Jennifer Hofmann

The state-of-the art in gelotophobia research: A review and some theoretical extensions

Abstract Research on gelotophobia (the fear of being laughed at) has come a long way since the first empirical studies published in 2008. Based on a review of the findings on gelotophobia, its structure, causes and consequences, updates to the model are introduced emphasizing the context of the fear and its dynamic nature. More precisely, external and internal factors are seen to moderate the effects of initial events on gelotophobia, and a spiral nature in the development of the fear is assumed. It is highlighted that gelotophobia needs to be studied in the context of related variables (such as timidity, shame-proneness and social anxiety), and research should focus on the time span in which this fear is most prevalent. The relevance of gelotophobia for humor theory, research and practice is highlighted and new areas of research are introduced. Among the latter the role of gelotophobia at work and in relation to life trajectories is discussed.

Individual Differences in Gelotophobia Predict Responses to Joy and Contempt

In a paradigm facilitating smile misattribution, facial responses and ratings to contempt and joy were investigated in individuals with or without gelotophobia (fear of being laughed at). Participants from two independent samples (N1 = 83, N2 = 50) rated the intensity of eight emotions in 16 photos depicting joy, contempt, and different smiles. Facial responses were coded by the Facial Action Coding System in the second study. Compared with non-fearful individuals, gelotophobes rated joy smiles as less joyful and more contemptuous. Moreover, gelotophobes showed less facial joy and more contempt markers. The contempt ratings were comparable between the two groups. Looking at the photos of smiles lifted the positive mood of non-gelotophobes, whereas gelotophobes did not experience an increase. We hypothesize that the interpretation bias of “joyful faces hiding evil minds” (i.e., being also contemptuous) and exhibiting less joy facially may complicate social interactions for gelotophobes and serve as a maintaining factor of gelotophobia.

Gelotophobia and the Challenges of Implementing Laughter into Virtual Agents Interactions

This study investigated which features of AVATAR laughter are perceived threatening for individuals with a fear of being laughed at (gelotophobia), and individuals with no gelotophobia. Laughter samples were systematically varied (e.g., intensity, laughter pitch, and energy for the voice, intensity of facial actions of the face) in three modalities: animated facial expressions, synthesized auditory laughter vocalizations, and motion capture generated puppets displaying laughter body movements. In the online study 123 adults completed, the GELOPH <15 > (Ruch and Proyer, 2008a,b) and rated randomly presented videos of the three modalities for how malicious, how friendly, how real the laughter was (0 not at all to 8 extremely). Additionally, an open question asked which markers led to the perception of friendliness/maliciousness. The current study identified features in all modalities of laughter stimuli that were perceived as malicious in general, and some that were gelotophobia specific. For facial expressions of AVATARS, medium intensity laughs triggered highest maliciousness in the gelotophobes. In the auditory stimuli, the fundamental frequency modulations and the variation in intensity were indicative of maliciousness. In the body, backwards and forward movements and rocking vs. jerking movements distinguished the most malicious from the least malicious laugh. From the open answers, the shape and appearance of the lips curling induced feelings that the expression was malicious for non-gelotophobes and that the movement round the eyes, elicited the face to appear as friendly. This was opposite for gelotophobes. Gelotophobia savvy AVATARS should be of high intensity, containing lip and eye movements and be fast, non-repetitive voiced vocalization, variable and of short duration. It should not contain any features that indicate a down-regulation in the voice or body, or indicate voluntary/cognitive modulation.

Towards Automated Full Body Detection of Laughter Driven by Human Expert Annotation

Within the EU ILHAIRE Project, researchers of several disciplines (e.g., computer sciences, psychology) collaborate to investigate the psychological foundations of laughter, and to bring this knowledge into shape for the use in new technologies (i.e., affective computing). Within this framework, in order to endow machines with laughter capabilities (encoding as well as decoding), one crucial task is an adequate description of laughter in terms of morphology. In this paper we present a work methodology towards automated full body laughter detection: starting from expert annotations of laughter videos we aim to identify the body features that characterize laughter.

The character strengths of class clowns

Class clowns traditionally were studied as a type concept and identified via sociometric procedures. In the present study a variable-centered approach was favored and class clown behaviors were studied in the context of character strengths, orientations to happiness and satisfaction with life. A sample of 672 Swiss children and adolescents filled in an 18 item self-report instrument depicting class clown behaviors. A hierarchical model of class clown behaviors was developed distinguishing a general factor and the four positively correlated dimensions of “identified as a class clown,” “comic talent,” “disruptive rule-breaker,” and “subversive joker.” Analysis of the general factor showed that class clowns were primarily male, and tended to be seen as class clowns by the teacher. Analyses of the 24 character strengths of the VIA-Youth (Park and Peterson, 2006) showed that class clowns were high in humor and leadership, and low in strengths like prudence, self-regulation, modesty, honesty, fairness, perseverance, and love of learning. An inspection of signature strengths revealed that 75% of class clowns had humor as a signature strength. Furthermore, class clown behaviors were generally shown by students indulging in a life of pleasure, but low life of engagement. The four dimensions yielded different character strengths profiles. While all dimensions of class clowns behaviors were low in temperance strengths, the factors “identified as the class clown” and “comic talent” were correlated with leadership strengths and the two negative factors (“disruptive rule-breaker,” “subversive joker”) were low in other directed strengths. The disruptive rule breaking class clown was additionally low in intellectual strengths. While humor predicted life satisfaction, class clowning tended to go along with diminished satisfaction with life. It is concluded that different types of class clowns need to be kept apart and need different attention by teachers.

