Andrea Christiane Samson
Andrea Samson has since 2018 the Swiss National Science Foundation (SNSF) Professorship at the Institute of Special Education, University of Fribourg. She is also Associate Professor in Psychology at UniDistance Suisse, Switzerland as well as director of the chEERS Lab – a team of researchers interested in the study of socio-emotional processes in individuals with neurodevelopmental disorders (e.g. autism spectrum disorder) and intellectual disabilities (e.g. Williams Syndrome). Positive emotions (such as humor) and emotion regulation in relation to mental health play an important role in several research projects. Her team is also interested in using board games and new technologies such as virtual reality for the assessment of emotional competencies as well as for the development of remediation training programs.
Forschung und Publikationen
- 1 Forschungsprojekte
Socio-emotional processes and their relation to social and non-social anxiety in developmental and intellectual disabilities (PEERSEP)
Responsible person(s) and collaborators: Prof. Dr. Andrea Samson & chEERS Lab
Funding: SNSF Professorship project (PP00P1_176722) and Unidistance Suisse/FernUni Schweiz
Timeline: September 2018 - December 2022
Project description: Anxiety disorders are one of the major concerns in developmental and intellectual disabilities. Since anxieties significantly impact social and adaptive functioning, it is of great urgency to better understand potential risk and protective factors. Given the crucial role of social approach, positive emotions, and emotion regulation for optimal social and adaptive functioning, the goal of this project is to study these three phenomena in individuals with developmental disabilities with a particular focus on Williams syndrome (WS) and Autism Spectrum Disorder (ASD). In certain respects, WS and ASD present with opposite profiles in the prevalence of social and non-social anxieties, as well as in social approach and positive emotions. Moreover, while autistic individuals seem to have increased difficulties regulating emotions, little is known about emotion regulation in individuals with WS. Considering these opposite patterns, the two seem make a promising model for the study of socio-emotional phenomena as potential risk and protective factors for social and non-social anxiety. With a multi-method approach (including virtual reality), the goal of this project is to examine in a multi-method approach how these three socio-emotional phenomena relate to each other and how they are linked to social and non-social anxiety in autistic individuals and individuals with WS, compared to a group with non-specific intellectual disability. The insights derived from this project will help to inform interventions targeting emotional difficulties in individuals with developmental disabilities.
Socio-emotional processes in individuals with neurodevelopmental disorders (SOEMO)
Responsible person(s) and collaborators: Prof. Dr. Andrea Samson & Noémie Treichel
Funding: SNSF Professorship project (PP00P1_176722)
Timeline: September 2018 - December 2022
Project: This project in collaboration with Prof. Jo Van Herwegen (Insitute of Education, UCL, London) is a continuation of the FNS PEERSEP project and aims to better understand how different social and emotional phenomena are articulated in children with neurodevelopmental disorders, such as Autism Spectrum Disorder, Williams-Beuren syndrome, Down syndrome, and idiopathic intellectual disabilities. The purpose of this project is to examine the associations between social approach, emotions, emotion regulation, humor, and anxiety. The insights gained from this project can increase our knowledge about the social-emotional life of people with developmental disabilities, with the aim to contribute to targeted interventions to improve their social and emotional life.
Socio-emotional skills and academic performance in adolescents in the school context: a comparative evaluation of mindfulness meditation, improvisational theater, and board games
Responsible person(s) and collaborators: Prof. Dr David Sander, Dr Nathalie Mela, et Dr Gwladys Rey (Université de Genève); Alexandra Zaharia et Prof. Dr Andrea Samson (Université de Fribourg et UniDistance)
Funding: FNS project at the University of Geneva (FNS 100019_188966) and Unidistance Suisse/FernUni Schweiz
Timeline: September 2018 – December 2023
Project: This project aims to respond to Swiss educational initiatives concerning the reinforcement of socio-emotional skills of adolescents in the school context. The project will take place at the Centre de Formation Pré-Professionnelle in Geneva. The aim of the study is to compare and validate three interventions (mindfulness meditation, improvisational theater and board games on emotional competencies) and to test their efficacy on intra-personal (e.g., emotion regulation, stress management) and interpersonal (e.g., empathy, conflict management) competencies of adolescents. An active control group (office automation) is also included in this design. The interventions will last 9 weeks. To test the effects of the interventions, we will ask participants to complete questionnaires and behavioral tasks before and after the intervention. We will also investigate the effects on adolescents' general functioning in the school context (e.g., absenteeism, academic performance).
