Subjects: Psychology >> Cognitive Psychology submitted time 2023-12-06
Abstract： The spontaneity of Level-1 visual perspective taking has been widely discussed in the field of visual perspective taking. Many studies have confirmed that Level-1 visual perspective taking is spontaneously activated, but this finding has mainly been observed in the context of a single avatar’s presence. Scenarios involving two or more avatars have received scant attention. Specifically, no suitable experimental paradigm has been developed for situations with multiple avatars in this domain. Therefore, the paradigm adapted from those employed by Samson et al. (2010) and Mattan et al. (2015) was used in this study. The stimuli of virtual scenes were modeled by 3D Max, and the experimental procedures were programmed by E-Prime, recording the accuracy rate and reaction time. In contrast to previous studies, this paper explores whether and how the multiple avatars affect the process of Level-1 visual perspective taking, and clarifies the influencing factors by varying the conditions.
This study comprises three experiments. In Experiment 1, the paradigm adapted from the classic “dot-perspective task” was employed to investigate whether participants would spontaneously compute another perspective in the presence of a single avatar (target avatar). In Experiment 2, an additional avatar (irrelevant avatar) is introduced to explore how the consistency in the number of dots seen by the avatars would affect the perspective-taking process. Subsequently, Experiment 3 excluded the influence of the consistency in the number of dots seen by the avatars and investigated whether consistency in the line of sight would impact the presence of multiple avatars.
Based on the results from these three experiments, the conclusions drawn are as follows:
(1) The adapted paradigm proved to be feasible, successfully replicating the results of previous studies: which indicated that Level-1 visual perspective taking was spontaneously activated in the presence of a single avatar. The perspectives of the self and the avatar mutually interfered with each other. For self-perspective judging trials, the avatar’s perspective was spontaneously activated, leading to altercentric intrusion, and conversely, egocentric intrusion could occur.
(2) In the presence of multiple avatars, the Level-1 visual perspective-taking process remained spontaneous. Furthermore, the consistency in the number of objects seen by avatars resulted in a group-perspective effect, especially during self-perspective judgments. When the number of objects seen by the participant and the target avatar was consistent, the group perspective had a positive impact on the judgment. Conversely, if there was an inconsistency, it would impede the judgment process.
(3) When the number of objects seen by avatars was set to be inconsistent, the consistency of the line of sight could still capture the participants’ attention to both avatars. This situation leads to interference from the perspective of the irrelevant avatar, further influencing the spontaneity of Level-1 visual perspective taking, whether it was judged from the perspective of the self or the avatar.
In summary, perspective computation occurs effortlessly, flexibly, and spontaneously in scenarios involving multiple avatars, whether considering the perspective of a target or irrelevant avatar. The outcomes of perspective taking can either enhance or impede the performance in dot-perspective tasks, depending on the relationship among the “self, target avatar, and irrelevant avatar”, while exhibiting distinctive performance traits based on the specific situation.
Subjects: Psychology >> Developmental Psychology submitted time 2023-07-20
Abstract： The rising prevalence of autism spectrum disorder (ASD) has increased the demand for early intervention, but traditional behavioral interventions have their limitations. Naturalistic Developmental Behavioral Interventions (NDBI) are a class of early intervention methods for autism spectrum disorder (ASD) that combine developmental theory and behavioral principles, and are implemented in natural settings.In recent years, NDBI has received widespread attention internationally, and its empirical research base has continued to expand. Representative NDBI methods include: Joint Attention, Symbolic Play, Engagement and Regulation (JASPER), Enhanced Milieu Teaching (EMT), Social Communication, Emotional Regulation and Transactional Support (SCERTS), Pivotal Response Training (PRT), Early Start Denver Model (ESDM), and Teaching Parents to Become Social Coaches (PIT). These methods have common core elements and characteristics, but they differ in their target domains and effectiveness features. NDBI has outstanding advantages in promoting the development of social, language, cognitive and other domains in children with ASD, as well as reducing family economic costs and increasing children's initiative. NDBI has a broad application prospect in China. Future research should focus on improving intervention outcomes and expanding application scope, including clarifying the predictive factors and moderating variables that affect intervention outcomes, exploring effective parent training methods, exploring the combination of different intervention methods and tools, and promoting the localization of NDBI research and practice in the Chinese cultural context.
