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Sharing emotions with other individuals is a widespread phenomenon. Previous research proposed that experiencing intense and similar emotions with other individuals reinforces social bonds. However, several aspects of this phenomenon remain unclear, notably whether social bonding requires the convergence and synchronization of emotions in the group, and whether these effects generalize across positively valenced and negatively valenced emotional contexts. To address these questions, we measured subjective emotional experiences, physiological activity (cardiac, respiratory, electrodermal) and social attitudes in dyads of unacquainted individuals who watched videos in the presence of each other. We manipulated the emotional content of the videos and the type of shared attention between participants, to test for the contribution of interpersonal influence. The results revealed that intense emotions indexed by physiological arousal were associated with the emergence of reciprocal prosocial attitudes within dyads, and that this effect depended on joint attention. We did not observe the convergence and synchronization of emotions within dyads, which suggests that experiencing similar emotions was not necessary for social bonding. We discuss implications of this study for research on collective effervescence and the social consequences of shared experiences.

This arts-based research study investigates the relational possibilities afforded by shared experience when participants are invited to collaborate in a tea gathering. Inspired by Japanese tea ceremony tradition and the relations of host and guests, who demonstrate mutual respect and appreciation through prescribed gestures, the author aims to translate and make more accessible the relational possibilities of this practice by inviting guests to collaborate and co-create the experience. Through these gatherings, participant-collaborators explore the interplay of relational potential, sensory experience, and collaboration. This article considers how the relational dynamics of host and guest can have implications for art education when the teacher is understood as a host to student-guests in interdependent roles. [ABSTRACT FROM AUTHOR]

The concept of the shared experience plays an important role in human life as well as in the arts and sciences. Because users communicate with the objects in the environment they are in, depending on the time, and as a result of this communication they can be psychologically affected in a positive or negative way. In this sense, it is necessary to study what kind of structure the objects have in the shared experience space in which the user is located. The main purpose of the research is to examine the concept of shared experience in visual design by considering the relationship between user, object and time in three different worlds: real, artificial and virtual. The method used for the article was document analysis, one of the qualitative research methods. In this context, a search process was carried out in various sources, based on the keywords experience and common experience concept. At the centre ofthese different worlds, which are treated in three different categories, are the user and the object. It is concluded that the shared experience resulting from the different ways in which users communicate with the object has certain limitations in all three categories. In the real world, due to the unique structures of natural objects, shared experience means unlimited diversity for users, while in the artificial world, objects have more limitations due to their imitation or similar structure. It was found that the virtual world simulates the real world and therefore has certain limitations in terms of originality and creativity. It was also found that all three worlds are different from each other in terms of structural aspects and user experience. As a result, it was concluded that real, artificial and virtual worlds have intertwined relationships with each other in the context of shared experience; the real world can be defined as the universe, the artificial world is a subset of the real world, and the virtual world is a subset of the artificial world. It was also concluded that these defined the worlds have the potential to show variability in the context of object-time relationships. [ABSTRACT FROM AUTHOR]

Research on collective emotion spans social sciences, psychology and philosophy. There are detailed case studies and diverse theories of collective emotion. However, experimental evidence regarding the universal characteristics, antecedents and consequences of collective emotion remains sparse. Moreover, current research mainly relies on emotion self-reports, accounting for the subjective experience of collective emotion and ignoring their cognitive and physiological bases. In response to these challenges, we argue for experimental research on collective emotion. We start with an overview of theoretical frameworks to identify a set of three characteristics of collective emotion. Based on research in cognitive and affective sciences, we then examine the corresponding candidate mechanisms. Finally, we highlight outstanding questions, review experimental evidence, and suggest ideas for future experimental research. [ABSTRACT FROM AUTHOR]

Sharing emotions with other individuals is a widespread phenomenon. Previous research proposed that experiencing intense and similar emotions with other individuals reinforces social bonds. However, several aspects of this phenomenon remain unclear, notably whether social bonding requires the convergence and synchronization of emotions in the group, and whether these effects generalize across positively valenced and negatively valenced emotional contexts. To address these questions, we measured subjective emotional experiences, physiological activity (cardiac, respiratory, electrodermal) and social attitudes in dyads of unacquainted individuals who watched videos in the presence of each other. We manipulated the emotional content of the videos and the type of shared attention between participants, to test for the contribution of interpersonal influence. The results revealed that intense emotions indexed by physiological arousal were associated with the emergence of reciprocal prosocial attitudes within dyads, and that this effect depended on joint attention. We did not observe the convergence and synchronization of emotions within dyads, which suggests that experiencing similar emotions was not necessary for social bonding. We discuss implications of this study for research on collective effervescence and the social consequences of shared experiences., Competing Interests: We have no competing interests., (© 2024 The Author(s).)