The potential of board games on the assessment of emotional competencies in 10 to 12-year-old children
Responsible person(s) and collaborators: Alexandra Zaharia, MA, & Prof. Dr Andrea Samson
Timeline: November 2020 - December 2023
Funding: Unidistance Suisse/FernUni Schweiz
Project: The main objective of this study was to examine the association between performance in educational games on emotions and emotional competencies such as recognition, regulation, and differentiation of emotions in children aged 10 to 12 years. The games were created in the chEERS Lab with the game design support of Entrée de Jeux (La Chaux-de-Fonds). The aim of this study is to test the functional prototypes of the games and to understand the extent to which emotional competencies predict game performance and thus better investigate the potential of these games as assessment and training tools for emotional competencies. Students' emotional and cognitive skills, as well as children's play experience were assessed. The project took place in elementary school in the canton of Valais. The results of this study will serve as a basis for the advancement of the prototypes of these games.
SEN-COPING-19 project: How did families with special educational needs cope with the COVID-19 pandemic?
Responsible person and collaborators: Prof. Andrea Samson, Prof. Jo Van Herwegen, chEERSLab & SEN-Coping Consortium
Timeline: April 2020 - December 2022
Funding: SNSF Professorship project (PP00P1_176722), Unidistance Suisse/FernUni Schweiz, and European Federation Williams Syndrome (FEWS).
Project: This study aims to better understand the situation of families with a child with special educational needs and disabilities (SEND) during the first few months of the pandemic. A survey translated into 16 languages and distributed worldwide with the help of 60 international collaborators asked families about their experiences during the pandemic with a particular focus on their anxiety, worries, and emotion regulation patterns at three different time points (before the pandemic, at the beginning of the pandemic and when the respondents filled out the survey). First results of single countries have already been published.
- 2 Buchprojekte
- 3 Publikationen
Publication List Andrea Samson
Dukes, D., Samson, A. C., & Walle, E. (Eds.) (2022). Handbook of Emotional Development, Oxford University Press.
Manuscripts in Peer-Reviewed Journals
Giannadou, A., Milne, E., Jones, M., Freeth, M., & Samson, A. C. (2022). Investigating neural dynamics in ASC outside of the laboratory using mobile EEG. Psychophysiology. https://doi.org/10.1111/psyp.13995
Sideropoulos, V., Kye, H., Dukes, D., Samson, A. C., Palikara, O., & Van Herwegen, J. (2022). Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK. Journal of Autism and Developmental Disabilities.
Stallmann, L., Dukes, D., Tran. M., Durand de Gevigney, V., Rudrauf, D., & Samson, A. C. (2022). Socially supported by an embodied agent: The development of a virtual-reality paradigm to study social emotion regulation. Frontiers in Virtual Reality: Virtual Reality and Human Behavior. DOI: 10.3389/frvir.2022.826241
Treichel, N., Dukes, D., Barisnikov K., & Samson, A. C. (2022). How cognitive, social, and emotional profiles impact humor appreciation: Sense of humor in autism spectrum disorder and Williams syndrome. Humor: International Journal of Humor Research, 35(1), 113–133. https://doi.org/10.1515/humor-2021-0038
Sideropoulos, V., Dukes, D., Hanley, M., Palikara, O., Rhodes, S. Riby, D., Samson, A. C., & Van Herwegen, J. (2021). The impact of COVID-19 on anxiety and worries for families of individuals with Special Education Needs and Disabilities in the UK. Journal of Autism and Developmental Disabilities. https://doi.org/10.1007/s10803-021-05168-5
