation in teleost fish is the optic tectum, which can be considered an essential hub in a wider brain network responsible for the generation of egocentrically referenced actions in space. In contrast, other brain centers, such as the dorsolateral telencephalic pallium of teleost fish, considered homologue to the hippocampal pallium of land vertebrates, seem to be crucial for allocentric navigation based on map-like spatial memory. Such hypothetical relational memory representations endow fish’s spatial behavior with considerable navigational flexibility, allowing them, for example, to perform shortcuts and detours.

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Gartzke, Erik, and Alex Weisiger. "Fading Friendships: Alliances, Affinities and the Activation of International Identities." British Journal of Political Science 43, no. 1 (July 3, 2012): 25–52. http://dx.doi.org/10.1017/s0007123412000208.

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In international politics ‘friends’ co-ally. But friendship is relational and contextual. Countries are more likely to act on particular common interests if few other actors share that identity. In contrast, new cleavages are likely to emerge as an identity becomes ubiquitous. The tendency for states to form alliances based on certain affinities is thus best thought of as a variable, rather than as a constant. For example, in systems where democracies are scarce, democracies eagerly co-ally. As democracy becomes common, however, incentives binding democratic allies together weaken compared to other definitions of mutual interest. This argument, and the evidence we provide, suggest that the salience of identities as cues to affinity and difference vary with the distribution of types in the system.

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Kaźmierczak, Maria, Paulina Pawlicka, Paulina Anikiej-Wiczenbach, Ariadna B. Łada-Maśko, Bogumiła Kiełbratowska, Magda Rybicka, Alicja Kotłowska, Marian J. Bakermans-Kranenburg, and Marinus H. van IJzendoorn. "Empathy and Hormonal Changes as Predictors of Sensitive Responsiveness towards Infant Crying: A Study Protocol." International Journal of Environmental Research and Public Health 18, no. 9 (April 30, 2021): 4815. http://dx.doi.org/10.3390/ijerph18094815.

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Sensitive responsiveness refers to parents’ ability to recognize and respond to infants’ cues and has been linked to parental empathy. Additionally, oxytocin (OT) and vasopressin (AVP) are hormones important for sensitivity and empathy. The aim of this study is to test the links between dispositional empathy along with changing OT and AVP levels and responsiveness to a life-like doll in couples and to verify whether these factors are predictors of responsiveness to a child’s cues. Exploratory analyses include predictors of sensitive responsiveness: polymorphisms of OXTR, AVPR1a and CD38 genes, personal characteristics and relational factors. The project employs standardized experimental settings that can be used with non-parents and the assessment of parental sensitive responsiveness towards their child. The participants are couples expecting their first child (111) and childless couples (110). The procedure involves caretaking of a life-like doll. Salivary samples and questionnaire data are collected in a planned manner. In the second part, the expectant couples are invited for the assessment of their sensitivity to their own child (Free Play episodes). Parental sensitivity is assessed using the Ainsworth Sensitivity Scale. This paper presents an interdisciplinary research project that reaches beyond the questionnaire measurement, considering many factors influencing the dynamics of adult–infant interaction.

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Patel, R. A., M. Czerwinski, W. Pratt, A. Roseway, N. Chandrasekaran, A. Back, and A. L. Hartzler. "Real-time Feedback on Nonverbal Clinical Communication." Methods of Information in Medicine 53, no. 05 (2014): 389–405. http://dx.doi.org/10.3414/me13-02-0033.

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SummaryIntroduction: This article is part of the Focus Theme of Methods of Information in Medicine on “Pervasive Intelligent Technologies for Health”.Background: Effective nonverbal communication between patients and clinicians fosters both the delivery of empathic patient-centered care and positive patient outcomes. Although nonverbal skill training is a recognized need, few efforts to enhance patient-clinician communication provide visual feedback on nonverbal aspects of the clinical encounter.Objectives: We describe a novel approach that uses social signal processing technology (SSP) to capture nonverbal cues in real time and to display ambient visual feedback on control and affiliation – two primary, yet distinct dimensions of interpersonal nonverbal communication. To examine the design and clinician acceptance of ambient visual feedback on nonverbal communication, we 1) formulated a model of relational communication to ground SSP and 2) conducted a formative user study using mixed methods to explore the design of visual feedback.Methods: Based on a model of relational communication, we reviewed interpersonal communication research to map nonverbal cues to signals of affiliation and control evidenced in patient-clinician interaction. Corresponding with our formulation of this theoretical framework, we designed ambient real-time visualizations that reflect variations of affiliation and control. To explore clinicians’ acceptance of this visual feedback, we conducted a lab study using the Wizard-of-Oz technique to simulate system use with 16 healthcare professionals. We followed up with seven of those participants through interviews to iterate on the design with a revised visualization that addressed emergent design considerations.Results: Ambient visual feedback on non-verbal communication provides a theoretically grounded and acceptable way to provide clinicians with awareness of their nonverbal communication style. We provide implications for the design of such visual feedback that encourages empathic patient-centered communication and include considerations of metaphor, color, size, position, and timing of feedback.Conclusions: Ambient visual feedback from SSP holds promise as an acceptable means for facilitating empathic patient-centered nonverbal communication.

