My research primarily concerns affective science and has an important developmental element to it. More specifically, I have been working on how recognising the affective relationship that a third party has with a particular object can be used by infants and adults alike to infer how that person values that object (e.g. a physical object, an idea, an action etc.). We have dubbed this process ‘affective social learning’ and include phenomena such as emotional contagion, social referencing, social appraisal and natural pedagogy as its major components.
Some of my research has particularly focused on ‘interest’. For example, I am currently working on how best to define interest by asking the deceptively simple question of whether or not interest qualifies as an emotion, and testing the appraisal structure of interest through questionnaires.
I have also worked on a remediation project for children and adolescents with autism and autism-like symptoms and/or intellectual disability aimed at improving their emotion recognition and emotion regulation skills.
Other than working in the CHEERS group, I am currently the beneficiary of an SNSF-sponsored Early Post-doc grant that allows me to work in Amsterdam with Agneta Fischer and in Oxford with Brian Parkinson.
Dukes, D & Clément, F. (Eds.) (due late 2019) Foundations of Affective Social Learning: Conceptualising the transmission of social value. Cambridge, UK. Cambridge University Press
- Featuring contributions from Agneta Fischer; György Gergely & Ildikó Király; Paul Harris; Jozefien de Leersynder; Antony Manstead, Magdalena Rychlowska & Job van der Schalk; Christian Mumenthaler & David Sander; Caroline Schuppli & Carel van Schaik; Christine Sievers & Thibaud Gruber, and Brian Parkinson.
Peer Reviewed Articles
Mortillaro, M and Dukes, D. (2018) Jumping for Joy: the importance of the body and of dynamics in the expression of positive emotion. Frontiers in Psychology, 9, 763
Dukes, D. (2018) Apprentissage social affectif et appréciation de l’émotion: structuration des interactions socio-émotionnelles. Travaux Neuchâtelois de Linguistique (TRANeL), 68, 79-86.
Clément, F., & Dukes, D. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9 (3), 253–261.
Dukes, D. and Clément, F. (2017). Author Reply: Clarifying the importance of ostensive communication in life-long, affective social learning. Emotion Review, 9, 3, 267-269.
Dukes, D., Clément, F., Audrin, C. & Mortillaro, M. (2017) Looking beyond the static face in emotion recognition: The informative case of interest. Visual Cognition, 25 (4-6), 575-588.
Reschke, P. R., Walle, E. A., & Dukes, D. (2017). Interpersonal development in infancy: The interconnectedness of emotion understanding and social cognition. Child Development Perspectives, 11 (3), 173-183.
Schaer, M., Ottet, M-C., Scariati, E., Dukes, D., et al. (2013). Decreased frontal gyrification correlates with altered connectivity in children with autism. Frontiers in Human Neuroscience, 7, 750.
Clément, F and Dukes, D. (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4, 349.
Glaser, B., Lothe, A., Chabloz, M., Dukes, D. et al. (2012). Candidate socio-emotional remediation program for individuals with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117 (5), 368-383.