Social acceptance

How one behaves after interacting with a friend may not be the same as before
the interaction began What factors a ect the formation of social interactions
between people and, once formed, how do social interactions leave lasting changes on
individual behavior? In this dissertation, a thorough review and conceptual synthesis
is provided Major features of coordination dynamics are demonstrated with
examples from both the intrapersonal and interpersonal coordination literature that
are interpreted via a conceptual scheme, the causal loops of coordination dynamics
An empirical, behavioral study of interpersonal coordination was conducted to
determine which spontaneous patterns of coordination formed and whether a remnant
of the interaction ensued ("social memory") To assess social memory in dyads, the
behavior preceding and following episodes of interaction was compared In the
experiment, pairs of people sat facing one another and made continuous flexion-extension finger movements while a window acted as a shutter to control
whether partners saw each other's movements Thus, vision ("social contact") allowed
spontaneous information exchange between partners through observation Each trial consisted of three successive intervals lasting twenty seconds: without social contact
("me and you"), with social contact ("us"), and again without ("me and you")
During social contact, a variety of patterns was observed ranging from phase coupling
to transient or absent collective behavior Individuals also entered and exited social
coordination differently In support of social memory, compared to before social
contact, after contact ended participants tended to remain near each other's
movement frequency Furthermore, the greater the stability of coupling, the more
similar the partners' post-interactional frequencies were Proposing that the
persistence of behavior in the absence of information exchange was the result of prior
frequency adaptation, a mathematical model of human movement was implemented
with Haken-Kelso-Bunz oscillators that reproduced the experimental findings, even
individual dyadic patterns Parametric manipulations revealed multiple routes to
persistence of behavior via the interplay of adaptation and other HKB model
parameters The experimental results, the model, and their interpretation form the
basis of a proposal for future research and possible therapeutic applications

In this short- term longitudinal study (N=428), the unique predictive association
between the positive peer nominated characteristic of being fun and peer status (peer
preference and popularity) was assessed in a sample of fourth through sixth grade
students. Concurrent hierarchical regression analyses and longitudinal structural equation
modeling analyses found that peer nominated fun positively predicted preference and
popularity, after accounting for the contribution of predictors potentially confounded with
being fun, such as prosocial behavior, academic achievement, relational aggression, and
physical aggression. The longitudinal association between fun and preference was
qualified by grade in school, such that being fun predicted increases in preference for
younger children but not for older children. There were bidirectional associations
between peer status and fun; fun predicted increases in peer preference and popularity,
but peer preference and popularity also predicted later increases in fun. The findings
point to the need to expand existing conceptualizations of the antecedents of peer status beyond known predictors and to examine the developmental shifts in the landscape of
children’s peer interactions that make certain characteristics more desirable at different
ages.