Laughter and Smiling in 16 Positive Emotions

This study investigated the elicitation of smiling and laughter and the role of facial display regulation markers (e.g., down-regulating of a smile or laugh) in positive emotions. In a structured group conversation setting, the frequency and intensity of Duchenne and non-Duchenne smiles and laughs when telling memories of 16 positive emotions proposed by Ekman [1] were assessed. Facial responses were coded with the Facial Action Coding System (FACS [2] ) and laughter vocalizations were assessed. The results show that smiles and laughs occurred in all 16 positive emotions. Laughter occurred most often in amusement and schadenfreude (laughter occurred in 72 and 71 percent of the recalled emotion memories respectively). Also, the intensity of the smiles and laughs was higher in amusement and schadenfreude than in the other 14 positive emotions. Furthermore, down-regulated displays (i.e., including facial markers counteracting the upward action of the zygomatic major muscle) resembled Duchenne Displays in their intensity. To summarize, more insight is gained into the facial expression of positive emotions, also highlighting the role of laughter. Also, the importance of assessing regulation markers in joy displays when people are in social settings is stressed.

Laughter Research: A Review of the ILHAIRE Project

Laughter is everywhere. So much so that we often do not even notice it. First, laughter has a strong connection with humour. Most of us seek out laughter and people who make us laugh, and it is what we do when we gather together as groups relaxing and having a good time. But laughter also plays an important role in making sure we interact with each other smoothly. It provides social bonding signals that allow our conversations to flow seamlessly between topics; to help us repair conversations that are breaking down; and to end our conversations on a positive note.

Intense or malicious?The decoding of eyebrow-lowering frowning in laughter animations depends on the presentation mode

Joyful laughter is the only laughter type that has received sufficient validation in terms of morphology (i.e., face, voice). Still, it is unclear whether joyful laughter involves one prototypical facial-morphological configuration (Duchenne Display and mouth opening) to be decoded as such, or whether qualitatively distinct facial markers occur at different stages of laughter intensity. It was proposed that intense laughter goes along with eyebrow-lowering frowning, but in decoding studies of pictures, these “frowns” were associated with perceived maliciousness rather than higher intensity. Thus, two studies were conducted to investigate the influence of the presentation mode (static, dynamic) and eyebrow-lowering frowning on the perception of laughter animations of different intensity. In Study 1, participants (N = 110) were randomly assigned to two presentation modes (static pictures vs. dynamic videos) to watch animations of Duchenne laughter and laughter with added eyebrow-lowering frowning. Ratings on the intensity, valence, and contagiousness of the laughter were completed. In Study 2, participants (N = 55) saw both animation types in both presentation modes sequentially. Results confirmed that the static presentation lead to eyebrow-lowering frowning in intense laughter being perceived as more malicious, less intense, less benevolent, and less contagious compared to the dynamic presentation. This was replicated for maliciousness in Study 2, although participants could potentially infer the “frown” as a natural element of the laugh, as they had seen the video and the picture. Thus, a dynamic presentation is necessary for detecting graduating intensity markers in the joyfully laughing face. While this study focused on the decoding, future studies should investigate the encoding of frowning in laughter. This is important, as tools assessing facially expressed joy might need to account for laughter intensity markers that differ from the Duchenne Display.

Training the sense of humor with the 7 Humor Habits Program and satisfaction with life

Abstract The current study tested the 7 Humor Habits Program after McGhee (1996, Health, healing, and the amuse system (2. edition): Humor as survival training. Dubuque, IA: Kendall/Hunt Publishing; 2010, Humor as survival training for a stressed-out world: The 7 Humor Habits Program. Bloomington, IN: Author House) in two groups receiving the eight-week training (group sessions; one group additionally completing “Home Play” exercises and one group without Home Play) compared to two control groups (a placebo humor group and a waiting control group). The total sample of 110 adults completed measures on the sense of humor, the temperamental basis of the sense of humor, and life satisfaction at three time points: directly before and after the training time, as well as at a two-month follow up. Additionally, peer-ratings on the sense of humor were collected. At each session, the humor-related mood (state cheerfulness, seriousness, and bad mood) was assessed before and after the session. Results show that the sense of humor is malleable, noticeable to the trained individuals as well as to peers (but not in the placebo humor group). The sessions increased cheerful mood and decreased seriousness. Life satisfaction generally increased from the pre-training phase to the post-training phase. To conclude, humor can be trained but more work on consolidation strategies are needed in future studies and intervention designs.

Team roles: Their relationships to character strengths and job satisfaction

Abstract Well-functioning teamwork has frequently been linked to increased work satisfaction and performance. However, there is a paucity of research on the different types of roles in teams. Recently, a new model of role behavior in teams was proposed (comprising seven such team roles: Idea creator, information gatherer, decision-maker, implementer, influencer, energizer, and relationship manager), but an assessment instrument was lacking so far. The present study describes the construction of an instrument for the assessment of these roles in two samples (N = 291 and 274) and examines their relationships with character strengths and job satisfaction. Results show that the team roles are positively related to job satisfaction and most character strengths. The findings support the important role of character strengths in work-related settings and lay ground for further studies on team roles.