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Sloman, Sabina J., Daniel M. Oppenheimer, and Simon DeDeo. "One Fee, Two Fees; Red Fee, Blue Fee: People Use the Valence of Others’ Speech in Social Relational Judgments." Social Cognition 40, no. 3 (June 2022): 259–81. http://dx.doi.org/10.1521/soco.2022.40.3.259.

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We present an empirical demonstration that people rely on linguistic valence as a direct cue to a speaker’s group membership. Members of the U.S. voting public judge positive words as more likely to be spoken by members of their political in-group, and negative words as more likely to be spoken by members of their political out-group (three studies with 655 participants). We further find that participants perceive pluralized forms of nouns as more extremely valenced than singular forms (one study with 280 participants). This allowed us to control for the semantic content of words while eliciting systematic differences in the source attributions made by partisans. Our work contributes to both theory and methodology used to understand the linguistic cues people use to make social relational judgments.

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Wolgast, Anett, and Yvonne Barnes-Holmes. "Flexible social perspective taking in higher education and the role of contextual cues." Frontline Learning Research 10, no. 1 (August 19, 2022): 76–107. http://dx.doi.org/10.14786/flr.v10i1.781.

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Being able to coordinate the perspectives of oneself and others is likely to be helpful in educational contexts. For example, teachers need flexible social perspective taking to understand their own perspectives and those of their students. Evidence suggests that reading facilitates social perspective taking because it involves readers coordinating social perspectives. However, there is little evidence on actual flexible perspective taking in educational contexts. In the current research, we assumed that the presence of different spatial, temporal, and social cues with regard to (higher) educational contexts would affect flexible social perspective taking performances of prospective psychologists and teachers. Across two different studies, we employed relational frame theory and a within-subject design (n = 44 undergraduate students in Study 1 and n = 176 teacher education students in Study 2). We analyzed the data by Rasch-trees and general linear modeling. The results showed faster responding on flexible spatial and temporal social perspective taking tasks, involving a fictional college course in “English” rather than “statistics” (Study 1). In Study 2, the results suggested greater accuracy on flexible spatial and temporal social perspective taking tasks involving spatial rather than temporal relations (Study 2). The results shed some light on the integration of different approaches for research on understanding the relevance of flexible social perspective taking in educational contexts. Flexible spatial and temporal social perspective taking may be of benefit to both students in higher education and teachers in school education.

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Arora, Kushal, Aishik Chakraborty, and Jackie C. K. Cheung. "Learning Lexical Subspaces in a Distributional Vector Space." Transactions of the Association for Computational Linguistics 8 (July 2020): 311–29. http://dx.doi.org/10.1162/tacl_a_00316.

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In this paper, we propose LexSub, a novel approach towards unifying lexical and distributional semantics. We inject knowledge about lexical-semantic relations into distributional word embeddings by defining subspaces of the distributional vector space in which a lexical relation should hold. Our framework can handle symmetric attract and repel relations (e.g., synonymy and antonymy, respectively), as well as asymmetric relations (e.g., hypernymy and meronomy). In a suite of intrinsic benchmarks, we show that our model outperforms previous approaches on relatedness tasks and on hypernymy classification and detection, while being competitive on word similarity tasks. It also outperforms previous systems on extrinsic classification tasks that benefit from exploiting lexical relational cues. We perform a series of analyses to understand the behaviors of our model. 1 Code available at https://github.com/aishikchakraborty/LexSub .

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San-Martín, Sonia, and Nadia Jimenez. "Curbing electronic shopper perceived opportunism and encouraging trust." Industrial Management & Data Systems 117, no. 10 (December 4, 2017): 2210–26. http://dx.doi.org/10.1108/imds-08-2016-0315.