Su, X., Cai, R. Y., Uljarević, M., Van Herwegen, J., Dukes, D., Yang Y., Peng X., & Samson, A. C. (2021). Brief report: A cross-sectional study of anxiety levels and concerns of Chinese families of children with Special Educational Needs and Disabilities post-first-wave of COVID-19. Frontiers in Psychology, 12, 1614. https://doi.org/10.3389/fpsyt.2021.708465
Zaharia, A., Noir-Kahlo, K., Bressoud, N., Sander, D., Dukes, D., & Samson, A. C. (2021). Proof of concept: A brief psycho-educational training program to increase the use of positive emotion regulation strategies in individuals with autism spectrum disorder. Frontiers in Psychology – Special Issue: Positive Educational Approaches to Teaching Effectiveness and Student Well-being, 12, 705937. https://doi.org/10.3389/fpsyg.2021.705937
Bressoud, N., Samson, A. C., & Gay, P. (2020). Rire, c’est bon pour la santé … et aussi pour apprendre : vers une utilisation effective des émotions agréables en contexte scolaire [Laughter is good for your health ... and also for learning: Towards an effective use of pleasant emotions in a school context]. Educateur (L'), NS, 26–27. http://hdl.handle.net/20.500.12162/4119
Dell-Angela, L., Zaharia, A., Lobel, A., Vico Begara, O., Sander, D., & Samson, A. C. (2020). Board Games on Emotional Competences for School-Age Children. Games for Health Journal: Research, Development, and Clinical Applications, 9, 3, 1-10. DOI: 10.1089/g4h.2019.0050
Samson, A. C., Van den Bedem, N. P., Dukes, D., & Rieffe, C. (2020). Positive Aspects of Emotional Competence in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach. Journal of Autism and Developmental Disorders, 50, 1159-1171. https://doi.org/10.1007/s10803-019-04336-y
Enav, Y., Erhard-Weiss, D., Kopelman, M., Samson, A. C., Mehta, S., Gross, J. J., & Hardan, A. Y. (2019). A non randomized mentalization intervention for parents of children with autism. Autism Research, 7 (12),1077-1086. https://doi.org/10.1002/aur.2108
Horn, A. B., Samson, A. C., Debrot, A., & Perrez, M. (2019). Positive humor in couples as interpersonal emotion regulation: A dyadic study in everyday life on the mediating role of psychological intimacy. Journal of Social and Personal Relationships, 36 (8), 2376-2396. DOI: 10.1177/0265407518788197
Cai, R., Richdale, A. L., Uljarevic, M., & Samson, A. C. (2018). Emotion regulation in autism spectrum disorder: where we are and where we need to go. Autism Research, 11, 962-978. DOI: 10.1002/aur.1968
Kramer, U., Kolly, W., Maillaird, P., Pascual-Leone, A., Samson, A. C., Schmitt, R., Bernini, A., Allenbach, G., charbon, P., de Roten, Y., Conus, Ph. Despland, J-N., & Draganski, B. (2018). Change in emotional and theory of mind processing in borderline personality disorder: A pilot study. Journal of Nervous and Mental Disease. 206(12), 935–943. DOI: 10.1097/NMD.0000000000000905.
Stöckli, S., Schulte-Mecklenbeck, M., Borer, S., & Samson, A. C. (2018). Facial Expression Analysis with AFFDEX and FACET: A Validation Study. Behavior Research Methods, 50, 1446-1460. doi: 10.3758/s13428-017-0996-1
Van den Bedem, N. P., Dockrell, J. E., van Alphen, P. M., de Rooij, M., Samson, A. C., Harjunen, E. L., & Rieffe, C. (2018). Depressive symptoms and emotion regulation strategies in children with and without Developmental Language Disorder: a Longitudinal study. International Journal of Language & Communication Disorders, 53 (6), 1110-1123. https://doi.org/10.1111/1460-6984.12423
Costa, A., Steffgen, G., & Samson, A. C. (2017). Expressive incoherence and alexithymia in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(6). 1659-1672. doi: 10.1007/s10803-017-3073-9.
