The unbearable likeness of being digital: the persistence of nonverbal social norms in online virtual environments.

Every day, millions of users interact in real-time via avatars in online environments, such as massively-multiplayer online role-playing games (MMORPGs). These online environments could potentially be unique research platforms for the social sciences and clinical therapy, but it is crucial to first establish that social behavior and norms in virtual environments are comparable to those in the physical world. In an observational study of Second Life, a virtual community, we collected data from avatars in order to explore whether social norms of gender, interpersonal distance (IPD), and eye gaze transfer into virtual environments even though the modality of movement is entirely different (i.e., via keyboard and mouse as opposed to eyes and legs). Our results showed that established findings of IPD and eye gaze transfer into virtual environments: (1) male-male dyads have larger IPDs than female-female dyads, (2) male-male dyads maintain less eye contact than female-female dyads, and (3) decreases in IPD are compensated with gaze avoidance as predicted by the Equilibrium Theory. We discuss implications for users of online games as well as for social scientists who seek to conduct research in virtual environments.     

Constructing Virtual Worlds: Tracing the Historical Development of Learner Practices

This study explores learning and instruction within a technology-rich, collaborative, participatory learning environment by tracking the emergence of shared understanding and products through student and teacher practices. The focus is not only on the interactions among students or between students and teachers, but on student-resource interactions, especially student-technology interactions. In a 1-week camp, students worked in activity groups with 3-dimensional modeling software to develop virtual worlds. Holistic accounts of 2 activity groups in the camp are presented, emphasizing the focus of the activity, group dynamics including the role of the teacher, and the historical development of learner practices. Then, a network methodology is used to trace the history of interactions accounting for the emergence, evolution, and diffusion of learner practices. The findings suggest that becoming knowledgeably skillful with respect to a particular practice or concept is a multigenerational process, evolving in terms of contextual demands and available resources. The tracings further reveal the reciprocal nature of learning and doing, with building conceptual understanding occurring in relation to local conditions and practices, and doing practices being a part of student learning.     

Virtual social environments as a tool for psychological assessment: dynamics of interaction with a virtual spouse

Computer games are advocated as a promising tool bridging the gap between the controllability of a lab experiment and the mundane realism of a field experiment. At the same time, many authors stress the importance of observing real behavior instead of asking participants about possible or intended behaviors. In this article, the authors introduce an online virtual social environment, which is inhabited by autonomous agents including the virtual spouse of the participant. Participants can freely explore the virtual world and interact with any other inhabitant, allowing the expression of spontaneous and unprompted behavior. The authors investigated the usefulness of this game for the assessment of interactions with a virtual spouse and their relations to intimacy and autonomy motivation as well as relationship satisfaction with the real-life partner. Both the intimacy motive and the satisfaction with the real-world relationship showed significant correlations with aggregated in-game behavior, which shows that some sort of transference between the real world and the virtual world took place. In addition, a process analysis of interaction quality revealed that relationship satisfaction and intimacy motive had different effects on the initial status and the time course of the interaction quality. Implications for psychological assessment using virtual social environments are discussed.     

Persistence and pleasure in VR: Enhancing Exercise Endurance and Enjoyment through Virtual Environments

Virtual Reality (VR) provides an enjoyable addition to stationary physical exercise and can improve performance while exercising. The aim of this study is to explore the effectiveness of three interactive virtual environments (i.e., social, relaxing, stressful) on enjoyment and persistence during strength-based exercises. In a within-subjects experiment, 97 healthy young adults completed four consecutive sets of two strength-based exercises. Participants completed one set as baseline and then each participant completed three more sets in three different interactive environments, experienced through a VR headset. Results showed that both the stressful virtual environment, where participants were hanging suspended over a city, and the social virtual environment where participants were audibly encouraged in a stadium, increased participants’ persistence in both exercises, when compared to the relaxing virtual environment. Specifically, the relaxing sunny beach environment caused poorer performances in a dead hang exercise among men (n = 30), and poorer performances in a core exercise among women (n = 66). Somewhat paradoxically, this relaxing virtual beach environment was considered the most enjoyable environment among both male and female participants. The potential of VR in exercise lies in its ability to provide pleasurable and performance-enhancing immersive environments that may be too expensive or dangerous in reality.     