Subjects: Psychology >> Developmental Psychology submitted time 2023-05-06
Abstract： [Objective]A new generation of interactive models, called digital voice assistants(DVAs), can respond to young children's speech requests automatically and interactwith them by voice. Research on the development of young children's epistemic trustin DVAs is scarce. Previous research has concentrated on the development and influencing factors of young children's epistemic trust in human informants or traditional electronic media (e.g., computers, webpages, internet). The semisocialnature of these devices determines the specific theoretical and practical value ofinvestigating young children's epistemic trust in DVAs. Based on this, the purposeof the current study was to investigate the epistemic trust of young children (aged3-6) and adults in DVAs in various domains and to confirm the significance of accuracyin their trust. [Methods] The paradigm of dual-informant sources was employed in both experiments.A sample size of 88 children was required for an effect size of w= 0.30, 1–β=0.8, α= 0.05, according to G*Power 3.1. In Experiment 1, 30 adults and 90 childrenaged 4-6 were given testimony from distinct information sources (DVAs vs. humans)in either the natural or social domain to investigate the children's willingnessto ask questions, explicit trust judgments, and final endorsements. Whereas thenatural domain involved a task to label novel things, the social domain involvedinquiry into social customs. The accuracy of the informants was manipulated inExperiment 2, which was based on Experiment 1, and 90 children aged 3-5 and 30 adultswere exposed to various informants. [Results] The research participants were asked questions about their willingnessto ask, explicit trust judgments, and final endorsements. The results of Experiment1 showed that the children preferred to ask the DVAs questions about the naturaldomain rather than the social domain, with the DVAs being preferred overall . Moreover, the 6-year-old children preferred the DVAs as the information source morethan the 4- to 5-year-old children. The adults were more likely to trust the DVAsthan the young children. The results of Experiment 2 revealed that the children ofall ages and adults were more likely to accept correct informant testimony in boththe natural and social domains. In other words, the children were more likely touse the current accuracy of informants as a cue to assess and decide which informantto trust, and when the DVAs lost their accuracy, the children's preference disappeared along with their intellectual trust. The preference for accurate informants was more obvious in the adults and 4- to 5-year-olds than in the 3-year-olds, with the 3-year-olds being less sensitive to accuracy. Accuracy wasan essential indicator of the DVAs' dependability. [Limitations] This study did not include attribution tasks and the experimentalmaterial lacked some ecological properties. [Conclusions] Our study is the first to investigate the development of epistemictrust in DVAs among children aged 3-6 in China. The results show that children canuse DVAs as a source of information and knowledge. Young children become more likelyto believe the testimonies of DVAs as they grow older. Children are more likely totrust DVAs in the natural domain than in the social domain. Furthermore, youngchildren are more likely to accept the testimony of reliable informants. The resultsof this study may contribute to our understanding of the usability and utility ofhuman interaction with technological systems and offer suggestions for the use ofDVAs in homes and classrooms to support early learning.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The relationship between age and route knowledge acquisition is a significant issue in space and cognitive aging area. Old people demonstrate various performances of cognitive aging when confronting different path learning environments. The previous researches focused on the difference of age-related route knowledge acquisition ability, which mainly supported the theory of cognitive aging decline. However, recent studies have revealed that the aged might remain spatial cognitive compensation ability. Therefore, based on the review and reflection of the former literature, this review integrates the manifestation and mechanism of cognitive aging of route knowledge acquisition, in order to explore the underlying internal factors and external effective measures to alleviate spatial cognitive aging.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： How do people process and communicate spatial information with others in spatial dialogue is a widely studied issue in the domain of spatial cognition. People would think about spatial relationships and try to communicate with others to achieve goals together, such as plan to get from point A to point B. The scholars have found that there is a common phenomenon in spatial dialogue that people who communicate with their partners in spatial dialogue will achieve alignment at different representational levels, such as spatial terms, spatial frames of reference, and viewing perspectives. In particular, the listeners would repeat the spatial representation what their partners used in previous dialogue. Why the alignment of spatial representations can be achieved？