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Attunement

The Experts below are selected from a list of 30174 Experts worldwide ranked by ideXlab platform

Douglas A Granger – 1st expert on this subject based on the ideXlab platform

  • the role of co rumination and adrenocortical Attunement in young women s close friendships
    Psychoneuroendocrinology, 2018
    Co-Authors: Ashley M Rankin, Casandra Swearingenstanborough, Douglas A Granger, Jennifer Byrdcraven

    Abstract:

    Abstract Attunement, or synchrony, of behavior and physiology has been well documented in family, mother-child, and romantic relationships. This study aimed to determine whether Attunement of the hypothalamic-pituitary-adrenal (HPA) axis occurs in women’s close friendships, and the role of a common social style, co-rumination in that Attunement. Saliva samples (later assayed for cortisol) were collected from 37 dyads (74 individuals) during a laboratory task in which they were either asked to work together toward a common goal (control task) or discuss interpersonal problems, providing opportunity for co-rumination. Findings suggest that friends demonstrated adrenocortical Attunement prior to engaging in either task, and that the level of Attunement prior to the task predicted co-rumination and its components for both groups. Co-rumination, in turn, predicted adrenocortical Attunement after the task. These findings suggest that bidirectional Attunement of HPA activity may serve a bonding function within women’s close friendships. Implications for how these findings fit with the tend-and-befriend hypothesis are discussed.

  • The role of co-rumination and adrenocortical Attunement in young women’s close friendships
    Psychoneuroendocrinology, 2018
    Co-Authors: Ashley M Rankin, Douglas A Granger, Casandra Swearingen-stanborough, Jennifer Byrd-craven

    Abstract:

    Abstract Attunement, or synchrony, of behavior and physiology has been well documented in family, mother-child, and romantic relationships. This study aimed to determine whether Attunement of the hypothalamic-pituitary-adrenal (HPA) axis occurs in women’s close friendships, and the role of a common social style, co-rumination in that Attunement. Saliva samples (later assayed for cortisol) were collected from 37 dyads (74 individuals) during a laboratory task in which they were either asked to work together toward a common goal (control task) or discuss interpersonal problems, providing opportunity for co-rumination. Findings suggest that friends demonstrated adrenocortical Attunement prior to engaging in either task, and that the level of Attunement prior to the task predicted co-rumination and its components for both groups. Co-rumination, in turn, predicted adrenocortical Attunement after the task. These findings suggest that bidirectional Attunement of HPA activity may serve a bonding function within women’s close friendships. Implications for how these findings fit with the tend-and-befriend hypothesis are discussed.

  • supportive behaviors in adolescent romantic relationships moderate adrenocortical Attunement
    Psychoneuroendocrinology, 2016
    Co-Authors: Thao Ha, Ellen Wanheung Yeung, Adam A Rogers, Franklin O Poulsen, Olga Kornienko, Douglas A Granger

    Abstract:

    Abstract This study investigated dyadic adrenocortical Attunement within adolescent romantic relationships. An ethnically diverse sample (42% Latino) of adolescent heterosexual dating couples (N = 91 dyads, Mage  = 16.5 years, SD  = 0.99) donated eight saliva samples (later assayed for cortisol) over the course of a 3-h laboratory session. Supportive behaviors were coded during a conflict and jealousy interaction task from video recordings, and participants completed pre-and-post task questionnaires. Parallel process latent growth models revealed a strong positive association between the couples’ cortisol intercept, indicating that couples show Attunement in initial levels of cortisol. Further, observed supportive behavior moderated the strength of the association between dyadic cortisol slopes. The results imply that low levels of supportive behavior predicted stronger adrenocortical Attunement in the change in cortisol levels over time between adolescent romantic partners. These findings indicate that even early romantic relationships exhibit coordination of physiological activity. Findings raise the possibility that adrenocortical Attunement may be a dyadic pathway through which the proximal social context of early romantic relationships is translated into risk or resilience in health and behavior.