Schäfer, J., Naumann, E., Holmes, E., Tuschen-Caffier, B., & Samson, A. C. (2017). Emotion regulation strategies in depressive and anxiety symptoms in youth: A meta-analytic review. Journal of Youth and Adolescence, 46(2), 261-276. DOI 10.1007/s10964-016-0585-0
Sendzik, L., Schäfer, J., Samson, A. C., Naumann, E., & Tuschen-Caffier, B. (2017). Emotional awareness in depressive and anxiety symptoms in youth: a meta-analytic review. Journal of Youth and Adolescence, 46(4), 687-700. DOI 10.1007/s10964-017-0629-0
Samson, A. C., Dougherty, R. F., Lee, I. A., Phillips, J. M., Gross, J. J., & Hardan, A. Y. (2016). White matter structure in the uncinate fasciculus: Implications for socio-affective deficits in autism spectrum disorder. Psychiatry Research: Neuroimaging, 255, 66–74. http://dx.doi.org/10.1016/j.pscychresns.2016.08.004
Samson, A. C., Kreibig, S. D., Soderstrom, B., Wade, A. A., & Gross, J. J. (2016). Eliciting positive, negative, and mixed emotional states: a film library for affective scientists. Cognition and Emotion, 30(5), 827-256. DOI: 10.1080/02699931.2015.1031089.
Kreibig, S. D., Samson, A. C., & Gross, J. J. (2015). The psychophysiology of mixed emotional states: Internal and external replicability analysis of a direct replication study. Psychophysiology, 52(7), 873-876. doi: 10.1111/psyp.12425.
O’Neill, A., D’Souza, A., Samson, A. C., Carballedo, A., Kerskens, C., & Frodl, F. (2015). Dysregulation between emotion and theory of mind networks in borderline personality disorder. Psychiatry Research: Neuroimaging, 231, 25-32. http://dx.doi.org/10.1016/j.pscychresns.2014.11.002
Pehrs, C., Samson, A. C., & Gross, J. J. (2015). The quartet theory: Implications for autism spectrum disorder. Physics of Life Reviews, 13, 77-79. doi: 10.1016/j.plrev.2015.04.025
Samson, A. C., Hardan, A. Y., Lee, I. A., Phillips, J. M., & Gross, J. J. (2015). Maladaptive behaviour in autism spectrum disorder: The role of emotion experience and emotion regulation. Journal of Autism and Developmental Disorders, 45(11), 3424-3432. DOI: 10.1007/s10803-015-2388-7
Samson, A. C., Hardan, A. Y., Podell, R. W., Phillips, J. M., & Gross, J. J. (2015). Emotion regulation in children and adolescents with Autism Spectrum Disorder. Autism Research, 8(1), 9-18. DOI: 10.1002/aur.1387
Samson, A. C. & Tornare, E. (2015). Perturbations émotionnelles et leurs remédiations dans le Trouble du Spectre de l’Autisme [Emotional disturbances and their remediation in Autism Spectrum Disorder]. Approche Neuropsychologique des Apprentissages chez l’Enfant, 139, 556-564.
Samson, A. C., Wells, W. M., Phillips, J. M., Hardan, A. Y., & Gross, J. J. (2015). Emotion regulation in Autism Spectrum Disorder: Evidence from parent interviews and children’s daily diaries. Journal of Child Psychology and Psychiatry, 56(8), 908-913. doi:10.1111/jcpp.12370
Tschacher, W., Genner, R., Bryjova, J., Schaller, E., & Samson, A. C. (2015). Investigating vision in schizophrenia through responses to humorous stimuli. Schizophrenia Research: Cognition, 2, 84-88. DOI: http://dx.doi.org/10.1016/j.scog.2015.04.007
Manera, V., Samson, A. C., Pehrs, C., Lee, I., A., & Gross, J. J. (2014). The Eyes Have it: The Role of Attention in Cognitive Reappraisal of Social Stimuli. Emotion, 14(5), 833-839. DOI: 10.1037/a0037350
Papousek, I., Schulter, G., Lackner, H. K., Samson, A. C., & Freudenthaler, H. H. (2014). Experimentally observed responses to humour are related to individual differences in emotion perception and regulation in everyday life. Humor: International Journal of Humor Research, 27, 271-286. DOI: 10.1515/humor-2014-0018
Samson, A. C., Glassco, A., Lee, I. A., & Gross, J. J. (2014). Humorous coping and serious reappraisal: Short-term and longer-term effects. Europe's Journal of Psychology, 10(3), 571–581. DOI:10.5964/ejop.v10i3.730