According to the Interaction Alignment model and the Common Point Theory, It’s because that people want to achieve the lowest cost of collaboration. The physiological basis for realizing representational alignment is the consistency of the neural activities of the speakers and listeners. There are two factors that affect the alignment of representations in spatial dialogues, one is the physical characteristics of the spatial scene, and the other is the collaboration between people. In terms of the former, the spatial layout of objects will affect the degree of alignment of representations. A spatial layout with a certain internal structure will strengthen the alignment of representations and promote a other-centric representation. And speakers prefer to provide their partners clear direction information based on functional relationship to clarify the location and direction of the object in space. In terms of the latter, firstly, there is an obvious language initiation phenomenon in the alignment of spatial language representations. Secondly, the assessment of the relative spatial cognition of the partners affects how the interlocutors actually represent the spatial relationship. Finally, the relative body position of the partner also affects the way the spatial representation is selected. In the future, we can continue to explore the mechanism of representation alignment. For example, researchers can develop a more ecologically valid spatial collaboration paradigm, such as investigate the neural mechanisms of online spatial dialogue with fMRI, event-related potentials and other technologies. Furthermore, researchers can explore the relationship between representation alignment and individual spatial preferences. Moreover, scholars can also examine the how people encode and represent spatial relationships in spatial dialogue.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： How children allocate resources in group context is affected by group factors such as group identification, group status and group norms. Faced with the conflicts between group factors and fairness, some children stick to fairness, while others might change their minds to benefit related groups. First and foremost, the influence on children's distributive justice by in-group bias varies with age. It begins to have an impact on children's distributive justice around the age of 4, peaks at the age of 6, and slides down at the age of 8, when children prefer fairness the most. The impact of in-group bias is also closely related to how intensively children are involved in distributive tasks. The deeper children's interest is drawn into the task, the greater the impact is. When allocating resources among individuals with different merits, children are far less affected by in-group bias. What's more, the impact of in-group bias is also affected by other factors such as inter-group relations, the number and value of resources, the gender of distributor and accepter. Yet studies on these factors are limited and deeper explorations are to be expected. In the second place, children tend to match or compensate the disadvantaged and rectify injustice formed by group status. On one hand, System Justification Theory (SJT) might be an explanation of the tendency to match injustice, which states that children may justify current social situation, attributing injustice to justice reasons so that to match existing injustice is quite fair for them. On the other hand, the two opposite choices (to match or to rectify) could be explained by cultural differences, specificity of groups and the development of children's fairness cognition. Thirdly, children's distributive justice is also affected by group norms. When group norms contradict with fairness, whether it is a norm of a specific group or a norm formed out of culture and social structure, they will leave an influence on both children's evaluation on others' allocation behavior and children's own allocation decisions. Group norms are as inevitable as other group factors, yet limited research has been conducted on this issue, especially on how fairness interact with both specific and generic norms. Moreover, individual factors are also to be considered when children allocate resources in group context. Among all the individual factor, theory of mind is closely linked to children's resource allocations. Generally, children with higher theory of mind are more likely to be capable of analyzing group factors and balancing motivations to make fair decisions. With massive studies on in-group bias, we have mastered its features of many aspects. However, the impact of group status and group norms on children's distributive justice remains unknown and intrigued. More attention should be cast on these two factors respectively. Future studies should also have attempts to probe into the interaction effects among these three group factors with more exquisite designs and tasks, thus making more sense of children's distributive justice in group context. Individual factors that matter in group context are also to be explored. It is still quite a mystery to us how theory of mind is related to children's resource allocation with information of group status and group norms in mind. Furthermore, theory of mind can also make a difference on distributive behavior of exceptional children. Clarifying its mechanism will offer a guide for future work on improve prosocial behavior of exceptional children. Meanwhile, more issues closely related to theory of mind need to be discussed, such as inhibitory control, working memory and individual experience, which also bring about changes to children's allocation decisions in group context.