Described in section 4.2.7.3, the behavioural profile that characterises Reactive group members was based on the distinct physiological patterns of its members recorded during the LEGO task rather than any overt behavioural tendencies that could be easily identified during observations and qualitatively described. Nevertheless, in addition to their shared physiological response patterns, this group was also found to have few prosocial behaviours, low emotionality and they were reported as inattentive/hyperactive in class. In the LEGO construction tasks, Reactive group members frequently employed negative unhelpful or avoidant strategies. The two cases selected here to exemplify these behaviours are Monty and Carly. Both cases had low ERICA scores (Table 4.28) and their combined scores show they employed the most number of Negative ER strategies than any other pair within this sub-sample of eight. The following excerpts attempt to illustrate the presence and absence of some of these behaviours.
4.5.5.1 Monty
As described in Table 4.38, of the eight case studies, Monty had the highest score for Negative ER behaviours, due to his tendency to dominate both the construction and engineering roles during the collaborative Task 1. Examples of such behaviours have already been described in the previous section 4.5.4.2. To avoid repetition, the excerpts presented in Tables 4.38 and 4.39 demonstrate Monty’s behavioural responses at two specific moments of challenge. The first moment of challenge is described in Table 4.38.
Table 4.38: Monty- an example of distraction strategies in Task 1 (8.17-9.25)
Turn Dialogue (M: Monty/ P: Partner / R: Researcher) Code
1 P: Right, yellows (collects pieces) PosPS
2 M: Wait PosPS
3 P: Two of these NegUR
4 M: Wait, I need another one of them (holds up a yellow piece) PosPS
5 M: (Looks up towards the video camera, then to the researcher and then back down to
the model) Errrm.. DisCog
6 M: (picks up a yellow piece and fixes it in place)
7 M: Erm (looks around the room) DisCog
8 M: (to the researcher) We need another one of them (holds up a yellow piece) PosPS
9 R: You do, you’re right. Can you manage without it?
10 P: Yeah
11 M: Er, yeah. We can
12 M: No we can’t, we need it. PosPS
13 P: Nope PosPS
14 M: Number thirteen (looking at the manual) PosPS
15 R: Right, put that one on instead (points). Do you think you can figure out what to do?
16 M: Erm
17 R: You might have to go a little freestyle.
18 M: What? PosPS
19 M: Yep, freestyle
20 M: Freestyle! DisCog
21 P: Now blue (picks up a blue piece) PosPS
22 M: Oh no we do need it, we do need it PosPS
23 M: Yep, we do need another one of them. Literally. PosPS
24 M: Need! StrongNE
25 M: (Taps on the table, looks up and around the room) DisBeh
DisCog
26 R: We don’t have one. See how you go.
27 M: Erh
28 P: We could see? PosPS
PosPs: Positive Problem Solving ER, NegUR: Negative Unhelpful ER Response, NE: Negative Emotion Expression, DisBeh: Behavioural Distraction, DisCog: Cognitive Distraction
At turn 4, Monty has discovered there is a LEGO piece missing: ‘Wait, I need
another one of them’ (he holds up a yellow piece). In the next turn (5) he is seen
shifting his attention away from the construction task. First he looks up at the video camera, then he looks towards the researcher, after which he begins to verbalise his uncertainty: ‘Errrm…’ He repeats this in turn 7, and in turn 8 he appeals to the researcher for support: ‘We need another one of them.’ The researcher asks whether he can manage without it and he responds positively: ‘Er, yeah, we can.’ However, he changes his mind in turn 12: ‘No we can’t, we need
it.’ The researcher points out an alternative LEGO piece on the table that could be
used instead (the substitute piece is a different colour and slightly bigger). His response to this seems accepting at first but in turn 22 he reverts back: ‘Oh no we
do need it, we need it.’ He emphasises: ‘Yep, we do need another one. Literally’
and emotion and immediately after (turn 25) he begins tapping repeatedly on the table and looking around the room.
Table 4.39: Monty- an example of distraction strategies in Task 2 (19.21 – 19.38)
Turn Dialogue (M: Monty/ P: Partner / R: Researcher) Code
1 M: Erm…
2 M: (stands up and repeatedly taps the pile of LEGO on the table) DisBeh
3 P: Right PosPS
4 R: You’ve had one minute, you have one minute left
5 P: One minute left PosPS
6 M: (drops a piece), oh, oop MildNE
7 M: Erm, d, d, d, d, d, d, d, d, d, derrr DisCog
8 P: I’m just rushing! MildPE
PosPs: Positive Problem Solving ER, PE: Positive Emotion Expression, NE: Negative Emotion Expression, DisBeh: Behavioural Distraction, DisCog: Cognitive Distraction
Such distraction or repetitious behaviour can be seen again in the brief excerpt described in Table 4.39. In this second moment of challenge the pair are competing to build the tallest tower in Task 2. Monty is seemingly searching for a particular LEGO piece to add to his tower (turn 2). He has stood up and is repeatedly tapping the LEGO bricks on the table. In Turn 7, he produces a repetitious sound: ‘Erm, d, d, d, d, d, d, d, d, d, derrr.’ It seems likely that Monty employs these repetitive behaviours and verbalisations as a means to distract himself from the challenge of the competitive task.