Samson, A. C., Phillips, J. M., Parker, K. J., Shah, S., Gross, J. J., & Hardan, A. Y. (2014). Emotion dysregulation and the core features of Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 44, 1766-1772. DOI 10.1007/s10803-013-2022-5
Sheppes, G., Brady, W. J., & Samson, A. C. (2014). In (visual) search for a new distraction: The efficiency of a novel attentional deployment versus semantic meaning regulation strategies. Frontiers in Psychology. 5, 346, DOI: 10.3389/fpsyg.2014.00346
Kreibig, S. D., Samson, A. C., & Gross, J. J. (2013). The psychophysiology of mixed emotional states. Psychophysiology, 50, 8, 799–811. DOI: 10.1111/psyp.12064
Lackner, H. K., Weiss, E. M., Schulter, G., Hinghofer-Szalkay, H., & Samson, A. C., & Papousek, I. (2013). I got it! Transient Cardiovascular Response to the Perception of Humor. Biological Psychology, 93(1), 33-40. DOI: 10.1016/j.biopsycho.2013.01.014
Mueller, S., Keeser, D., Samson, A. C., Kirsch, V., Blautzik, J., Grothe, M., Erat, O., Hegenloh, M., Coeates, U., Reiser, M. F., Hennig-Fast, K., & Meindl, T. (2013). Convergent findings of altered functional and structural brain connectivity in individuals with high functioning autism: a multimodal study. PLoS One, 8(6), e67329. DOI: 10.1371/journal.pone.0067329
Papousek, I., Reiser, E., Weiss, E., Fink A., Samson, A. C., Lackner, H., & Schulter, G. (2013). State-dependent changes of prefrontal-posterior coupling in the context of affective processing: Susceptibility to humor. Cognitive, Affective & Behavioral Neuroscience, 13, 252-261. DOI: 10.3758/s13415-012-0135-5
Papousek, I., Schulter, G., Weiss, E. M., Samson, A. C., Freudenthaler, H. H., & Lackner, H. K. (2013). Frontal brain asymmetry and transient cardiovascular responses to the perception of humor. Biological Psychology, 93(1), 114-21. DOI: 10.1016/j.biopsycho.2012.12.004
Samson, A. C. (2013). Humor(lessness) elucidated - sense of humor in individuals with Autism Spectrum Disorders: Review and introduction. In: A. C. Samson (Ed.) Special Issue on Humor in Autism Spectrum Disorders. International Journal of Humor Research, 26(3), 393–409. DOI: 10.1515/humor-2013-0027
Samson, A. C. & Antonelli, Y. (2013). Humor as character strength and its relation to life satisfaction and orientation to happiness in individuals with Autism Spectrum Disorders. In: A. C. Samson (Ed.) Special Issue on Humor in Autism Spectrum Disorders. International Journal of Humor Research, 26(3), 477–491. DOI: 10.1515/humor-2013-0031
Samson, A. C., Huber, O., & Ruch, W. (2013). Seven decades after Hans Asperger's observations: a comprehensive study of humor in individuals with Autism Spectrum Disorders. In: A. C. Samson (Ed.) Special Issue on Humor in Autism Spectrum Disorders. International Journal of Humor Research, 26(3), 441 – 460. DOI: 10.1515/humor-2013-0026
Schipper, M., Kullik, A., Samson, A. C., Koglin, U., & Petermann, F. (2013). Emotionsdysregulation im Kindes- und Jugendalter [Emotiondysregulation in childhood and youth]. Psychologische Rundschau, 64(4), 228-234. DOI: 10.1026/0033-3042/a000175
Weiss, E. M., Gschaidbauer, B. C., Samson, A. C., Steinbäcker, K., Fink, A., & Papousek, I. (2013). From Ice Age to Madagascar: Appreciation of slapstick humor in children with Asperger’s syndrome. In: A. C. Samson (Ed.) Special Issue on Humor in Autism Spectrum Disorders. International Journal of Humor Research, 26(3), 423–440. DOI: 10.1515/humor-2013-0029
Korb, S., Grandjean, D., Samson, A. C., Delplanque, S., & Scherer, K. R. (2012). Stop laughing! Humor perception with and without expressive suppression. Social Neuroscience, 7(5), 510-524. DOI: 10.1080/17470919.2012.667573
Samson, A. C. (2012). The influence of empathizing and systemizing on humor processing: Theory of Mind and humor. Humor: International Journal of Humor research, 25(1), 75-98.
