Finding events in a continuous world: A developmental account

More than a moment: What does it mean to call something an 'event'?

Experiences are stored in the mind as discrete mental units, or 'events,' which influence-and are influenced by-attention, learning, and memory. In this way, the notion of an 'event' is foundational to cognitive science. However, despite tremendous progress in understanding the behavioral and neural signatures of events, there is no agreed-upon definition of an event. Here, we discuss different theoretical frameworks of event perception and memory, noting what they can and cannot account for in the literature. We then highlight key aspects of events that we believe should be accounted for in theories of event processing--in particular, we argue that the structure and substance of events should be better reflected in our theories and paradigms. Finally, we discuss empirical gaps in the event cognition literature and what the future of event cognition research may look like.

Reading minds or reading scripts? De-intellectualising theory of mind

Understanding the origins of human social cognition is a central challenge in contemporary science. In recent decades, the idea of a 'Theory of Mind' (ToM) has emerged as the most popular way of explaining unique features of human social cognition. This default view has been progressively undermined by research on 'implicit' ToM, which suggests that relevant precursor abilities may already be present in preverbal human infants and great apes. However, this area of research suffers from conceptual difficulties and empirical limitations, including explanatory circularity, over-intellectualisation, and inconsistent empirical replication. Our article breaks new ground by adapting 'script theory' for application to both linguistic and non-linguistic agents. It thereby provides a new theoretical framework able to resolve the aforementioned issues, generate novel predictions, and provide a plausible account of how individuals make sense of the behaviour of others. Script theory is based on the premise that pre-verbal infants and great apes are capable of basic forms of agency-detection and non-mentalistic goal understanding, allowing individuals to form event-schemata that are then used to make sense of the behaviour of others. We show how script theory circumvents fundamental problems created by ToM-based frameworks, explains patterns of inconsistent replication, and offers important novel predictions regarding how humans and other animals understand and predict the behaviour of others.

The multi-angle extended three-dimensional activities (META) stimulus set: A tool for studying event cognition

To study complex human activity and how it is perceived and remembered, it is valuable to have large-scale, well-characterized stimuli that are representative of such activity. We present the Multi-angle Extended Three-dimensional Activities (META) stimulus set, a structured and highly instrumented set of extended event sequences performed in naturalistic settings. Performances were captured with two color cameras and a Kinect v2 camera with color and depth sensors, allowing the extraction of three-dimensional skeletal joint positions. We tracked the positions and identities of objects for all chapters using a mixture of manual coding and an automated tracking pipeline, and hand-annotated the timings of high-level actions. We also performed an online experiment to collect normative event boundaries for all chapters at a coarse and fine grain of segmentation, which allowed us to quantify event durations and agreement across participants. We share these materials publicly to advance new discoveries in the study of complex naturalistic activity.

Neural event segmentation of continuous experience in human infants

How infants experience the world is fundamental to understanding their cognition and development. A key principle of adult experience is that, despite receiving continuous sensory input, we perceive this input as discrete events. Here we investigate such event segmentation in infants and how it differs from adults. Research on event cognition in infants often uses simplified tasks in which (adult) experimenters help solve the segmentation problem for infants by defining event boundaries or presenting discrete actions/vignettes. This presupposes which events are experienced by infants and leaves open questions about the principles governing infant segmentation. We take a different, data-driven approach by studying infant event segmentation of continuous input. We collected whole-brain functional MRI (fMRI) data from awake infants (and adults, for comparison) watching a cartoon and used a hidden Markov model to identify event states in the brain. We quantified the existence, timescale, and organization of multiple-event representations across brain regions. The adult brain exhibited a known hierarchical gradient of event timescales, from shorter events in early visual regions to longer events in later visual and associative regions. In contrast, the infant brain represented only longer events, even in early visual regions, with no timescale hierarchy. The boundaries defining these infant events only partially overlapped with boundaries defined from adult brain activity and behavioral judgments. These findings suggest that events are organized differently in infants, with longer timescales and more stable neural patterns, even in sensory regions. This may indicate greater temporal integration and reduced temporal precision during dynamic, naturalistic perception.

