Robot’s Social Gaze Affects Conflict Resolution but not Conflict Adaptations

Robots are a new category of social agents that, thanks to their embodiment, can be used to train and support cognitive skills such as cognitive control. Several studies showed that cognitive control mechanisms are sensitive to affective states induced by humor, mood, and symbolic feedback such as monetary rewards. In the present study, we investigated whether the social gaze of a humanoid robot can affect cognitive control mechanisms. To this end, in two experiments, we evaluated both the conflict resolution and trial-by-trial adaptations during an auditory Simon task, as a function of the type of feedback participants received in the previous trial from the iCub robot, namely, mutual or avoiding gaze behaviour. Across three experiments, we compared the effect of mutual, avoiding (Exp1 and Exp2), and neutral (Exp3) gaze feedback between screen-based (Exp1) and physically embodied setups (Exp2 and Exp3). Results showed that iCub’s social gaze feedback modulated conflict resolution, but not conflict adaptations. Specifically, the Simon effect was increased following mutual gaze feedback from iCub. Moreover, the modulatory effect was observed for the embodied setup in which the robot could engage or avoid eye contact in real-time (Exp2) but not for the screen-based setting (Exp1). Our findings showed for the first time that social feedback in Human-Robot Interaction, such as social gaze, can be used to modulate cognitive control. The results highlight the advantage of using robots to evaluate and train complex cognitive skills in both healthy and clinical populations.

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Amicable Agreement Versus Majority Rule: Conflict Resolution in Switzerland.Jürg SteinerThe Death of Communal Liberty: A History of Freedom in a Swiss Mountain Canton. Benjamin R. Barber

The Journal of Politics ◽

10.1017/s0022381600041347 ◽

1975 ◽

Vol 37 (2) ◽

pp. 588-590

Author(s):

Keith Legg

Keyword(s):

Conflict Resolution ◽

Majority Rule ◽

History Of

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Attending to our future: Why we should support conflict resolution education

Conflict Resolution Quarterly ◽

10.1002/crq.1 ◽

2002 ◽

Vol 19 (4) ◽

pp. 383-388

Author(s):

Tricia S. Jones

Keyword(s):

Conflict Resolution ◽

Conflict Resolution Education

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A solution-oriented approach to conflict resolution in a work system

British Journal of Guidance and Counselling ◽

10.1080/03069889500760401 ◽

1995 ◽

Vol 23 (3) ◽

pp. 409-419 ◽

Cited By ~ 1

Author(s):

Susan Webb

Keyword(s):

Conflict Resolution ◽

Work System ◽

Oriented Approach

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Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

Journal of Individual Differences ◽

10.1027/1614-0001/a000199 ◽

2016 ◽

Vol 37 (3) ◽

pp. 145-151 ◽

Cited By ~ 2

Author(s):

Daniel L. Gadke ◽

Renée M. Tobin ◽

W. Joel Schneider

Keyword(s):

Conflict Resolution ◽

Problem Behaviors ◽

Second Graders ◽

Adaptive Behaviors ◽

Second Grade ◽

School Behavior ◽

Multiple Sources ◽

School Based ◽

Second Grade Students ◽

Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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