Samson, A. C. & Gross, J. J. (2012). Humor as emotion regulation: The differential consequences of negative versus positive humor. Cognition & Emotion, 26, 2, 375-384. DOI: 10.1080/02699931.2011.585069
Samson, A. C., Huber, O., & Gross, J. J. (2012). Emotion regulation in Asperger’s syndrome and High Functioning Autism. Emotion, 12(4), 659-665. DOI: 10.1037/a0027975
Samson, A. C., Lackner, H. K., Weiss, E. M., & Papousek, I. (2012). Perception of other people's mental states affects humor in social anxiety. Journal of Behavior Therapy and Experimental Psychiatry, 43, 625-631. DOI: 10.1016/j.jbtep.2011.08.007
Samson, A. C. & Hempelmann, C. F. (2011). Jokes and cartoons with and without background incongruity: Does more required suspension of disbelief affect humor perception? Humor: International Journal of Humor Research, 24(4), 167-186. DOI: 10.1515/HUMR.2011.11
Samson, A. C., Huber, O., & Ruch, W. (2011). Teasing, ridiculing and the relation to the fear of being laughed at in individuals with Asperger’s syndrome. Journal of Autism and Developmental Disorders, 41, 475-483. DOI: 10.1007/s10803-010-1071-2
Samson, A. C., Proyer, R. T., Ceschi, G., Pedrini, P. P. & Ruch, W. (2011). Fearing to be laughed at in Switzerland: Regional differences and the role of positive psychology. Swiss Journal of Psychology, 70(2), 53-62. DOI: 10.1024/1421-0185/a000039
Samson, A. C., Scheuerecker, J., Schoepf, V., Wiesmann, M., Meisenzahl, E., & Frodl, T. (2011). Brain activation predicts treatment improvement in patients with Major Depressive Disorder. Journal of Psychiatric Research, 45, 1214-1222. DOI:10.1016/j.jpsychires.2011.03.009
Samson, A. C. & Hegenloh, M. (2010). Stimulus properties affect humor processing in individuals with Asperger syndrome. Journal of Autism and Developmental Disorders, 40(4), 438-447. DOI: 10.1007/s10803-009-0885-2
Samson, A. C. & Huber, O. W. (2010). Short German versions of empathizing and systemizing self-assessment scales. Swiss Journal of Psychology, 69(4), 239-244. DOI: 10.1024/1421-0185/a000028
Samson, A. C. & Meyer, Y. N. (2010). Perception of aggressive humor in relation to gelotophobia, gelotophilia and katagelasticism. Special issue, Psychological Test and Assessment Modeling, 52(2), 217-230.
Samson, A. C., Thibault, P., Proyer, R. T. & Ruch, W. (2010). The subjective assessment of the fear of being laughed at (gelotophobia): French adaptation of the GELOPH<15> questionnaire. European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, 60, 4, 247-253. DOI:10.1016/j.erap.2010.07.002
Proyer, R. T., Ruch, W., Ali, N. S., Al-Olimat, H. S., Amemiya, T., . . . Samson, A. C., . . . Ruch, W. (2009). Breaking ground in cross-cultural research on the fear of being laughed at (gelotophobia): A multi-national study involving 73 countries. Humor: International Journal of Humor Research, 22(1-2), 253–279. DOI 10.1515/HUMR.2009.012
Samson, A. C., Hempelmann, C. F., Huber, O. & Zysset, S. (2009). Neural substrates of incongruity-resolution and nonsense humor. Neuropsychologia, 47, 1023-1033.
Samson, A. C., Zysset, S. & Huber, O. (2008). Cognitive humor processing: Different logical mechanisms in non-verbal cartoons – an fMRI study. Social Neuroscience, 3(2), 125-140.
Samson, A. C. & Huber, O. (2007). The interaction of cartoonist’s gender and formal features of cartoons. Humor: International Journal of Humor Research, 20(1), 1-25.
Zysset, S., Huber, O., Samson, A., Ferstl, E. C. & von Cramon, D. Y. (2003). Functional specialization within the anterior medial prefrontal cortex: a functional magnetic resonance imaging study with human subjects. Neuroscience Letters, 335, 183-186.
