Frame-differencing methods for measuring bodily synchrony in conversation

Paxton, Alexandra; Dale, Rick

doi:10.3758/s13428-012-0249-2

Cited by 123 publications

(143 citation statements)

References 33 publications

(86 reference statements)

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“…The effect was stronger during the end phases of conversations than during their beginning phases. This finding agrees with the overall notion of convergence-that is, behaviors becoming more similar over time [65]. Further, in line with the interpersonal theory, the co-participants' mean levels of dominance exhibited a negative effect on participants' mean levels of dominance, as predicted.…”

Section: Discussionsupporting

confidence: 80%

On the Asperger experience of interaction: Interpersonal dynamics in dyadic conversations

Stevanovic¹,

Henttonen²,

Koski³

et al. 2017

J Autism

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We compared the patterns of affiliative and dominant behavior displayed in male dyads where one participant has Asperger's syndrome (AS) with those displayed in male dyads with two neurotypical (NT) participants. Drawing on interpersonal theory, according to which affiliation and dominance constitute two orthogonal axes of the "interpersonal circle," we used a computer-joystick apparatus to assess the participants' moment-to-moment affiliative and dominant behaviors throughout conversation. The patterns of affiliation and dominance were subsequently studied in relation to post-conversation questionnaires that targeted the interactional experiences of the participants in the two different types of dyads (AS dyads, NT dyads). We found the overall interpersonal notion of complementarity to hold for AS and NT dyads alike: greater affiliation in one participant invoked greater affiliation in the co-participant, and greater dominance invoked greater submissiveness in the co-participant. The AS and NT dyads, however, differed with regard to how affiliative and dominant behaviors related to each other during the time course of a single conversation. Furthermore, we found important differences between the AS and NT dyads in how the different patterns of affiliation and dominance were experienced by the participants. For example, a high level of affiliation synchrony was experienced in more negative terms by the participants in the AS dyads than by those in the NT dyads, while a high level of dominance coordination was experienced in more positive terms by the participants in the AS dyads than by those in the NT dyads. The paper increases understanding of the details of the interactional deficits associated with AS and of the conditions in which AS participants may get maximally positive interactional experiences. More generally, our study highlights the necessity to take the study of individual differences in the experiences of patterns of affiliation and dominance into the official agenda of empirical interaction research.

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Section: Discussionsupporting

confidence: 80%

On the Asperger experience of interaction: Interpersonal dynamics in dyadic conversations

Stevanovic¹,

Henttonen²,

Koski³

et al. 2017

J Autism

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“…We recognize that these terms have a host of different uses across areas of psychology and cognitive science with little consensus in their definitions (cf. Butler, 2011;Delaherche et al, 2012;Paxton & Dale, 2013). Drawing from the broader psychology and cognitive science literature on coordination and synchrony, in the current paper we conceptualize coordinated actions and emotions as primarily taking one of two stable patterns: concurrent synchrony and timelagged synchrony.…”

Section: Interpersonal Emotion Dynamicsmentioning

confidence: 99%

An exploratory analysis of emotion dynamics between mothers and adolescents during conflict discussions.

Main

Paxton

Dale

2016

Emotion

Self Cite

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Dynamic patterns of influence between parents and children have long been considered key to understanding family relationships. Despite this, most observational research on emotion in parent–child interactions examines global behaviors at the expense of exploring moment-to-moment fluctuations in emotions that are important for relational outcomes. Using recurrence quantification analysis (RQA) and growth curve analysis, this investigation explored emotion dynamics during parent–adolescent conflict interactions, focusing not only on concurrently shared emotional states but also on time-lagged synchrony of parents’ and adolescents’ emotions relative to one another. Mother–adolescent dyads engaged in a 10-min conflict discussion and reported on their satisfaction with the process and outcome of the discussion. Emotions were coded using the Specific Affect Coding System (SPAFF) and were collapsed into the following categories: negativity, positivity, and validation/interest. RQA and growth curve analyses revealed that negative and positive emotions were characterized by a concurrently synchronous pattern across all dyads, with the highest recurrence rates occurring around simultaneity. However, lower levels of concurrent synchrony of negative emotions were associated with higher discussion satisfaction. We also found that patterns of negativity differed with age: Mothers led negativity in dyads with younger adolescents, and adolescents led negativity in dyads with older adolescents. In contrast to negative and positive emotions, validation/interest showed the time-lagged pattern characteristic of turn-taking, and more highly satisfied dyads showed stronger patterns of time-lagged coordination in validation/interest. Our findings underscore the dynamic nature of emotions in parent–adolescent interactions and highlight the important contributions of these moment-to-moment dynamics toward overall interaction quality.

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“…In order to objectively quantify spontaneously emerging coordination during the joint problem-solving task, we initially employed a frame-differencing method (FDM, see Paxton & Dale, 2013) …”

Section: Spontaneous Coordinationmentioning

confidence: 99%

Coordination Matters: Interpersonal Synchrony Influences Collaborative Problem-Solving

Miles¹,

Lumsden²,

Flannigan³

et al. 2017

PSYCH

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Moving in time with others is a central characteristic of social life and has been shown to promote a host of social-cognitive attunements (e.g., person memory, affiliation, prosociality) for those involved. Less attention has been paid, however, to how the effects of coordination can serve higher-order goal-directed social behaviour. Here we explored whether interpersonal synchrony impacts performance on a collaborative problem-solving task. One hundred and ninety two participants completed a short movement exercise in pairs whereby coordination mode was manipulated (in-phase synchrony, asynchrony, control). Each pair then jointly discussed a problem-solving exercise while the degree to which coordination spontaneously emerged was assessed. The results revealed that collaboration was more effective following in-phase coordination. Of theoretical significance, both instructed and spontaneous synchrony were associated with better performance, with the short-term history of each dyad shaping precisely when coordination was functional. Overall, the synchronization of body movements appears to support effective collaboration.

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Frame-differencing methods for measuring bodily synchrony in conversation

Cited by 123 publications

References 33 publications

On the Asperger experience of interaction: Interpersonal dynamics in dyadic conversations

On the Asperger experience of interaction: Interpersonal dynamics in dyadic conversations

An exploratory analysis of emotion dynamics between mothers and adolescents during conflict discussions.

Coordination Matters: Interpersonal Synchrony Influences Collaborative Problem-Solving

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