Flaming has a technical name, the “online disinhibition effect,” which psychologists apply to the many ways people behave with less restraint in cyberspace. . . .

The emerging field of social neuroscience, the study of what goes on in the brains and bodies of two interacting people, offers clues into the neural mechanics behind flaming.

This work points to a design flaw inherent in the interface between the brain’s social circuitry and the online world. In face-to-face interaction, the brain reads a continual cascade of emotional signs and social cues, instantaneously using them to guide our next move so that the encounter goes well. Much of this social guidance occurs in circuitry centered on the orbitofrontal cortex, a center for empathy. This cortex uses that social scan to help make sure that what we do next will keep the interaction on track. . . .

One proposed solution to flaming is replacing typed messages with video. The assumption is that getting a message along with its emotional nuances might help us dampen the impulse to flame.

All this reminds me of a poster on the wall of classrooms I once visited in New Haven public schools. The poster, part of a program in social development that has lowered rates of violence in schools there, shows a stoplight. It says that when students feel upset, they should remember that the red light means to stop, calm down and think before they act. The yellow light prompts them to weigh a range of responses, and their consequences. The green light urges them to try the best response.