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Purpose Consumers can face a situation of information asymmetry in electronic shopping (ES). The purpose of this paper to examine the relationships between: relational variables such as satisfaction, trust and perceived opportunism; and website cues (cognitive signals such as security and personalization, and experiential signals, such as design and entertainment). Design/methodology/approach The paper opted for the structural equation methodology to analyze data collected from 447 Spanish e-shoppers. Findings Results show different factors that relate to satisfaction, trust and perceived opportunism in ES. Satisfactory experience with ES and entertainment emerge as the most relevant factors to achieve trust and prevent perceived opportunism in e-commerce. Originality/value The five contributions of this study are: the introduction of variables from several theoretical approaches to the study of an agency problem in e-commerce; the study of different ways to gain buyer trust and reduce perceived opportunism in an electronic shopper-vendor relationship; the application of signaling theory as part of the process of helping the principal (e-shopper) to solve their shopping problem in a context of information asymmetry; the analysis of the impact of external cues from e-vendor/site, which allows for a comparison between internal experiences and external quality signals; and the study of entertainment as an important hedonic variable in order to have satisfied and confident e-shoppers.

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Ji, Ge-Peng, Deng-Ping Fan, Keren Fu, Zhe Wu, Jianbing Shen, and Ling Shao. "Full-duplex strategy for video object segmentation." Computational Visual Media 9, no. 1 (October 18, 2022): 155–75. http://dx.doi.org/10.1007/s41095-021-0262-4.

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AbstractPrevious video object segmentation approaches mainly focus on simplex solutions linking appearance and motion, limiting effective feature collaboration between these two cues. In this work, we study a novel and efficient full-duplex strategy network (FSNet) to address this issue, by considering a better mutual restraint scheme linking motion and appearance allowing exploitation of cross-modal features from the fusion and decoding stage. Specifically, we introduce a relational cross-attention module (RCAM) to achieve bidirectional message propagation across embedding sub-spaces. To improve the model’s robustness and update inconsistent features from the spatiotemporal embeddings, we adopt a bidirectional purification module after the RCAM. Extensive experiments on five popular benchmarks show that our FSNet is robust to various challenging scenarios (e.g., motion blur and occlusion), and compares well to leading methods both for video object segmentation and video salient object detection. The project is publicly available at https://github.com/GewelsJI/FSNet.

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Griffith, Emily E. "When Do Auditors Use Specialists' Work to Improve Problem Representations of and Judgments about Complex Estimates?" Accounting Review 93, no. 4 (October 1, 2017): 177–202. http://dx.doi.org/10.2308/accr-51926.

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ABSTRACT Auditors are more likely to identify misstatements in complex estimates if they recognize problematic patterns among an estimate's underlying assumptions. Rich problem representations aid pattern recognition, but auditors likely have difficulty developing them given auditors' limited domain-specific expertise in this area. In two experiments, I predict and find that a relational cue in a specialist's work highlighting aggressive assumptions improves auditors' problem representations and subsequent judgments about estimates. However, this improvement only occurs when a situational factor (e.g., risk) increases auditors' epistemic motivation to incorporate the cue into their problem representations. These results suggest that auditors do not always respond to cues in specialists' work. More generally, this study highlights the role of situational factors in increasing auditors' epistemic motivation to develop rich problem representations, which contribute to high-quality audit judgments in this and other domains where pattern recognition is important.

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Mills, Carol Bishop. "Child’s play or risky business? The development of teasing functions and relational implications in school-aged children." Journal of Social and Personal Relationships 35, no. 3 (December 22, 2016): 287–306. http://dx.doi.org/10.1177/0265407516683557.

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Teasing is both a playful act that can be used to convey closeness among friends and a hurtful act that can create distance among enemies. This study explores the nature of this complicated communicative act and how it changes with age, as evidenced in children’s talk through in-depth interviews with participants in 3rd, 6th, and 10th grade. In fact, children and teens deftly use the term “teasing” to mean different things. Teasing for third graders is a negative activity used only among disliked peers. It can be used to harm and hurt feelings. In fact, any positive banter between children is referred to as “just teasing,” which is different from teasing. Although negative teasing persists throughout childhood, by sixth grade, children have learned to use teasing with friends by relying on relational cues to interpret the ambiguous act and begin to see teasing as a functional activity. By 10th grade, teens continued social and cognitive development correspond with their use of teasing to build relationships, broach difficult topics, and manage embarrassing situations. Recommendations are made for better understanding how adults, teachers, and researchers might better approach teasing developmentally, as well as why we should consider further work to help understand its relationship to bullying and harassment, while retaining the prosocial aspects of teasing.

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Rouleau, Geneviève, Jérôme Pelletier, José Côté, Marie-Pierre Gagnon, Valérie Martel-Laferrière, Rock Lévesque, and Guillaume Fontaine. "Codeveloping a Virtual Patient Simulation to Foster Nurses’ Relational Skills Consistent With Motivational Interviewing: A Situation of Antiretroviral Therapy Nonadherence." Journal of Medical Internet Research 22, no. 7 (July 15, 2020): e18225. http://dx.doi.org/10.2196/18225.