The extended present: an informational context for perception

Several previous authors have proposed a kind of specious or subjective present moment that covers a few seconds of recent information. This article proposes a new hypothesis about the subjective present, renamed the extended present, defined not in terms of time covered but as a thematically connected information structure held in working memory and in transiently accessible form in long-term memory. The three key features of the extended present are that information in it is thematically connected, both internally and to current attended perceptual input, it is organised in a hierarchical structure, and all information in it is marked with temporal information, specifically ordinal and duration information. Temporal boundaries to the information structure are determined by hierarchical structure processing and by limits on processing and storage capacity. Supporting evidence for the importance of hierarchical structure analysis is found in the domains of music perception, speech and language processing, perception and production of goal-directed action, and exact arithmetical calculation. Temporal information marking is also discussed and a possible mechanism for representing ordinal and duration information on the time scale of the extended present is proposed. It is hypothesised that the extended present functions primarily as an informational context for making sense of current perceptual input, and as an enabler for perception and generation of complex structures and operations in language, action, music, exact calculation, and other domains.

Touching events predict human action segmentation in brain and behavior

Recognizing the actions of others depends on segmentation into meaningful events. After decades of research in this area, it remains still unclear how humans do this and which brain areas support underlying processes. Here we show that a computer vision-based model of touching and untouching events can predict human behavior in segmenting object manipulation actions with high accuracy. Using this computational model and functional Magnetic Resonance Imaging (fMRI), we pinpoint the neural networks underlying this segmentation behavior during an implicit action observation task. Segmentation was announced by a strong increase of visual activity at touching events followed by the engagement of frontal, hippocampal and insula regions, signaling updating expectation at subsequent untouching events. Brain activity and behavior show that touching-untouching motifs are critical features for identifying the key elements of actions including object manipulations.

Dwell times showcase how goal structure informs preschoolers' analysis of unfolding motion patterns

Using Hard et al.'s (2011) dwell-time paradigm, 85 preschoolers (aged 2.5-4.5; 43 female; primarily from white families) advanced at their own pace through one of three slideshows. All slideshows depicted an actor reaching toward, grasping, and retrieving a ball. However, motion patterns differed for one slideshow (straight-reach) relative to the other two (arcing-reaches), and one of the arcing-reach slideshows depicted a violation of typical goal-related motion. Preschoolers' knowledge of goal structure systematically modulated attention to event boundaries across slideshows despite surface differences, even when controlling for pixel change (an index of changes in motion). These findings showcase the value of the dwell time paradigm, and illuminate how children deploy attention as goal-related expectations shape their analysis of continuously unfolding activity.

The Development of Learning, Performing, and Controlling Repeated Sequential Actions in Young Children

Our daily lives are composed of several sequential actions that we perform routinely, such as making breakfast, taking a train, and changing clothes. Previous research has demonstrated that a routine system plays a role in performing and controlling repeated sequential actions in familiar situations, and a top-down control system involves the control of the routine system in novel situations. Specifically, most developmental studies have focused on the top-down control system (e.g., executive functions) as a factor enabling the control of goal-directed actions in novel situations. Yet, it has not been thoroughly examined how young children learn, perform, and control repeated sequential actions in familiar contexts. In this review, based on recent computational accounts for adults, we highlight two critical aspects of the routine system from a developmental perspective: (1) automatic flexible changes of contextual representations, which enables humans to select context-dependent actions appropriately; and (2) detection of deviant situations, which signals the need for control to avoid errors. In addition, we propose the developmental mechanism underlying the routine system and its potential driving factors such as statistical regularities and executive functions. Finally, we suggest that an investigation into the interplay between routine and executive functions can form foundations for understanding learning, performing, and controlling repeated sequential actions in young children and discuss future directions in this area.

Brain-environment alignment during movie watching predicts fluid intelligence and affective function in adulthood

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Functional brain connectivity (FC) patterns vary with changes in the environment.

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Adult FC variability is linked to age-specific network communication profiles.

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Across adulthood, the younger network interaction profile predicts higher fluid IQ.

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Yoked FC-concrete environmental changes predict poorer fluid IQ and anxiety.

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Brain areas linked to episodic memory underpin FC changes at multiple timescales.

