Meta-Analyses of the Intra- and Interpersonal Outcomes of Interpersonal Coordination

Vicaria, Ishabel M.; Dickens, Leah

doi:10.1007/s10919-016-0238-8

Cited by 152 publications

(143 citation statements)

References 96 publications

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“…Although behavior matching was initially defined as the similarity of body postures between interactants (LaFrance, 1976), more recent literature has described such matching as behavioral mimicry (Chartrand & Bargh, 1999;Lakin, 2013;Vicaria & Dickens, 2016). Although behavior matching was initially defined as the similarity of body postures between interactants (LaFrance, 1976), more recent literature has described such matching as behavioral mimicry (Chartrand & Bargh, 1999;Lakin, 2013;Vicaria & Dickens, 2016).…”

Section: Coordination Mimicry and Synchronymentioning

confidence: 99%

“…Numerous studies have illustrated that such coordination contributes to smooth interactions and creates social bonds (Tickle-Degnen & Rosenthal, 1990). Recent meta-analyses have confirmed that the positive effects of coordination on interpersonal outcomes (e.g., prosocial behaviors and positive evaluations of interactions and partners) are robust (Vicaria & Dickens, 2016).…”

mentioning

confidence: 96%

“…Another meta-analysis also demonstrated that synchrony, one of the major facets of coordination (Bernieri & Rosenthal, 1991), can increase prosocial behaviors, perceived social bonds, social cognition (e.g., memory), and positive affect (Mogan, Fischer, & Bulbulia, 2017). Although coordination seems to be an essential feature in daily social interactions, the methods of conceptualizing and investigating coordination can vary significantly (for a review, see Bur-behavioral mimicry (Chartrand & Bargh, 1999;Lakin, 2013;Vicaria & Dickens, 2016). In general, behavioral mimicry is the automatic tendency to imitate another's behavior at a particular moment in time.…”

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confidence: 99%

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Gender differences in synchrony: Females in sync during unstructured dyadic conversation

Fujiwara

Kimura

Daibo

2019

Euro J Social Psych

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Although previous studies have reported that individual prosocial traits generally enhance synchrony, gender as a social factor was not the subject of focus. The present study examined gender differences in synchrony by conducting three experiments on dyadic unstructured conversations with same‐gender strangers. Synchrony was assessed by calculating the cross‐wavelet coherence and determining the relative phase. As expected, through the three experiments, the female dyads showed a higher degree of synchrony, compared to the male dyads. Moreover, the conversation type (i.e., structured monologue vs. unstructured dialogue) did not moderate the gender effect (Experiment 2), while synchrony in the female dyads was influenced by the preceding conversation (Experiment 3). In contrast, through the three experiments, the role of the relative phase was unclear. The findings indicate that the social factor, gender, has an impact on synchrony, and that interpersonal sensitivity contributes to synchrony.

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Section: Coordination Mimicry and Synchronymentioning

confidence: 99%

mentioning

confidence: 96%

mentioning

confidence: 99%

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Gender differences in synchrony: Females in sync during unstructured dyadic conversation

Fujiwara

Kimura

Daibo

2019

Euro J Social Psych

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“…Physical synchrony is an important nonverbal factor in forming and modulating communications 1 . Many studies have reported generally positive effects of physical synchrony on affective and cognitive aspects in communications [2][3][4] . Experimental manipulation of physical synchrony induced higher affiliation 5 , cooperation 6 , compassion and altruistic behaviour 7 , and coordination performance 8 , better mood 9 , and incidental memories 10 .…”

Section: Introductionmentioning

confidence: 99%

“…/top-down or unconscious/bottom-up processes. Previous psychological studies have provided indecisive evidence for the roles of awareness and intentionality factors3,4 . Although this study cannot provide a resolute conclusion on this issue, (a) the fact that participants confirmed to have been unaware of the true hypothesis in the debriefing after the experiment, and (b) the observation that among the three components of rapport, coordination, with cues that are complex and less available to conscious control than positivity and attentiveness cues56 , showed the greatest enhancing effect, suggest that the prior physical synchrony effect on the subsequent communication was mediated primarily via a bottom-up pathway.…”

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confidence: 99%

Prior physical synchrony enhances rapport and inter-brain synchronization during subsequent educational communication

Nozawa

Sakaki

Ikeda

et al. 2019

Preprint

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Physical synchrony has been suggested to have positive effects on not only concurrent but also subsequent communication, but the underlying neural processes are unclear.Using functional near-infrared spectroscopy (fNIRS) hyperscanning, we tested the effects of preceding physical synchrony on subsequent dyadic teaching-learning communication. Thirty-two pairs of participants performed two experimental sessions.In each session, they underwent a rhythmic arm movement block with synchronous or asynchronous conditions, and then taught/learned unknown words to/from each other according to a given scenario. Neural activities in their medial and left lateral prefrontal cortex (PFC) were measured and inter-brain synchronization (IBS) during the teachinglearning blocks was evaluated. Participants rated their subjective rapport during the teaching-learning blocks, and took a word memory test. The analyses revealed that (1) prior physical synchrony enhanced teacher-learner rapport; (2) prior physical synchrony also enhanced IBS in the lateral PFC; and (3) IBS changes correlated positively with rapport changes. Physical synchrony did however not affect word memory performance.These results suggest that IBS can be useful to measure the effects of social-bonding facilitation activities for educational communication.

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Mimicking tracing actions enhances young children's mathematical learning

Smyrnis

Ginns

Bobis

2022

Applied Cognitive Psychology

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Learning mathematical concepts and procedures typically requires extended cognitive effort, presenting a challenge for many children. People can make tracing actions with the index finger, as well as mimic another's movements, with little or no conscious effort. From the perspective of cognitive load theory, such biologically primary actions may facilitate learning biologically secondary concepts and skills requiring extensive cognitive effort, such as mathematics. The present study investigated effects on learning processes and outcomes of students mimicking a teacher's tracing actions from the perspective of an evolutionarily informed cognitive load theory. One hundred and thirteen Grade Two children learned about number lines, either observing a teacher tracing out elements of worked examples with her index finger, or mimicking the teacher's tracing actions with their own index finger. In accord with hypotheses, results indicated enhanced performance due to mimicking on cognitive load, motivation, and post‐test performance. Directions for future research are discussed.

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Meta-Analyses of the Intra- and Interpersonal Outcomes of Interpersonal Coordination

Cited by 152 publications

References 96 publications

Gender differences in synchrony: Females in sync during unstructured dyadic conversation

Gender differences in synchrony: Females in sync during unstructured dyadic conversation

Prior physical synchrony enhances rapport and inter-brain synchronization during subsequent educational communication

Mimicking tracing actions enhances young children's mathematical learning

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