Perspective-taking influences autonomic attunement between partners during discussion of conflict

Nelson, Benjamin W; Laurent, Sean M.; Bernstein, Rosemary E.; Laurent, Heidemarie K.

doi:10.1177/0265407515626595

Cited by 25 publications

(37 citation statements)

References 100 publications

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“…In addition, employees may also feel empathy and concern toward customers and think of them in terms of being in an unfortunate situation rather than as rude or abusive individuals (Davis, 1983). Indeed, there is some evidence showing that experimentally manipulated perspective taking is associated with better psychological and physical synchrony among partners who experience conflict (Nelson, Laurent, Bernstein, & Laurent, 2017). For these reasons, we hypothesize that perspective taking will decrease employees' negative appraisal of customers' behaviors:…”

Section: Perspective Takingmentioning

confidence: 94%

A Social Mindfulness Approach to Understanding Experienced Customer Mistreatment: A Within-person Field Experiment

Song

Liu

Wang

et al. 2018

AMJ

133

134

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We apply a social mindfulness lens (Van Doesum, Van Lange, & Van Lange, 2013) to understand the phenomenon of perceived customer mistreatment. Recognizing that both recall of prosocial acts and perspective taking invoke the motivation to be mindful in social interactions, we investigated whether these two types of interventions affect customer service employees' experience of customer mistreatment. Additionally, we investigated whether these two interventions might also buffer the relation of employees' daily experience of customer mistreatment and their negative mood at the end of the workday. Finally, we examined whether the interventions, via their effects on daily experience of customer mistreatment and afternoon negative mood, could reduce dysfunctional coping responses in the evening (i.e., employee rumination and maladaptive shopping). We conducted a within-person field experiment utilizing a daily experience sampling approach with 94 customer service employees whom we surveyed for 15 consecutive workdays. Consistent with our expectations, both interventions significantly reduced the daily experience of customer mistreatment compared to a control condition. Recall of prosocial action also significantly buffered the positive relation of daily experience of customer mistreatment with afternoon negative mood. Moreover, both interventions had significant indirect effects on dysfunctional coping responses in the evening. We discuss theoretical and practical implications of these findings.

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Section: Perspective Takingmentioning

confidence: 94%

A Social Mindfulness Approach to Understanding Experienced Customer Mistreatment: A Within-person Field Experiment

Song

Liu

Wang

et al. 2018

AMJ

133

134

View full text Add to dashboard Cite

show abstract

“…Fourth, the current study focused on adolescent psychophysiology, but future research would benefit from also examining parental psychophysiology. Psychophysiological attunement or coregulation (i.e., the bidirectional synchronization of physiology between two or more individuals across time; Nelson, Laurent, Bernstein, & Laurent, 2016) is a burgeoning area of research that may have implications for family interactions and adolescent outcomes (Timmons, Margolin, & Saxbe, 2015). As mentioned above, our lab is working on a new study to address the role of both adolescent and parental psychophysiology during interactions to elucidate the role depression plays in psychophysiological attunement in parent-adolescent dyads and how levels of attunement or lack thereof relate to adolescent mental health and adjustment.…”

Section: Discussionmentioning

confidence: 99%

Does Context Matter? A Multi-Method Assessment of Affect in Adolescent Depression Across Multiple Affective Interaction Contexts

Nelson

Byrne

Sheeber

et al. 2017

Clinical Psychological Science

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This study utilized a multi-method approach (self-reported affect, observed behavior, and psychophysiology) to investigate differences between clinically depressed and non-depressed adolescents across three different affective interaction contexts with their parents. 152 adolescents (52 males, 14–18 y.o.), and their parents, participated in a laboratory session in which they discussed positive and negative aspects of their relationship, and reminisced on positive and negative memories. We found that across contexts depressed adolescents exhibited higher negative affect and behaviors, lower positive behaviors, and greater autonomic and sympathetic activity. Context specific findings indicated that depressed adolescents 1) exhibited greater persistence of negative affect and dysphoric behavior across the sequence of tasks, whereas these phenomena declined amongst their non-depressed peers, 2) depressed adolescents had greater increases in aggressive behaviors during negative interactions, and 3) depressed adolescents had greater parasympathetic withdrawal during negative interactions, while this response characterized the non-depressed group during positive interactions.

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“…Beliefs about one's own perspective-taking also explained variance in situation-specific perspective-taking in other studies, suggesting that the two concepts are related to each other (e.g., Nelson et al 2017). Researchers in these studies (e.g., Nelson et al 2017) used a "perspective-taking" subscale adapted from Davis (1980).…”

mentioning

confidence: 85%

“…fictional characters described in mathematics word problems or historical tasks, e.g., Hartmann and Hasselhorn 2008). Perspective-taking is essential for effective communication, dealing with conflict situations and fostering social adjustments (e.g., Nelson et al 2017). The current two studies…”

Section: Conclusion For Future Researchmentioning

confidence: 96%

“…Such social comparisons require considering other students, understanding their opinions, and comprehending their statements or the quality of their responses (e.g., correct or incorrect answers). Considering and understanding others even in conflict situations is related to beliefs about one's own perspectivetaking assessed by Davis' (1980) perspective-taking subscale (e.g., Nelson et al 2017). The better one subjectively understands other students in different (conflict) situations, the higher one's level of belief about one's own social perspective-taking.…”

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confidence: 99%

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School students’ beliefs about abilities and perspective-taking over time

Wolgast

2018

Large-scale Assess Educ

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Students are not alone at school; they interact with each other and adapt to their peers (e.g., Levesque 1993), relatives (e.g., Lillard 1998), and teachers (e.g., Gehlbach et al. 2016). After transitioning to secondary school, students share a class with other students who are more or less previously unknown. "Social means" of comparison will tend to be more available than "non-social means" (Festinger 1954, p. 118ff.) such as school grades, and students are likely to take into account what other students say or do. In this case, their beliefs about their own abilities would be in part a function of social comparisons.

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Perspective-taking influences autonomic attunement between partners during discussion of conflict

Cited by 25 publications

References 100 publications

A Social Mindfulness Approach to Understanding Experienced Customer Mistreatment: A Within-person Field Experiment

A Social Mindfulness Approach to Understanding Experienced Customer Mistreatment: A Within-person Field Experiment

Does Context Matter? A Multi-Method Assessment of Affect in Adolescent Depression Across Multiple Affective Interaction Contexts

School students’ beliefs about abilities and perspective-taking over time

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