Samson, A. C. (2016). Emotion dysregulation in individuals with Autism Spectrum Disorder. Cumulative Habilitation, Faculty of Philosophy, University of Fribourg, Switzerland.
Samson, A. C. (2009). Cognitive and neural humor processing: Stimulus characteristics and Theory of Mind. PhD Thesis. University of Fribourg, Switzerland.
Samson, A. C. (2003). Humor und Cartoons: Der Einfluss des Geschlechtes auf die Stilelemente von Cartoonisten und Cartoonistinnen [Humor and cartoons: The impact of gender on style elements of cartoonists]. Lizentiat. University of Fribourg, Switzerland.
Hempelmann, C. F. & Samson, A. C. (2022). Ein Wort sagt manchmal mehr als tausend Bilder: Wie Cartoons nur unter Mühen können, was Wortwitzen oft zu leicht fällt [Sometimes a word is worth a thousand images: how cartoons have a hard time accomplishing what verbal humor often does too easily]. In T. Kindt, & S. Kaul Medienästhetik der Komik [Medial aesthetics of humor]. Munich: Fink.
Rudrauf, D., Debbane, M., & Samson, A. C. (2022). Current challenges and advances in computational and artificial agent modelling for the simulation of affective social learning and regulation of motivated behaviours. In D. Dukes, A. C. Samson, & E. Walle (Eds). Handbook of Emotional Development (pp. 45–60). Oxford University Press.
Walle, E., Dukes, D., & Samson, A. C. (2022). Conceptualizing and advancing an interdisciplinary account of emotional development. In D. Dukes, A. C. Samson, & E. Walle (Eds). (forthcoming). The Oxford handbook of emotional development (pp. xxiii-xvii). Oxford University Press.
Zaharia, A., Dell-Angela, L., Sander, D., & Samson, A. C. (2022). The potential of board games to promote emotional competences. In D. Dukes, A. C. Samson, & E. Walle (Eds.), Handbook of emotional development (pp. 354–369). Oxford University Press.
Gay, P., Bressoud, N., Lucciarini, E., Gomez, J.-M., Rime, J., & Samson, A. C. (2019). What are the functions of positive emotions in fostering school engagement in primary school (and how to deal with it)? In L. Castelli, J. Marcionetti, A. Plata & A. Ambrosetti (Eds.), Well-being in Education Systems (pp. 253-257). Firenze, Italy: Hogrefe.
Stöckli, S., Schulte-Mecklenbeck, M., Borer, S., & Samson, A. C. (2019). A practical guide for automated facial emotion. In M. Schulte-Mecklenbeck, A. Kuehberger & Joseph G. Johnson (Eds.). A Handbook of Process Tracing Methods for Decision Research: A Critical Review and User’s Guide, 2nd Edition. (pp. 196-214). New York: Taylor & Francis. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781351662758/
Samson, A. C. (2014). Brain, Neuropsychology of Humor. In S. Attardo (Ed.). Encyclopedia of Humor: A Social History (pp 88-92). Los Angeles: SAGE publications.
Samson, A. C. (2014). Psychiatric disorders. In S. Attardo (Ed.). Encyclopedia of Humor: A Social History (pp 600-602). Los Angeles: SAGE publications.
Samson, A. C. (2014). Characteristics of humorous stimuli. In S. Attardo (Ed.). Encyclopedia of Humor: A Social History (pp 373-375). Los Angeles: SAGE publications.
Samson, A. C. & Gross, J. J. (2014). The dark and light sides of humor: an emotion regulation perspective. In J. Gruber & J. Moskowitz (Eds.): The Dark and Light Sides of Positive Emotion (pp. 169-182). New York: Oxford University Press.
Beermann, U. & Samson, A. C. (2012). Humor: Haben Sie bitte Spass! [Humor: Please have fun!]. In: R. Zihlmann, D. Jungo, & Ch. Steinebach (Eds.). Positive Psychologie in der Praxis (pp. 68-75). Weinheim: Beltz.
Hempelmann, C. F. & Samson, A. C. (2008). Cartoons: Drawn Jokes? In: V. Raskin (Ed.). The Primer of Humor Research (pp. 609-640). Berlin: Mouton de Gruyter.