Relationships among self‐construal,gender, social dominance orientation,and interpersonal distance

The present research focuses on the cognitive embodiment of physical proximity, through interpersonal distance’s relationship with self‐construal, gender, and social dominance orientation. Previous work showed that more independent self‐construal was associated with higher distancing preferences of participants, and that females tend to have higher interdependent self‐construal that lead them to prefer less interpersonal distance. We expected to replicate these findings. However, due to the relationship between power and interpersonal distance, it was argued that gender and perceptions regarding the social hierarchy would also play a role in predicting interpersonal distance. More specifically, it was predicted that while females who accept social hierarchies between males and females would prefer more distance when interacting with males, males would not differ in their preference for social distance. One hundred participants (67 female) completed the Comfortable Interpersonal Distance Scale, Independent and Interdependent Self‐Construal Scales and the Social Dominance Orientation Scale. Interdependent self‐construal was negatively correlated with overall preferred interpersonal distance. Moreover, females high on social dominance orientation preferred larger interpersonal distance from male adult strangers than from female adult strangers. The findings provide further support for the embodiment of self‐construal by showing that psychological closeness and heteronomy are related to physical closeness. The findings also highlight the importance of investigating communal sharing and authority ranking dimensions simultaneously when focusing on interpersonal distance as well as differentiating females’ interpersonal sensitivity due to low power with their high affiliation.     

Experimental study on co-evolution of categorical perception and communication systems in humans

In this paper, we present an experiment that integrates a semiotic investigation with a dynamical perspective on embodied social interactions. The primary objective is to study the emergence of a communication system between two interacting individuals, where no dedicated communication modalities are predefined and the only possible interaction is very simple, non-directional, and embodied. Throughout the experiment, we observe the following three phenomena: (1) the spontaneous emergence of turn-taking behaviour that allows communication in non-directional environments; (2) the development of an association between behaviours and perceptive categories; (3) the acquisition of novel meaning by exploiting the notion of complementary set theory.     

Community perception: the ability to assess the safety of unfamiliar neighborhoods and respond adaptively

When entering an unfamiliar neighborhood, adaptive social decisions are dependent on an accurate assessment of the local safety. Studies of cities have shown that the maintenance of physical structures is correlated with the strength of ties between neighbors, which in turn is responsible for the crime level. Thus it should be theoretically possible to intuit neighborhood safety through the physical structures alone. Here we test whether people have this capacity for judging urban neighborhoods with 3 studies in which individuals observed photographs of unfamiliar neighborhoods in Binghamton, New York. Each study was facilitated by data collected during previous studies performed by the Binghamton Neighborhood Project studies. In the 1st study, observer ratings on neighborhood social quality agreed highly with reports by those living there. In the 2nd, a separate sample of participants played an economic game with adolescent residents from pictured neighborhoods. Players exhibited a lower level of trust toward adolescents from neighborhoods whose residents report lesser social quality. In the 3rd study, the maintenance of physical structures and the presence of businesses explained nearly all variation between neighborhoods in observer ratings (89%), whereas the specific features influencing play in Study 2 remained inconclusive. These and other results suggest that people use the general upkeep of physical structures when making wholesale judgments of neighborhoods, reflecting a adaptation for group living that has strong implications for the role of upkeep in urban environments.     

Virtual Reality as a Selfobject Function: Towards Reclaiming Unlived Potentialities

ABSTRACT

In this article, I illustrate how virtual reality may promote reclaiming unlived potentialities, unconscious or disavowed. Using Kohut’s concept of the Virtual Self, I suggest that virtual aspects of the self, its potential capability, are unconscious (or unknown) until met by someone or something that promotes their transformation into a conscious state of mind and supports their realization. In this sense, the virtual experiences of the self are drawn from the preconscious. Three vignettes demonstrate the transformative potential of virtual experiences when they are perceived as recognizing, and responsive to, the Self’s needs. Two vignettes are drawn from ancient myths and illuminate how the virtual zone has inspired transformation and expansion of self awareness already in ancient times. A third vignette is presented to illustrate how, at the advent of social media, disavowed and dissociated needs are channeled into cyberspace as communications that are unconsciously geared to reclaim unlived potentialities. Cyber reality converses with conventional reality and, thus, is appreciated as a mode of psychic advance toward a new kind of self consciousness.     

Virtually ostracized: studying ostracism in immersive virtual environments

Electronic-based communication (such as Immersive Virtual Environments; IVEs) may offer new ways of satisfying the need for social connection, but they also provide ways this need can be thwarted. Ostracism, being ignored and excluded, is a common social experience that threatens fundamental human needs (i.e., belonging, control, self-esteem, and meaningful existence). Previous ostracism research has made use of a variety of paradigms, including minimal electronic-based interactions (e.g., Cyberball) and communication (e.g., chatrooms and Short Message Services). These paradigms, however, lack the mundane realism that many IVEs now offer. Further, IVE paradigms designed to measure ostracism may allow researchers to test more nuanced hypotheses about the effects of ostracism. We created an IVE in which ostracism could be manipulated experimentally, emulating a previously validated minimal ostracism paradigm. We found that participants who were ostracized in this IVE experienced the same negative effects demonstrated in other ostracism paradigms, providing, to our knowledge, the first evidence of the negative effects of ostracism in virtual environments. Though further research directly exploring these effects in online virtual environments is needed, this research suggests that individuals encountering ostracism in other virtual environments (such as massively multiplayer online role playing games; MMORPGs) may experience negative effects similar to those of being ostracized in real life. This possibility may have serious implications for individuals who are marginalized in their real life and turn to IVEs to satisfy their need for social connection.     

