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emotions and action in a developmental perspective 1
Paul van Geert & Henderien SteenbeekUniversity of Groningen
[email protected]@ppsw.rug.nl
Emotions in developmental perspective: a Dynamic Systems
Approach (of a functionalist approach)
Paul van Geert & Henderien SteenbeekUniversity of Groningen
[email protected]@ppsw.rug.nl
Emotions in developmental perspective: a Dynamic Systems
Approach (of a functionalist approach)
emotions and action in a developmental perspective 2
OverviewOverviewOverviewOverview
emotions and action in a developmental perspective 3
OverviewOverview
Theory about emotions Our interaction-emotion model
based on functionalist approach based on dynamic systems approach
Application Simulation of various types of children Validation of the model based on empirical
observations Conclusion and discussion
emotions and action in a developmental perspective 4
Theory about emotionsTheory about emotionsTheory about emotionsTheory about emotions
emotions and action in a developmental perspective 5
Starting point?Starting point?
What is the starting point? A definition of emotion?
How does this definition of emotion determine our view on how emotions function in behavior?
Functional model of an organism? How does this model of an organism
determine our view of what emotions are?
emotions and action in a developmental perspective 6
Functionalist approach (1 of 2)Functionalist approach (1 of 2)
cognitive-social theories Central aspect: appraisal necessity of cognition Explain an emotion on the basis of its function The function is an appraisal of the situation in
relation to concerns (Frijda) Debate about existence of basic emotions
biosocial theories Biologically determined E.g. basic emotions
emotions and action in a developmental perspective 7
Functionalist approach (2 of 2)Functionalist approach (2 of 2)
Campos (1994) Emotion is relational rather than intra-
psychic Close interrelation between emotion and
goals Expressions as social signals Physiology of emotions can regulate and be
regulated by social processes The emergence of empirical investigations
of emotions
emotions and action in a developmental perspective 8
dynamic systems approachdynamic systems approach
Emotion is a self-organizing process M. Lewis, L. Camras, …
Interactions between variables make the process Emotions, expressions, behavior, context … A. Fogel
Iterative process Influence from process in time t to process
in time t+1
No dynamic model available at this time? Research in “human” robotics…
No dynamic model available at this time? Research in “human” robotics…
Considerably easier to model …
Considerably easier to model …
emotions and action in a developmental perspective 9
Common themesCommon themes
Emotion is relational As part of interaction of individual with
environment Interrelation with other variables within the
individual, e.g. goals Variables that form an emotion, e.g.
appraisal, drive, feelings, expression Emotion is social
Influence on social process Influence from social process Real time and developmental time
emotions and action in a developmental perspective 10
Interaction-emotion modelInteraction-emotion modelTheoryTheory
Functionalist approachFunctionalist approach
Interaction-emotion modelInteraction-emotion modelTheoryTheory
Functionalist approachFunctionalist approach
emotions and action in a developmental perspective 11
Process at one momentProcess at one moment
The behavior of an individual is driven by the appraisal of the situation
Appraisal relates to the concerns of the individual
and is translated into an emotional expression
emotions and action in a developmental perspective 12
What is a concern?What is a concern?
Preferred
Realized
emotions and action in a developmental perspective 13
Concern and DriveConcern and Drive
DriveRP -
emotions and action in a developmental perspective 14
Various Concerns and DrivesVarious Concerns and Drives
DriveRP -Involvement
RP -Autonomy
Drive
emotions and action in a developmental perspective 15
Concern – Drive – Emotion - BehaviorConcern – Drive – Emotion - Behavior
D
EmotionalAppraisal
RP - Behavior
EmotionalExpression
emotions and action in a developmental perspective 16
Interaction-emotion modelInteraction-emotion modelTheoryTheory
Dynamic System approachDynamic System approach
Interaction-emotion modelInteraction-emotion modelTheoryTheory
Dynamic System approachDynamic System approach
emotions and action in a developmental perspective 17
Process from moment to momentProcess from moment to moment
Iterative process Influence from process in time t on
process in time t + 1 Social process
Influence from individual 1 to individual 2 and 2 to 1
emotions and action in a developmental perspective 18
Research questionResearch question
Can we make a dynamic systems simulation model that generates distinct patterns of behavioral interaction of emotional expressions
for different types of individuals, comparable with empirical findings? Children in grade 1 in a play situation Different sociometric status
emotions and action in a developmental perspective 19
Predictions from the literaturePredictions from the literature
Popular children show more positive emotions than average/rejected in parent-child interaction (Black and Logan,
1995) In child-child interaction (Rubin, 1998)
Biggest difference between rejected and popular children
emotions and action in a developmental perspective 20
The model: one moment The model: one moment
Child 1 Child 2
D
EA
RP - B
EE
D
EA
P R-B
EE