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Background Although helping people living with HIV manage their antiretroviral therapy is a core competency of HIV nursing care, no educational intervention has sought to strengthen this competency. Thus, we codeveloped a simulation of a virtual patient (VP) having difficulty adhering to treatment to foster the relational skills that nurses require in such situations. Objective This viewpoint paper aims to describe the codevelopment process and the content of VP simulation, as well as the challenges encountered and the strategies used to overcome them. Methods We use a collaborative and iterative approach to develop the simulation based on qualitative evidence, theoretical approaches (strengths-based nursing, motivational interviewing [MI], and adult learning theories), and expert recommendations. We carried out 2 main phases: (1) planning the simulation development and (2) designing the simulation content, sequence, and format. We created the script as if we were writing a choose-your-own-adventure book. All relational skills (behavior change counseling techniques derived from MI) were integrated into a nurse-patient dialogue. The logic of the simulation is as follows: if the nurse uses techniques consistent with MI (eg, open-ended questions, summarizing), a dialogue is opened up with the VP. If the nurse uses relational skills inconsistent with MI (eg, providing advice without asking for permission), the VP will react accordingly (eg, defensively). Learners have opportunities to assess and reflect on their interventions with the help of quizzes and feedback loops. Results Two main challenges are discussed. The most salient challenge was related to the second phase of the VP simulation development. The first was to start the project with divergent conceptions of how to approach the VP simulation—the simulation company’s perspective of a procedural-type approach versus the clinical team’s vision of a narrative approach. As a broad strategy, we came to a mutual understanding to develop a narrative-type VP simulation. It meshed with our conception of a nurse-patient relationship, the values of strengths-based nursing (a collaborative nurse-patient relationship), and the MI’s counseling style. The second challenge was the complexity in designing realistic relational skills in preprogrammed and simulated nurse-patient dialogue while preserving an immersive learning experience. As a broad strategy, we created a collaborative and work-in-progress writing template as a shared working tool. Conclusions Our experience may be helpful to anyone looking for practical cues and guidance in developing narrative VP simulations. As relational skills are used by all nurses—from novices to experts—and other health care practitioners, focusing on this clinical behavior is a good way to ensure the simulation’s adaptability, sustainability, and efficiency.

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Han, Bing, and Deborah A. Cai. "Face goals in apology." Journal of Asian Pacific Communication 20, no. 1 (January 14, 2010): 101–23. http://dx.doi.org/10.1075/japc.20.1.06han.

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This study investigated how the offender’s responsibility, offense severity, offender’s prior relationship with the offended person, and culture influence the offender’s concerns for self- and other-positive and negative face when apologizing to the offended person. The study hypothesized that responsibility, severity, and relationship have positive relationships with other-positive, other-negative, and self-positive face concerns but a negative relationship with self-negative face concern. Culture was expected to moderate the effect of relationship on the four face concerns. Results supported the main effects of responsibility and relationship on other-positive, other-negative, and self-positive face concerns, but these effects were moderated by culture such that the expected positive relationships were supported only among U.S. Americans but not among Chinese. U.S. Americans varied their face concerns when apologizing based on situational and relational cues whereas Chinese did not make such distinctions; Chinese maintained relatively high levels of face concerns across the different levels of responsibility and relationship type.

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Ikeda, Shinnosuke. "The Relationship Between Emotion Recognition from Facial Expression and Self-Construal." Letters on Evolutionary Behavioral Science 12, no. 1 (February 26, 2021): 1–6. http://dx.doi.org/10.5178/lebs.2021.81.

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Previous studies have identified cultural differences in the patterns of emotion recognition, with Eastern cultures emphasizing emotional expression through the eyes and Western cultures emphasizing the facial expression around the mouth. The influence of self-construal has been considered a factor of these cultural differences, but no direct examination has been conducted to clarify how cultural factors are related to self-construal. To examine this relationship and exclude cultural influences other than relational self-construal, this study involved three experiments regarding self-construal and emotion recognition in Japanese subjects. The results showed that the participants perceive sadness more strongly through the eye region when they have a high degree of interdependence, and they perceive happiness more strongly through the mouth region when they have a high degree of independence. The results partially confirm the results of previous research and highlight that self-construal plays a role in interpreting facial cues; these findings suggest that more detailed studies and research focusing on other cultures should be conducted to clarify (1) cultural influence on self-construal and (2) cultural influence on emotion recognition.

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Journal articles on the topic 'Relational cues'

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