BOLD fMRI studies have provided compelling evidence that the human brain demonstrates substantial moment-to-moment fluctuations in both activity and functional connectivity (FC) patterns. While the role of brain signal variability in fostering cognitive adaptation to ongoing environmental demands is well-documented, the relevance of moment-to-moment changes in FC patterns is still debated. Here, we adopt a graph theoretical approach in order to shed light on the cognitive-affective implications of FC variability and associated profiles of functional network communication in adulthood. Our goal is to identify brain communication pathways underlying FC reconfiguration at multiple timescales, thereby improving understanding of how faster perceptually bound versus slower conceptual processes shape neural tuning to the dynamics of the external world and, thus, indirectly, mold affective and cognitive responding to the environment. To this end, we used neuroimaging and behavioural data collected during movie watching by the Cambridge Center for Ageing and Neuroscience (N = 642, 326 women) and the Human Connectome Project (N = 176, 106 women). FC variability evoked by changes to both the concrete perceptual and the more abstract conceptual representation of an ongoing situation increased from young to older adulthood. However, coupling between variability in FC patterns and concrete environmental features was stronger at younger ages. FC variability (both moment-to-moment/concrete featural and abstract conceptual boundary-evoked) was associated with age-distinct profiles of network communication, specifically, greater functional integration of the default mode network in older adulthood, but greater informational flow across neural networks implicated in environmentally driven attention and control (cingulo-opercular, salience, ventral attention) in younger adulthood. Whole-brain communication pathways anchored in default mode regions relevant to episodic and semantic context creation (i.e., angular and middle temporal gyri) supported FC reconfiguration in response to changes in the conceptual representation of an ongoing situation (i.e., narrative event boundaries), as well as stronger coupling between moment-to-moment fluctuations in FC and concrete environmental features. Fluid intelligence/abstract reasoning was directly linked to levels of brain-environment alignment, but only indirectly associated with levels of FC variability. Specifically, stronger coupling between moment-to-moment FC variability and concrete environmental features predicted poorer fluid intelligence and greater affectively driven environmental vigilance. Complementarily, across the adult lifespan, higher fluid (but not crystallised) intelligence was related to stronger expression of the network communication profile underlying momentary and event boundary-based FC variability during youth. Our results indicate that the adaptiveness of dynamic FC reconfiguration during naturalistic information processing changes across the lifespan due to the associated network communication profiles. Moreover, our findings on brain-environment alignment complement the existing literature on the beneficial consequences of modulating brain signal variability in response to environmental complexity. Specifically, they imply that coupling between moment-to-moment FC variability and concrete environmental features may index a bias towards perceptually-bound, rather than conceptual processing, which hinders affective functioning and strategic cognitive engagement with the external environment.

Development of Clause Chaining in Korean

Korean is a language with the verb at the end of a clause/sentence. In chaining several clauses [each consisting of a subject and a verb] in a sentence, a conjunction (e.g., -ko “and then,” -ese “because, and so”) is suffixed to the verb of a non-final clause. Korean has an extensive set of conjunctions that connect to the next clause, expressing temporal, causal, and contrastive relations among others. In this paper, I lay out a developmental trajectory of clause chaining construction in Korean based on longitudinal and cross-sectional data samples, focusing on conjunctive forms and functions as well as morphological and syntactic properties of connected clauses in a sentence. The database comes from longitudinal naturalistic speech data of five children collected regularly over different time periods between 2 and 5 years of age, and from elicited descriptions of short video events from children - aged 3, 4, 6, 8, and 10 years - and adults. The results show that, at least from 2 years of age, the Korean children in the sample start connecting clauses using appropriate conjunctions. Within 6 months, they acquire several major conjunctions that express temporal, causal, conditional, and contrastive relations between events. By 4 years of age, the children’s clause chains are quite adult-like in terms of the repertoire of conjunctive forms and functions, and of the morphological and syntactic features of the clauses that connect to the main clause. In particular they learn to express temporal relations that have some disjuncture between events. However, 4-year-olds still lack the ability to appropriately refer to differential subjects of the chained clauses and also to connect multiple clauses in a sentence. The elicitation data reveal that further development in clause chaining occurs over several years – with a milestone at 10 years – and through adulthood, particularly in relation to appropriate referential marking, conjunction frequency, and segmentation of a macro event into sub-events for clause-chaining construction. These developmental processes are presented from a cognitive perspective, in particular with regard to concept of temporal relation, reference specification involving two or more entities, and perceptual saliency of event type.

Stacking the evidence: Parents' use of acoustic packaging with preschoolers

Segmenting continuous events into discrete actions is critical for understanding the world. As infants may lack top-down knowledge of event structure, caregivers provide audiovisual cues to guide the process, aligning action descriptions with event boundaries to increase their salience. This acoustic packaging may be specific to infant-directed speech, but little is known about when and why the use of this cue wanes. We explore whether acoustic packaging persists in parents' teaching of 2.5-5.5-year-old children about various toys. Parents produced a smaller percentage of action speech relative to studies with infants. However, action speech largely remained more aligned to action boundaries relative to non-action speech. Further, for the more challenging novel toys, parents modulated their use of acoustic packaging, providing it more for those children with lower vocabularies. Our findings suggest that acoustic packaging persists beyond interactions with infants, underscoring the utility of multimodal cues for learning, particularly for less knowledgeable learners in challenging learning environments.