Jill V Hamm – 2nd expert on this subject based on the ideXlab platform

  • teacher Attunement to peer nominated aggressors
    Aggressive Behavior, 2017
    Co-Authors: Molly Dawes, Thomas W Farmer, Chinchih Chen, Sharon Zumbrunn, Meera Mehtaji, Jill V Hamm

    Abstract:

    This study examined the associations between teacher Attunement to aggressive students and students’ characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers’ Attunement to aggressive students. Teacher Attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher Attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher Attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 9999:1-10, 2016. © 2016 Wiley Periodicals, Inc.© 2016 Wiley Periodicals, Inc. Language: en

  • improving the school context of early adolescence through teacher Attunement to victimization effects on school belonging
    Journal of Early Adolescence, 2016
    Co-Authors: Kate E Norwalk, Thomas W Farmer, Jill V Hamm, Kathryn L Barnes

    Abstract:

    The present study examined the effects of teacher Attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among earl…

  • teacher Attunement supporting early elementary students social integration and status
    Journal of Applied Developmental Psychology, 2015
    Co-Authors: Abigail S Hoffman, Jill V Hamm, Thomas W Farmer

    Abstract:

    Abstract This study examined the longitudinal association between teachers’ broad Attunement to students’ peer group memberships and students’ social centrality and status in early elementary classrooms in a sample of 276 first – third graders and 20 teachers. We further examined the value added when considering teachers’ precise Attunement to students’ individual peer group affiliates. Social cognitive mapping (SCM) procedures were used to generate and compare students’ and teachers’ reports of peer groups to assess teacher Attunement and students’ centrality; peer nominations assessed students’ social preference and popularity. Results indicated early elementary teachers’ Attunement is limited. Findings substantiated the value in distinguishing between teachers’ broad and precise Attunement, indicating that teachers’ broad Attunement to peer group memberships is important for popularity, whereas precise Attunement to individual students’ affiliates matters for centrality. Implications for the contribution of teacher Attunement to students’ centrality and status are discussed in relation to teachers’ invisible hand.

Thomas W Farmer – 3rd expert on this subject based on the ideXlab platform

  • teacher Attunement to peer nominated aggressors
    Aggressive Behavior, 2017
    Co-Authors: Molly Dawes, Thomas W Farmer, Chinchih Chen, Sharon Zumbrunn, Meera Mehtaji, Jill V Hamm

    Abstract:

    This study examined the associations between teacher Attunement to aggressive students and students’ characteristics in a sample (n = 278) of youth in 5th-grade classrooms with the assumption that certain student characteristics may either prime or hinder teachers’ Attunement to aggressive students. Teacher Attunement was measured as the agreement between teacher- and peer-nominations for students who start fights. Teachers rated their students on the following characteristics: academic competence, affiliation, popularity, internalizing behavior, and Olympian qualities. Higher affiliation, popularity, and internalizing behavior were associated with decreased odds for teacher Attunement to aggressive youth. Higher Olympian qualities were associated with increased odds for teacher Attunement to aggressive youth. Implications for interventions are discussed. Aggr. Behav. 9999:1-10, 2016. © 2016 Wiley Periodicals, Inc.© 2016 Wiley Periodicals, Inc. Language: en

  • improving the school context of early adolescence through teacher Attunement to victimization effects on school belonging
    Journal of Early Adolescence, 2016
    Co-Authors: Kate E Norwalk, Thomas W Farmer, Jill V Hamm, Kathryn L Barnes

    Abstract:

    The present study examined the effects of teacher Attunement to victimization on student perceptions of the bullying culture of their schools as a means of fostering a sense of belonging among earl…

  • teacher Attunement supporting early elementary students social integration and status
    Journal of Applied Developmental Psychology, 2015
    Co-Authors: Abigail S Hoffman, Jill V Hamm, Thomas W Farmer

    Abstract:

    Abstract This study examined the longitudinal association between teachers’ broad Attunement to students’ peer group memberships and students’ social centrality and status in early elementary classrooms in a sample of 276 first – third graders and 20 teachers. We further examined the value added when considering teachers’ precise Attunement to students’ individual peer group affiliates. Social cognitive mapping (SCM) procedures were used to generate and compare students’ and teachers’ reports of peer groups to assess teacher Attunement and students’ centrality; peer nominations assessed students’ social preference and popularity. Results indicated early elementary teachers’ Attunement is limited. Findings substantiated the value in distinguishing between teachers’ broad and precise Attunement, indicating that teachers’ broad Attunement to peer group memberships is important for popularity, whereas precise Attunement to individual students’ affiliates matters for centrality. Implications for the contribution of teacher Attunement to students’ centrality and status are discussed in relation to teachers’ invisible hand.