Hempelmann, C. F. & Samson, A. C. (2007). Visual punning: merely analogical description or similar pseudological mechanism? In S. Attardo & D. Popa (Eds.). New Approaches to the Linguistics of Humor (pp. 180-196). Galati: Dunarea de Jos.
Non peer-reviewed and Pre-prints
Di Poi, G., Dukes, D., Tran, M., Meuleman, B., & Samson, A. C. (2021). Comment les familles d’enfants avec besoins éducatifs particuliers ont vécu la crise de la COVID-19 : Observations préliminaires pour la Suisse. [How families with children with special educational needs experienced the Covid-19 crisis: preliminary observations for Switzerland]. Revue suisse de pédagogie spécialisée, 1, 9-18.
Dukes, D., Van Herwegen, J., Alessandri, M., Alnemary, F., Rad, J. A., Lavenex, P. B., Bolshakov, N., Bölte, S., Buffle, P., Ying Cai, R., Campos, R., Chirita-Emandi, A., P. Costa, A., Costanzo, F., di Poi, G., Des Portes, V., Faivre, L., Famelart, N., Fisher, M., … Samson, A. C. (2021, February 16). Introducing the COVID-19 crisis Special Education Needs Coping Survey. PsyArXiv. https://doi.org/10.31234/osf.io/rtswa
Dukes, D., & Samson, A. C. (2021). COVID-19 : Donnons la parole aux parents d’enfants avec des besoins éducatifs particuliers [COVID-19: giving voice to the parents of children with special educational needs]. Pages romandes : Revue sur la pédagogie spécialisée les déficiences intellectuelles et développementales, 3, 28-31.
Dukes et al. & Samson, A. C. (2021, June). Introducing the COVID-19 crisis Special Education Needs Coping Survey. https://psyarxiv.com/rtswa/
Prosetzky, I., Poustka, L., Dukes, D., & Samson, A. C. (2021). Eine internationale Studie zu Auswirkungen der COVID-19-Pandemie auf Familien mit einem behinderten Kind: Wie ging es den Familien in Deutschland? Ein Bericht [An international study on the impact of the COVID-19 pandemic on families with a child with special educational needs: How did German families fare? A report]. Teilhabe, 60, 2, 88–89.
Samson, A. C., Di Poi, G., Tran, M., & Dukes, D. (2021). Die Auswirkungen der COVID-19 Pandemie in der Schweiz: Erste Beobachtungen bei Familien mit Kindern sonderpädagogischem Förderbedarf [The effects of the COVID-19 pandemic in Switzerland: First observations in families with children with special educational needs]. Schweizerische Zeitschrift für Heilpädagogik, 27(5-6), 18–25.
Sideropoulos, V., Dukes, D., Hanley, M., Palikara, O., Rhodes, S. Riby D., Samson, A. C., & Van Herwegen, J. (2021, February 3). The impact of COVID-19 on anxiety and wellbeing for families of individuals with Special Education Needs and Disabilities in the UK. https://doi.org/10.31234/osf.io/gyhd9
Van Herwegen, J., Dukes, D., & Samson, A. (2020). COVID19 Crisis Response Survey for families of Individuals with Special Needs [Data set]. OSFHOME. Retrieved May 27, 2020, from https://osf.io/5nkq9/
Van Herwegen, J., Palikara, O., Riby, D., Hanley, M., Rhodes, S., Giannadou, A., Samson, A. C., & Dukes, D. (July 2020). The impact of COVID-19 on education and children’s services: The impact on families of children with Special Educational Needs and Disabilities in the UK. Written evidence submitted to the UK government. https://committees.parliament.uk/writtenevidence/8883/pdf/
Costa, A. P., Steffgen, G., & Samson, A. C. (2017). Alexithymia Questionnaire for Children-Parent (AQC-P) [Database record]. APA PsycTests. https://doi.org/10.1037/t80069-000
Samson, A. C., & Vuilleumier, P. (2017). The serious science of amusement and joy. In: D. Sander & N. Herschdorfer (Eds). Emotions. Benteli.
Samson, A. C. & Beermann, U. (2006). Humor und Lachen: Wonach suchen Humorforscher? [Humor and Laughter: What are humor researchers looking for?] Psychoscope, 9, 10-12.
- 4 Team UNIFR