emotions and action in a developmental perspective 21
The model: two momentsThe model: two moments
D
EA
RP - B
EE
D
EA
P R-B
EE
D
EA
RP - B
EE
D
EA
P R-B
EE
Moment 1
Moment 2
emotions and action in a developmental perspective 22
D
EA
RP - B
EE
D
EA
P R-B
EE
Influence of BehaviorInfluence of Behavior
D
EA
RP - B
EE
D
EA
P R-B
EE
Moment 1Moment 1
Moment 2
emotions and action in a developmental perspective 23
Influence of expressionInfluence of expression
D
EA
RP - B
EE
D
EA
P R-B
EE
D
EA
RP - B
EE
D
EA
P R-B
EE
Moment 1Moment 1
Moment 2
emotions and action in a developmental perspective 24
Interaction-emotion modelInteraction-emotion modelApplicationApplication
Simulation of types of childrenSimulation of types of children
Interaction-emotion modelInteraction-emotion modelApplicationApplication
Simulation of types of childrenSimulation of types of children
emotions and action in a developmental perspective 25
Basic variables - input (1)Basic variables - input (1)
Concerns The strenght of the concerns in relation
to each other
Behaviors The contribution of behavior to the
realisation of the concern
emotions and action in a developmental perspective 26
Basic variables - input (2)Basic variables - input (2)
Emotional Appraisal and Expressions The ease with which an appraisal is
translated in an expression The contribution of expression to the
preference of a concern
Basic principles of Behavior Symmetry (mirror what the other person
does)
emotions and action in a developmental perspective 27
inputparametersinputparameters
Inputparameterswhich do we distinguish? what can be manipulated?
Concerns Involvement The strength of the concernsAutonomy in relation to each other
Contribution behaviour Playing Alone The strength of the contribution to realisation of Playing Together of behaviour to the realisation of concerns the concern
Emotional appraisal Positive expression The ease with whichand expression Neutral expression evaluation is translated in
Negative expression an expression
Contribution expression Influence of positive expression The strength of the contribution to preference of of expression to the preference of concerns IInfluence of negative expression the concern
Basic principles Continuity The strength of the basic principlesof behaviour Symmetry in relation to each other
Emotional appraisal Positive expression The ease with whichand expression Neutral expression evaluation is translated in
Negative expression an expression
Contribution expression Influence of positive expression The strength of the contribution to preference of of expression to the preference of concerns IInfluence of negative expression the concern
Emotional appraisal Positive expression The ease with whichand expression Neutral expression evaluation is translated in
Negative expression an expression
Contribution expression Influence of positive expression The strength of the contribution to preference of of expression to the preference of concerns IInfluence of negative expression the concern
emotions and action in a developmental perspective 28
Types of childrenTypes of children
Start valuesInputparameters
Concerns
Contribution B -> RC
EA and EE
Contribution EE -> PC
Basic principles
average status partner:average
I stronger than A - stronger thanI: averageA: average
Pos:moderateNeg: moderate
Pos: averageNeg:average
C: averageS: average
average status partner: popular
I stronger than A - much stronger thanI: averageA: high
Pos:moderateNeg: difficult
Pos: bigNeg: big
C: averageS: big
average status partner: rejected
I stronger than A - little bit stronger thanI: averageA: average
Pos: moderateNeg: moderate
Pos:averageNeg:average
C: averageS: average
Popular status partner: average
I stronger than A -stronger thanI: averageA: average
Pos:moderateNeg:moderate
Pos:averageNeg:average
C:averageS:average
rejected status partner: average
I stronger than A - much stronger thanI: averageA: high
Pos: moderateNeg:difficult
Pos: bigNeg:big
C:averageS: big
average status partner:average
I stronger than A - stronger thanI: averageA: average
Pos:moderateNeg: moderate
Pos: averageNeg:average
C: averageS: average
Start valuesInputparameters
Concerns
Contribution B -> RC
EA and EE
Contribution EE -> PC
Basic principles
rejected status partner: average
I stronger than A - much stronger thanI: averageA: high
Pos: moderateNeg:difficult
Pos: bigNeg:big
C:averageS: big
average status partner: popular
I stronger than A - much stronger thanI: averageA: high
Pos:moderateNeg:difficult
Pos: bigNeg: big
C: averageS: big
All children have similar parameter values, except in the context of playing with a child of a higher sociometric status
Demonstration
emotions and action in a developmental perspective 29
Validation withValidation with
empirical dataempirical dataValidation withValidation with
empirical dataempirical data
emotions and action in a developmental perspective 30
Videotapes of children in grade 1Videotapes of children in grade 1
dyads A child with a popular status in interaction with
an average play partner A child with a rejected status in interaction
with an average play partner Control group: two average status children
7 minutes play Three times, with interval of
approximately one and a half month
emotions and action in a developmental perspective 31
Empirical variablesEmpirical variables
Variables Emotional expression
Quantitative aspect From very positive to very negative 10 categories of intensity
Contribution to coherence Verbal turns, nonverbal turns, focus
Distinctive patterns
for dyads with
popular and rejected
children?