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Reading and theory of mind (ToM) both play important roles in the development of children. A large number of previous studies reveal that reading and ToM may have two-way promotion effects. On the one hand, shared reading with parents or teachers enables children to initiate joint attention. In this process, children and storytellers use a lot of terms of mental state to communicate with each other, and they can also construct an alternative social situation through social imagination and perspective-taking ability. In daily life, children will also understand stories by guessing and inferring the thoughts, intentions, desires and emotions of the characters through simulating real social activity, which promotes the development of children’s ToM. On the other hand, numerous studies have shown that ToM can also promote the development of children's reading ability in a lot of aspects. For example, in the process of reading, ToM can help children to improve their abilities to establish a macro view of reading, use metacognitive reading strategies, construct story situation models, and even promote their micro ability to understand specific phrases, sentences, discourses and multi-text materials. What's more, ToM may increase the reader's ability to express and monitor the characters' thoughts and emotions during the reading process. When readers can understand and express the mental states and emotions of the characters in the story, it indicates that they may have made some inferences and judgments about the mental states which are unclearly stated in the story. In this case, readers can understand the story more easily and are more likely to find the fun of reading, which may trigger more reading behaviors, thus leading to more frequent use of ToM and promote its development. Both reading and ToM show a good trend of mutual promotion and common development. In addition to behavioral research, further neurophysiological evidence shows that there is some overlap between the neural activity of reading and ToM. In the reading process, the default network shows strong activation. As the main support network for social cognition, default network also plays an important role in the development of ToM. In addition, the mirror nervous system contributes to the interaction between reading and ToM as well. The mirror nervous system enables individuals to understand or experience the actions, thoughts, intentions, and feelings of others. In addition, reading literary works, especially literary novels, can improve the individual's ToM by enhancing the mirror nervous system. Both behavioral and brain mechanism studies support that there may be a potential two-way promoting relationship between reading and ToM. In the future, it is necessary to pay more attention to the potential relationship between ToM and reading. Further in-depth and long-term longitudinal follow-up studies are needed to provide abundant empirical evidence for the relationship between reading and ToM. In addition, more attention should be paid to the development of ToM in school education and its positive influence on children's self-protection and compliance with moral norms. In line with the development of science and technology, it is also necessary to pay more attention to the influence of multimedia reading on children's ToM. Besides, in daily home reading or school teaching, parents and teachers should make efforts to increase intervention training to improve children's ToM and reading comprehension ability. For example, feedback training in reading is beneficial to promote children's perspective-taking and ToM, which includes emboldening children to talk deeply about their mental states and desires, asking children more questions, and encouraging children to play pretend games. All of these interventions may, to varying degrees, promote children to think about different views and mental states in various ways during reading process.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Interpersonal motor synchronization refers to the simultaneous and consistent actions of an individual toward others in the process of social interaction. It is like a "social glue" that can promote more pro-social behaviors in children. This paper focuses on the interpersonal motor synchronization in children, explores the development trajectory of children's interpersonal motor synchronization and its influencing factors through literature review. In particular, the paper discussed the atypical interpersonal motor synchronization among a specific group of children, namely those with autism. Although humans have acquired certain form of rhythm perception ability in early infancy, it takes six to seven years to synchronize rhythm and movement perfectly. The accuracy and stability of the interpersonal motor synchronization in children improve as they grow. In the development process, children's synchronization performance is affected by two major aspects. The first factor is that in the context of the laboratory, children’s synchronization performance is affected by their motor effectors (finger, head, feet, etc.), rhythmic stimulation types (such as visual stimulation, auditory