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Primate cognition requires interaction processing. Interactions can reveal otherwise hidden properties of intentional agents, such as thoughts and feelings, and of inanimate objects, such as mass and material. Where and how interaction analyses are implemented in the brain is unknown. Using whole-brain functional magnetic resonance imaging in macaque monkeys, we discovered a network centered in the medial and ventrolateral prefrontal cortex that is exclusively engaged in social interaction analysis. Exclusivity of specialization was found for no other function anywhere in the brain. Two additional networks, a parieto-premotor and a temporal one, exhibited both social and physical interaction preference, which, in the temporal lobe, mapped onto a fine-grain pattern of object, body, and face selectivity. Extent and location of a dedicated system for social interaction analysis suggest that this function is an evolutionary forerunner of human mind-reading capabilities.

Based on the control-value theory of achievement emotions, this longitudinal study examined students' control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value amplified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students' enjoyment and boredom over time. (ZPID).

Much of the work in the Learning Sciences and Computer-Supported Collaborated Learning communities have focused on understanding and designing for learning in collaborative spaces. This work utilizes methods such as Interaction Analysis and has attended to multiple dimensions and timescales of learning. It has redefined ideas about knowledge and competence and how they are acquired, thus providing important insights into the process of learning and the design of learning environments. However, we have not in the same way advanced our knowledge of teacher learning. Our understanding of the process and mechanism of teacher learning in in collaborative professional development (PD) environments is still quite thin. In this paper, we discuss how utilizing methods from Interaction Analysis, in particular, can offer insight into the process of teacher learning in these contexts. We illustrate how adopting a lens that shifts away from asking whether teachers are progressing toward a researcher-defined goal, toward one that asks how learning occurs in the moments of interaction, and the meaning it has for participants as they work to achieve PD goals, has the potential to shed new light on learning in teacher PD.

This case study focuses on a Native American family’s experience on a walk in an urban forest preserve. Drawing on interaction analysis traditions, we analyze video data and transcript data to characterize how learning unfolds in place, in this case an urban forest. We build on this analysis, as well as the work of Indigenous scholars, to theoretically develop walking, reading, and storying land as a methodology for making sense of physical and biological worlds.

The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learning and improvement. Audiotaped and videotaped records of teachers’ work group interactions, supplemented by interviews and material artifacts, were collected as part of a 2-year project centered on teacher learning and collegiality at two urban high schools. This analysis focuses on two teacher work groups within the same school. While both groups were committed to improvement and shared a common organizational context, their characteristic conversational routines provided different resources for them to access, conceptualize, and learn from problems of practice. More specifically, the groups differed in the extent to which conversational routines supported the linking of frameworks for teaching to specific instances of practice. An analysis of the broader data set points to significant contextual factors that help account for the differences in the practices of the two groups. The study has implications for fostering workplace learning through more systematic support of professional community.

This study examined the affordances of an embodied humanoid robot to engage children in play and learning from the perspective of embodied cognition in two studies as part of multiyear design research. In Study One, we observed how the robot’s embodiment, accompanied by its sensors and movements, elicited embodied reactions of eleven children (aged 3 to 6) while they played and learned with the robot one-on-one at home and in school. Two distinct patterns emerged: rich multimodal interaction and fluid learning space. Additionally, the children demonstrated extended attention in the interactions and invited peers into voluntary collaboration. In Study Two, we implemented an interaction triad with ten pairs of children, in which each pair collaborated to help a robot, and observed their collaborative communication while they solved problems involving early academic topics. Three embodied phenomena were noted: (i) embodiment of early mathematics and science knowledge and reasoning, (ii) appropriation of physical space, and (iii) embodied collaboration. Importantly, it was clear in both studies that embodiment occurred not only in thinking but also in social and emotional experiences. We discuss the implications of the findings in relation to the potential of humanoid robots for enabling embodied learning experiences.

This study explored differences in caregiver-child interactions following children's information-seeking questions. Naturalistic speech from thirty-seven 4-year-olds and their caregivers was used to explore children's information-seeking questions, the caregiver's response, and children's subsequent follow-up. Half of the families were low-socioeconomic status (SES) and the other half were mid-SES. Although children across socioeconomic groups asked a similar proportion of questions, mid-SES caregivers offered significantly more explanatory responses to causal questions as well as more noncircular explanations than low-SES caregivers. No differences were found in children's follow-up to responses given to fact-based questions; however, after hearing unsatisfactory responses to causal questions, mid-SES children were significantly more likely to provide their own explanation. Such variability in caregiver-child interaction may have implications for subsequent learning.

This study examines autistic and non-autistic college students’ experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity.

Computer-supported collaborative learning (CSCL) offers a modern setting for learners to engage in meaningful (meta)cognitive and socioemotional interactions. However, the task design, not technology alone, significantly shapes students’ learning interactions. This study investigates how a conceptual physics task and a hands-on robotics task promote collaborative knowledge construction (CKC) and group-level cognitive, as well as emotion–motivation, regulation among secondary school students. Utilizing video recordings of students’ collaborative interactions and process-oriented methods, we examined the occurrence and temporal interplay of these processes from the two tasks. Transmodal network analysis complemented by qualitative case examples revealed significant differences in the nature of CKC and regulation of learning during the tasks. Cognitive processes and strong interconnections between cognitive regulation and negotiation were more typical for the conceptual physics task. The hands-on robotics task featured more frequent, but shorter, sequences of initial CKC phases and emphasized socioemotional interactions for sustained positive collaboration. This study highlights task design’s importance in collaborative learning processes and provides insights for optimizing CSCL environments for effective collaboration.

Both conversation-analytic and ethnographic studies of interaction tend to isolate situated conduct from the full biographical context that is meaningful to actors. This article argues that there are good analytic reasons to recover some of that biographical context by incorporating character-driven ethnographic representation within interactionist research. I make this case in reference to a rule dispute captured on video during an ethnography of a public park basketball game. Through a biographically contextualized analysis of players’ situated conduct, I show how character representation allows unspoken threads of actors’ lives to become analytic resources. Incorporating biographical context also opens a methodological path for interactionists to leverage the close-up study of situated encounters for empirical claims about broader forms of social organization. In this case, I argue that character-driven representation allows for an analysis that identifies rule disputes as an interactional mechanism of socially integrative park use.