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Risk and Protective Factors in Social Interactions: Behavioral and Neural...
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School of Psychology, Shanghai Normal University, Shanghai 200234, China
College of Psychology, Zhejiang Normal University, Jinhua 321004, China
Dr. Liyang Sai
Department of Psychology, Hangzhou Normal University, Hangzhou 311121, China
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Risk and Protective Factors in Social Interactions: Behavioral and Neural Evidence

Abstract submission deadline
31 May 2025
Manuscript submission deadline
1 August 2025
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1976

Topic Information

Dear Colleagues,

Social interactions uniquely influence an individual’s mental health from infancy to old age. Interactions with parents, peers, teachers, marital partners, and colleagues at work carry substantial implications, acting as pivotal sources in the normative development of social skills and emotional adjustment throughout one’s lifetime. Consequently, it is imperative to discern both the risk and protective factors embedded in social interactions to foster positive interpersonal relationships and alleviate adjustment challenges. Yet, several pertinent questions necessitate further exploration. For example, what intricate relationships exist among diverse risk and protective factors that underlie social interactions? Can we delve into the disparities in these factors across different developmental periods? How do these factors manifest in social interactions within diverse cultural contexts? What are the implications of emerging forms of social interactions (e.g., cyberbullying)? Is it feasible to uncover more neural foundations for these social interactions through advanced techniques (e.g., hyperscanning)? Given these considerations, this Topic aims to advance the existing literature on the risk and protective factors in social interactions. In light of this goal, we invite papers presenting empirical research supplemented by behavioral and neural evidence. Meta-analysis and systematic reviews are also welcomed.

Dr. Xuechen Ding
Dr. Wan Ding
Dr. Liyang Sai
Topic Editors

Keywords

  • social interaction
  • social cognition
  • social development
  • mental health
  • neuroscience
  • hyperscanning
  • parent–child relationship
  • peer relationship
  • teacher–student relationship
  • marital relationship

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
Behavioral Sciences
behavsci 		2.6 3.0 2011 21.5 Days CHF 2200 Submit
Brain Sciences
brainsci 		3.3 3.9 2011 15.6 Days CHF 2200 Submit
Children
children 		2.4 2.0 2014 13.8 Days CHF 2400 Submit
Education Sciences
education 		3.0 4.0 2011 24.9 Days CHF 1800 Submit

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Published Papers (2 papers)

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14 pages, 1295 KiB  
Article
Electroencephalography (EEG) Evidence for the Psychological Processes of Humor Generation: A Comparison Perspective on Humor and Creativity
by Cuicui Sun and Zhijin Zhou
Behav. Sci. 2024, 14(4), 290; https://doi.org/10.3390/bs14040290 - 31 Mar 2024
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Abstract
(1) Background: Humor stands out as the most dynamic and innovative aspect of human intelligence. Drawing on the cognitive parallels between humor and creativity, this study explored the EEG alpha frequency band activity patterns during humor generation by comparing the process of generating [...] Read more.
(1) Background: Humor stands out as the most dynamic and innovative aspect of human intelligence. Drawing on the cognitive parallels between humor and creativity, this study explored the EEG alpha frequency band activity patterns during humor generation by comparing the process of generating humorous and creative ideas. (2) Methods: Thirty-six participants were randomly assigned to either the humor generation group or the creative generation group, and the dependent variable was the neural oscillation in both low-frequency and high-frequency alpha during the early, middle, and late stages of both humor and creative generation. (3) Results: In the early stages, both humor and creative generation exhibited significantly higher power in low-frequency alpha and high-frequency alpha in the temporal region compared to the middle and late stages. In the middle and late stages, the low-frequency alpha oscillation in the frontal region for humor generation was significantly higher than that for creative generation. (4) Conclusions: Humor and creative generation share similar neural activation patterns in the early stages, involving the activation and retrieval of long-term memory information based on contextual cues. The differences between the two primarily manifest in the middle and late stages, where the selection of humorous ideas requires inhibiting not only irrelevant or ordinary ideas, akin to creative generation but also novel yet non-humorous ideas. This study sheds light on the neurocognitive mechanisms of humor generation and provides insights into the cognitive parallels and distinctions between humor generation and creative generation. Full article
(This article belongs to the Topic Risk and Protective Factors in Social Interactions: Behavioral and Neural Evidence)
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13 pages, 3518 KiB  
Article
The Impact of Praise on Cooperative Behavior in Three-Player Public Goods Games and Its Gender Differences
by Jieyu Lv and Yingjun Zhang
Behav. Sci. 2024, 14(4), 264; https://doi.org/10.3390/bs14040264 - 22 Mar 2024
Viewed by 626
Abstract
Previous research has primarily focused on static factors influencing cooperative behavior in social dilemmas, with less attention given to dynamic factors within group social interactions, such as positive feedback received during interactions, i.e., praise. This study, through a between-subjects online experiment with a [...] Read more.
Previous research has primarily focused on static factors influencing cooperative behavior in social dilemmas, with less attention given to dynamic factors within group social interactions, such as positive feedback received during interactions, i.e., praise. This study, through a between-subjects online experiment with a single-factor, two-level design (praise: public praise/no praise), investigates the impact of praise on cooperative behavior changes across two rounds of a three-player public goods problem. Results revealed the following: (1) A positive correlation between individuals’ contributions across two rounds and a negative correlation with the number of correct answers in rule comprehension questions were evident; for men, a correlation between rule comprehension and first-round contributions was observed. (2) Multilevel model results showed that praise, role, and rule comprehension significantly positively affected contribution changes across two rounds; gender did not significantly affect contribution changes. Specifically, under public-praise conditions, contribution changes were greater. Publicly praised individuals showed positive or negative behavior changes, while those not praised in the same group showed positive changes. Men contributed significantly more in the first round than women, with no gender difference found in contribution changes. Rule comprehension positively predicted contribution changes, indicating that more correct answers led to greater positive changes in contributions. These results not only support the inferential social learning perspective, suggesting that through praise, individuals can infer external world perceptions and self-evaluations, affecting both the praised (positively or negatively) and positively influencing non-praised individuals in the same group, but also provide a theoretical basis and intervention strategies for team and organizational management in groups. Full article
(This article belongs to the Topic Risk and Protective Factors in Social Interactions: Behavioral and Neural Evidence)
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