4.5.5.2 Carly
In some contrast to Monty’s behaviour, Carly displayed good problem solving strategies throughout the construction task and in general, interacts helpfully with her partner. She is able to challenge her partner at times and appears relaxed when doing so. Carly’s behaviour is remarkable for its absence of emotionality during moments of challenge or once a particular challenge has been overcome successfully. In the excerpt described in Table 4.40 Carly is in the role of engineer and her partner is constructing the model. The pair has noticed a problem that arose as a result of the missing LEGO piece.
Table 4.40: Carly- an example of low-emotionality in Task 1 (13.45-14:35)
Turn Dialogue (C: Carly/ P: Partner) Code
1 P: Oh, I know why we need the yellow bit! StrongPE
2 P: Urgent (smiles) MildPE
3 C: (ignores) (places piece on the model) NegUR
4 P: Now we do need…no we can’t…we’re gonna have to see how we do (attempts to fix a
piece in place) PosPS
5 P: Yep We did need that yellow bit, otherwise we can’t put that one like that PosPS
6 C: Why don’t we just do this, like that and then… PosPS
7 P: Ok. Right just put that one on there. PosPS
8 C: No PosPS
9 P: No! It’s not gonna work StrongNE
10 P: How did they put it on? (looks back to the manual) PosPS
11 C: Maybe we might need one more? PosPS
12 P: Oh! StrongPE
13 C: ‘Cos that one’s not even. Is it? PosPS
14 P: Oh! We forgot to put another blue bit on! StrongPE
15 C: No that one’s fine, that one was fine PosPS
16 P: Was it? PosPS
17 C: Yeah. It’s just this one PosPS
18 P: No, this one needs another blue bit now. Ok, right this should work. Yes it does. PosPS
19 C: Ok. Now we need that bit to go there. PosPS
20 C: (Sighs) MildPE
PosPs: Positive Problem Solving ER, NegUR: Negative Unhelpful ER Response, PE: Positive Emotion Expression, NE: Negative Emotion Expression
In turn one, P identifies the issue and she appears excited: ‘Oh I know why we need
the yellow bit!’ She then smiles. There is no verbal or behavioural
acknowledgement from Carly who fixes a piece onto the LEGO model. They discuss a possible work-around (turns 4 to 8) but discover this does not solve the construction problem and they are unable to continue to the next stage. In response to this, P expresses her upset: ‘No! It’s not gonna work.’ Once again, there is no outward emotional response from Carly. In turn 11, Carly discovers the mistake they have made and makes a productive suggestion: ‘Maybe we might
need one more.’ Her partner responds positively in turns 12 and 14: ‘Oh!’ ‘Oh! We forgot to put another blue bit on!’ She expresses her excitement during the
identification of a solution to the problem. Throughout this excerpt Carly remains outwardly emotionally un-expressive until turn 20 when she sighs. If Carly was experiencing increased emotional or physiological arousal during this challenge, her exhalation at the moment when the solution is identified is the only outward clue.
Throughout the collaborative construction tasks the pair had several difficulties and were unable to complete the task. This must have been frustrating for both participants, but their individual emotional responses were very different. Carly’s
emotional reactions were infrequent and usually non-verbal (e.g. turn 3, Table 4.41). By contrast, her partner frequently expressed both negative emotion (when faced with a challenge) and positive emotion (when obstacles were overcome). The contrasting emotional responses between Carly and her partner serve as a useful illustration of the absence of emotionality that was identified as a common behavioural characteristic for members of the Reactive group.
Table 4.41: Carly- an example of non-verbal negative emotion expression in Task 1 (17.43-18:10)
Turn Dialogue (C: Carly/ P: Partner) Code
1 C: We need it to go there, but we can’t… PosPS
2 P: Oh, I know a good idea! StrongPE
3 C: (Body drops, head in hand) MildNE
4 P: If we put…
5 C: Why don’t we put it like this (stand up to demonstrate) PosPS
6 P: Just do that, like that PosPS
7 C: Yeah, just put that on there, and that on there and then (looks back at the manual) PosPS
PosPs: Positive Problem Solving ER, PE: Positive Emotion Expression, NE: Negative Emotion Expression, DisBeh: Behavioural Distraction, DisCog: Cognitive Distraction