From embodied to socially embedded agents – Implications for interaction-aware robots

First, this article proposes a minimal definition of embodiment that can be applied across animals and artefacts. We discuss the potential contributions of this operational definition with respect to assessing and measuring the degree of embodiment in different biological and artificial systems. Second, we outline how this definition can be extended to lead to the particular notion of social embeddedness. Socially embedded agents are structurally coupled with their social environment, in that their sensorimotor activity is grounded in the social environment that the agent is surrounded by. Lastly, based on research in the social sciences on human–human interaction, we discuss perceptual requirements for interaction-aware robotic agents—agents whose identification and interpretation of the (social) environment is facilitated by awareness of the structure of agent–agent interactions (including humans ‘in the loop’). We suggest relevant concepts and heuristics that can contribute to studies of degrees of embodiment of robots that interact with social environments. Manipulating and systematically investigating these heuristics permits variation of the degree of embodiment of such interaction-aware robots.     

Self–other contingencies: Enacting social perception

Can we see the expressiveness of other people's gestures, hear the intentions in their voice, see the emotions in their posture? Traditional theories of social cognition still say we cannot because intentions and emotions for them are hidden away inside and we do not have direct access to them. Enactive theories still have no idea because they have so far mainly focused on perception of our physical world. We surmise, however, that the latter hold promise since, in trying to understand cognition, enactive theory focuses on the embodied engagements of a cognizer with his world. In this paper, we attempt an answer for the question What is social perception in an enactive account? In enaction, perception is conceived as a skill, crucially involving action (perception is action and action is perception), an ability to work successfully within the set of regularities, or contingencies that characterize a given domain. If this is the case, then social perception should be a social skill. Having thus transformed the question of what social perception is into that of what social skill is, we examine the concept of social contingencies and the manner in which social skills structure—both constrain and empower—social interaction. Some of the implications of our account for how social and physical perception differ, the role of embodiment in social interaction and the distinction between our approach and other social contingency theories are also addressed.     

Communication via Internet et dynamiques identitaires : une analyse psychosociale

The growth of Internet allowed the emergence of new spaces of exchanges and social interaction between remote individuals. These new modalities of social interactions led the researchers, in the framework of Computer-Mediated Communication (CMC), to re-question the classical models and results observed from the face-to-face contacts. Through critical analysis of new models from the social psychology of the Internet, this paper offers an integrative view in order to better understand the effects of anonymity and identity management in CMC. The usefulness of a psychosocial approach in the understanding of the on-line social interactions, the implications and limitations of these works are also presented.     

Factors that influence presence in educational virtual environments.

The present article is a part of a project for the measurement of presence in educational virtual environments (VEs), since presence is correlated with higher levels of cognitive performance and emotional development, factors that contribute to knowledge construction. The aim of our study was to investigate the sense of presence of 12-year-old pupils within an educational VE representing an ancient Greek house through a sense of embodiment and the ability to handle task performance, while using various peripheral devices. This is the first report on presence measurement with children, based on the indication that children and adults may apply very unrelated criteria. Our results showed statistically significant differences on the level of tiredness and ease of use in using six different input devices. The combination of the keyboard and mouse and the keyboard on its own were the least tedious and easiest input devices, giving a sense of presence as stated by the pupils. Environmental richness and the high level of interactivity within the VE resulted in a high degree of presence for almost all the pupils. The majority of them felt a sense of presence whilst driving the avatar, indicating that presence is significantly correlated with pupils' degree of association with their virtual bodies. All the pupils felt a sense of presence when wearing the head-mounted display. Our findings are in line with those of other researchers and show evidence of personal, social and environmental presence.     