stimulation), and synchronization objects (such as robots, adults, and children). The second factor is that children’s synchronization performance is restricted by cognitive factors, including time perception, motor planning, and motor execution. That is, in the process of interpersonal motor synchronization, children need to obtain cues from the environment and peers to form rhythm perception and time perception; in addition, they also need to plan their own actions, and at the same time anticipate the results of their own actions; At the same time, monitor the other party's behavioral responses, and adjust their own movement and rhythm perception accordingly to the synchronization of both parties, so as to better keep pace with others. Therefore, if an individual wants to achieve good synchronization performance, he must have a good time perception and rhythm perception ability, being able to expect the consequences of his own actions in advance, minimize motor noise during the motor execution and perform accordingly to the synchronization of both parties. The core symptoms of autistic children are social interaction defects and communication disorders. The interpersonal motor synchronization of this group shows atypical characteristics, that is, the level of spontaneous synchronization is lower and the synchronization performance is worse. The defect of time processing and the abnormality of the movement system may be the potential restricting factors of the difficulty of interpersonal movement synchronization in this group. To clarify the similarities and differences in the interpersonal motor synchronization between autistic children and typical children not only can help us understand the development trajectory of children's interpersonal movement synchronization but also inspire the practical application and intervention effect of interpersonal motor synchronization in autistic children. Future research needs to further explore the following issues: (1) The influence of motor ability on the interpersonal motor synchronization in children; (2) The influence of interpersonal and non-interpersonal factors on the synchronized movement among autistic children; (3) Explore the reason behind high failure rate of interpersonal motor synchronization interventions in the autistic group.
Subjects: Psychology >> Developmental Psychology submitted time 2022-03-08
Abstract：
Interpersonal synchrony has been treated as critical element to build up social communication system. Systematic study of
neuroscience literature showed interpersonal synchrony decreased or disrupted at different levels for children who have been identified
autism spectrum disorder (ASD), including behavior level, intelligence level and emotional level. Furthermore, magnetoencephalography
neuroimaging evidences show that the reduction or interruption of brain synchronous coordination response between ASD children and
peers. It is difficult to realize the sharing of implicit mental state and the synchronization of explicit interactive behavior. Future studies
related to propose modelling of interpersonal synchrony for ASD individual from three aspects, including cognitive solidification,
behavioral disharmony and emotional expression imbalance, and explore whether the atypical interpersonal synchronization of ASD
children is the product of impaired social function or the potential mechanism of impaired social function.
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Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2022-03-08
Abstract：
"Children’s resource allocation in group context is affected by group factors such as
group identification, group status and group norms. Faced with the conflicts between group factors
and fairness, some children stick to fairness, while others vary their decisions. These three group
factors influence children’s allocation decisions respectively. In addition, individual factors are
also involved when children allocating resources in group context. Future studies should take
group factors into consideration, especially how the three factors interact with each other to make
more sense of distributive justice in group context. Individual factors that matter in group context
are also to be explored.
"
Peer Review Status:Awaiting Review
Subjects: Psychology >> Industrial Psychology submitted time 2020-10-26
Abstract： " How do people process and communicate spatial information with others in spatial dialogue is a widely studied issue in the domain of spatial cognition. The scholars have found that there is a common phenomenon in spatial dialogue that people who communicate with their partners in spatial dialogue will achieve alignment at different representational levels, such as spatial terms, spatial frames of reference, and viewing perspectives. The physical characteristics of the spatial scene and the collaboration between people will affect the degree of representation alignment. The physiological basis for realizing representational alignment is the consistency of the neural activities of the speakers and listeners. In the future, we can continue to explore the mechanism of representation alignment, such as the relationship between representational alignment and individual spatial preferences, and how partners’ characteristics affect the degree of this alignment.
Peer Review Status:Awaiting Review
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