emotions and action in a developmental perspective 32
Validation of the modelValidation of the model
Use of videotaped interactions Comparison of variables / output model
Emotional expression Positive, neutral and negative expression
Behavior Playing Together and alone: contribution to
coherence Comparison of
characteristics of patterns averages
emotions and action in a developmental perspective 33
ResultsResultsEmpirical dataEmpirical data
Validation of the modelValidation of the model
ResultsResultsEmpirical dataEmpirical data
Validation of the modelValidation of the model
emotions and action in a developmental perspective 34
Results empirical dataResults empirical data
Emotional expression Children with a rejected status show
significantly more positive expressions than children of other status groups (duration)
Dyads including a child with a rejected status show a high correlation in positive emotions (duration); correlation considerably higher than in other dyads
The highest peak in the expression of the play partner of a child with a rejected status is significantly more often negative (intensity)
emotions and action in a developmental perspective 35
Model output: Proportion positive expressions per childModel output: Proportion positive expressions per child
0
20
40
60
80
100
120
140
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
rejected average coupled with rejected average coupled with average
emotions and action in a developmental perspective 36
Model output: Proportion positive expressions per childModel output: Proportion positive expressions per child
0
20
40
60
80
100
120
140
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
rejected rejected observed average (a-a) average observed
emotions and action in a developmental perspective 37
Emotional expressionmodel and empirical data along the time axisEmotional expressionmodel and empirical data along the time axis
-3
-2
-1
0
1
2
3
4
5
6
model child model peer
-2
-1
0
1
2
3
4
5
child peer
model
empirie
emotions and action in a developmental perspective 38
Emotional expressionsmooth graph model and empirical data along time axis
Emotional expressionsmooth graph model and empirical data along time axis
-0.5
0
0.5
1
1.5
2
2.5
3
model child model peer
0
0.5
1
1.5
2
2.5
3
child peer
model
data
emotions and action in a developmental perspective 39
Interaction-emotion modelInteraction-emotion modelDevelopmental perspectiveDevelopmental perspective
Interaction-emotion modelInteraction-emotion modelDevelopmental perspectiveDevelopmental perspective
emotions and action in a developmental perspective 40
Developmental perspectiveDevelopmental perspective
Time scales Real time and developmental time
Model provides insight into real time properties of emotional expression in children Influence of developmental time on real-time processes In children with different sociometric statuses
Model provides insight into long term effects of processes in real time Real-time interactions lead to changes in
developmental processes
•So far, we have investigated
•The effect of various parameter sets on the model output
•The distribution of the values produced by the model
•The distribution of empirical values
•The agreement between empirical data and model output
•So far, we have investigated
•The effect of various parameter sets on the model output
•The distribution of the values produced by the model
•The distribution of empirical values
•The agreement between empirical data and model output
So far, we have investigated
•Simple learning effects on the preferred values of the concerns, based on repeated runs of the model
So far, we have investigated
•Simple learning effects on the preferred values of the concerns, based on repeated runs of the model
emotions and action in a developmental perspective 41
ConclusionConclusionConclusionConclusion
emotions and action in a developmental perspective 42
Conclusion (1)Conclusion (1) Theoretical starting point:
from modelling interactions (organismic level) we try to get a grip on the role and properties of emotions
our model encompasses both functionalist and dynamic systems theory
Characteristics of emotional expression in children: Emotions are determined not only by child
characteristics, but also by attribution from peers (play partners)
It’s the dyadic process that creates the specific patterns of expressions, not the individual
emotions and action in a developmental perspective 43
Conclusion (2)Conclusion (2)
Developmental perspective Two way influence
from and on scale of real time-time
Sociometric differences in expression Literature : opposite findings Model provides means to study
conditions under which specific behaviors and expressions occur Influence of contexts