Embodied involvement in virtual worlds: the case of eSports practitioners

Abstract

eSports practice designates a unique set of activities tethered to competitive, virtual environments, or worlds. This correlation between eSports practitioner and virtual world, we argue, is inadequately accounted for solely in terms of something physical or intellectual. Instead, we favor a perspective on eSports practice to be analyzed as a perceptual and embodied phenomenon. In this article, we present the phenomenological approach and focus on the embodied sensations of eSports practitioners as they cope with and perceive within their virtual worlds. By approaching eSports phenomenologically, we uncover ways in which its unique forms of virtual involvement overlap with as well as differentiate themselves from traditional structures of embodiment.     

Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section

Children’s executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children’s social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children’s executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention.     

Virtual reality: A new track in psychological research

One major challenge of social interaction research is to achieve high experimental control over social interactions to allow for rigorous scientific reasoning. Virtual reality (VR) promises this level of control. Pan and Hamilton guide us with a detailed review on existing and future possibilities and challenges of using VR for social interaction research. Here, we extend the discussion to methodological and practical implications when using VR.     

Personifying the State: Consequences for Attitude Formation

Because states are abstract entities, they often require embodiment for mass publics and elites to understand them. This embodiment often occurs as personification, where the state is associated with the most salient figure in the political system, but embodiment can also occur through political institutions and social groups. Surprisingly, there is virtually no systematic empirical work on the political and psychological consequences of state personification, or other forms of embodiment. In this experiment, we investigate how various ways of embodying the state influence attitude formation processes. Drawing on the on-line/memory-based processing and entitativity literatures, we hypothesize that personification of the state should facilitate on-line processing and stronger attitudes, whereas embodying the state as a parliamentary institution should produce weaker attitudes that are formed in a memory-based fashion. The results support these hypotheses. Embodiment as a social group produced inconsistent results. This study provides the first systematic evidence that the widespread practice of personification of the state has robust and potentially far-reaching attitudinal consequences that have meaningful implications for strategic interaction, perception and learning, and attitude change in the international realm.     

Self and Identity in Later Life: Protecting and Enhancing the Self

Self and identity are central concepts in the social and behavioral sciences for multiple reasons. At least three major research traditions focus on the self. First, sociologists view the self as a primary bridge between social structures and individual attitudes and behaviors, as a mechanism by which social structures and individuals affect and are affected by each other. Second, self and identity are viewed as cornerstones of well-being. Thus, social and behavioral scientists have documented important links between the self and physical and mental health, role performance, the quality of interpersonal relationships, and subjective well-being. Third, the self is conceptualized as a central motivating force in human behavior. Issues as diverse as self-selection into specific environments, defense mechanisms, and the desire and ability to break addictive behaviors have been informed by attention to the motivational force of the self. This latter tradition serves as the conceptual bedrock of this paper. This paper examines three components of the self: self-efficacy, self-esteem, and a sense of authenticity. The first two have received substantial theoretical and empirical attention; the latter, much less. I argue that this unequal distribution of scientific inquiry is a result of too much emphasis on the motivation to protect the self, to the neglect of motivation to enhance the self. I make a case for the particular importance of examining self-enhancement in late life.     

Affective interactions using virtual reality: the link between presence and emotions.

Many studies showed the ability of movies and imagery techniques to elicit emotions. Nevertheless, it is less clear how to manipulate the content of interactive media to induce specific emotional responses. In particular, this is true for the emerging medium virtual reality (VR), whose main feature is the ability to induce a feeling of "presence" in the computer-generated world experienced by the user. The main goal of this study was to analyze the possible use of VR as an affective medium. Within this general goal, the study also analyzed the relationship between presence and emotions. The results confirmed the efficacy of VR as affective medium: the interaction with "anxious" and "relaxing" virtual environments produced anxiety and relaxation. The data also showed a circular interaction between presence and emotions: on one side, the feeling of presence was greater in the "emotional" environments; on the other side, the emotional state was influenced by the level of presence. The significance of these results for the assessment of affective interaction is discussed.     

When Roles Reverse: Stigma,Status, and Self‐Evaluation1

Self‐evaluations after interracial and dyadic interactions were examined. African American and White females interacted with either a same‐ or different‐race partner in one of 3 role conditions: the high‐status role of an interviewer, the low‐status role of an applicant, or a peer of equal status. Following the interaction, responses to the Collective Self‐Esteem scale (Luhtanen & Crocker, 1992) assessed social self‐evaluation, while the Rosenberg Self‐Esteem scale (Rosenberg, 1965) and the State Self‐Esteem scale (Heather‐ton & Polivy. I99I) assessed personal seif‐esteem. Combinations of racial composition and situational role had striking influences on self‐evaluations. For instance, when situa‐tional roles signaled a reversal from societal status, participants reported lower collective self‐esteem than when situational and societal status were consistent. Thus, roles can have compelling consequences for self‐evaluation after intergroup interactions.