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Emotional Response during Human-Virtual Partner Interaction
Title
Emotional Response during Human-Virtual Partner Interaction.
Creator
Zhang, Mengsen, Dumas, Guillaume, Kelso, J. A. Scott, Graduate College, Tognoli, Emmanuelle
Abstract/Description
Emotion and coordinated movement complimentarily depicts our social experiences. How is motion colored? This study investigates variations in emotional responses during social coordination. Subjects were instructed to coordinate their finger movement with a Virtual Partner (VP), whose homologous movement was displayed as a video on the computer screen. The partner was driven by the Haken-Kelso-Bunz equations, an empirically validated model that captures behavioral and social coordination. It...
Show moreEmotion and coordinated movement complimentarily depicts our social experiences. How is motion colored? This study investigates variations in emotional responses during social coordination. Subjects were instructed to coordinate their finger movement with a Virtual Partner (VP), whose homologous movement was displayed as a video on the computer screen. The partner was driven by the Haken-Kelso-Bunz equations, an empirically validated model that captures behavioral and social coordination. It has been shown that people perceive VP as an intentional human agent. In each of 80 trials, subjects coordinated for 8 sec inphase or antiphase with VP, and then rated the partner’s intention (cooperation -VP intend same coordination pattern as human-, or competition) and subjective response to a Turing test of partners’ humanness. VP cooperated for half of the time, and could change its intention in the middle of a trial. Skin potential response (SPR) quantified the intensity of emotional responses. After validating the SPR measurements, we compared emotional responses by coordination pattern, cooperative~competitiveness, and humanness attribution. Subjects experienced higher emotional responses when they believed that their partner was human. This was observed both during coordination (ANOVA, p=0.020), and during rating (p=0.012). Furthermore during the rating period, higher emotional responses were found for cooperative behavior (p=0.012), modulated by VP’s change of intention and coordination pattern. This study suggests that emotional responses are strongly influenced by features of the partner’s behavior associated with humanness, cooperation and change of intention. Implications for mental health (e.g. autism) and design of socially cooperative machines will be discussed.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00005866
Format
Document (PDF)
The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp
Title
The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp.
Creator
Kostrubiec, Viviane, Dumas, Guillaume, Zanone, Pier-Giorgio, Kelso, J. A. Scott, Marinazzo, Daniele
Abstract/Description
The Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer- driven avatar, animated by dynamic equations stemming from...
Show moreThe Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer- driven avatar, animated by dynamic equations stemming from the well-established Haken-Kelso-Bunz (1985) and Schöner-Kelso (1988) models of coordination. We demonstrate that the VT is successful in shifting the pattern co-produced by the VT-human system toward any value (Experiment 1) and that the VT can help humans learn unstable relative phasing patterns (Experiment 2). Using transfer entropy, we find that information flow from one partner to the other increases when VT-human coordination loses stability. This suggests that variable joint performance may actually facilitate interaction, and in the long run learning. VT appears to be a promising tool for exploring basic learning processes involved in social interaction, unraveling the dynamics of information flow between interacting partners, and providing possible rehabilitation opportunities.
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Date Issued
2015-11-16
PURL
http://purl.flvc.org/fau/fd/FAUIR000077
Format
Citation