Individualism-collectivism and interpersonal memory guidance of attention

Interpersonal eye-tracking reveals the dynamics of interacting minds

The human eye is a rich source of information about where, when, and how we attend. Our gaze paths indicate where and what captures our attention, while changes in pupil size can signal surprise, revealing our expectations. Similarly, the pattern of our blinks suggests levels of alertness and when our attention shifts between external engagement and internal thought. During interactions with others, these cues reveal how we coordinate and share our mental states. To leverage these insights effectively, we need accurate, timely methods to observe these cues as they naturally unfold. Advances in eye-tracking technology now enable real-time observation of these cues, shedding light on mutual cognitive processes that foster shared understanding, collaborative thought, and social connection. This brief review highlights these advances and the new opportunities they present for future research.

Visual memory of a co-actor's target during joint search

Studies on joint action show that when two actors turn-takingly attend to each other's target that appears one at a time, a partner's target is accumulated in memory. However, in the real world, actors may not be certain that they attend to the same object because multiple objects often appear simultaneously. In this study, we asked participant pairs to search for different targets in parallel from multiple objects and investigated the memory of a partner's target. We employed the contextual cueing paradigm, in which repetitive search forms associative memory between a target and a configuration of distractors that facilitates search. During the learning phase, exemplars of three target categories (i.e., bird, shoe, and tricycle) were presented among unique objects, and participant pairs searched for them. In Experiment 1, it was followed by a memory test about target exemplars. Consequently, the partner's target was better recognized than the target that nobody searched for. In Experiments 2a and 2b, the memory test was replaced with the transfer phase, where one individual from the pair searched for the category that nobody had searched for while the other individual searched for the category the partner had searched for in the learning phase. The transfer phase did not show search facilitation underpinned by associative memory between the partner's target and distractors. These results suggest that when participant pairs search for different targets in parallel, they accumulate the partner's target in memory but may not form its associative memory with the distractors that facilitates its search.

Learning of spatial configurations of a co-actor's attended objects in joint visual search

Regarding the effects of joint action on visual memory, previous research has focused on the memory of a single object that a participant and their co-actor attended together (i.e., a shared situation), while the literature on memory has demonstrated that spatial regularity composed of multiple objects can also be learned. We aimed to examine whether the visuospatial regularity of the co-actor's attended objects could be strongly encoded. We repeatedly presented the same configuration of two targets and two sets of distractors in different colors (i.e., blue and red) to participants. In Experiment 1, pairs of participants simultaneously searched for the same target in the joint group while individual participants searched for the target alone in the single group. As a result, greater facilitation in reaction time was observed in earlier epochs in the joint group, reinforced by the learning of visuospatial regularity, compared to the single group. Experiment 2 examined whether the co-actor's attended context could be strongly encoded although two persons simultaneously searched for different targets (i.e., parallel situation) such that one searched for the blue target and the other for the red target. The results showed no evidence regarding participants' learning visuospatial regularity of the co-actor's attended objects, indicating that co-actor's learning information cannot be shared in this situation. This study revealed that facilitation of visuospatial learning in joint action would require two individuals to attend to the same objects when they perform the task.

How attention gates social interactions

Social interactions are at the core of social life. However, humans selectively choose their exchange partners and do not engage in all available opportunities for social encounters. In this review, we argue that attentional systems play an important role in guiding the selection of social interactions. Supported by both classic and emerging literature, we identify and characterize the three core processes-perception, interpretation, and evaluation-that interact with attentional systems to modulate selective responses to social environments. Perceptual processes facilitate attentional prioritization of social cues. Interpretative processes link attention with understanding of cues' social meanings and agents' mental states. Evaluative processes determine the perceived value of the source of social information. The interplay between attention and these three routes of processing places attention in a powerful role to manage the selection of the vast amount of social information that individuals encounter on a daily basis and, in turn, gate the selection of social interactions.

A collective perspective: shared attention and the mind

I review the recent literature on shared attention, instances in which one's personal perspective is also another's. As described by Shteynberg [6^••], shared attention involves the activation of a psychological perspective that is personal and plural and irreducibly collective-a perspective in which the world is experienced from 'our attention'. When shared attention is perceived, information under shared attention receives deeper cognitive processing. By updating mutual knowledge, shared attention facilitates communication and, quite possibly, the creation of shared attitudes and beliefs. In this review, I focus on the last 5 years of empirical work detailing the cognitive and affective consequences of shared attention. I also highlight empirical work on the relevance of shared attention to pragmatically important challenges, such as the polarizing effects of social and mass media consumption, as well as the cognitive mechanisms behind autism-like traits. In all, the findings underscore the possibility that shared attention is a basic psychological building block of human sociality-a capacity to act collectively with others who share one's reality.

Shared Attention at the Origin

What is at the origin of a descriptive norm’s power to influence people? The standard explanation posits that a perceived widespread frequency of a given behavior signals a groupwide attitudinal agreement with that behavior, which in turn further encourages that behavior. Alternatively, I argue that the psychological power behind descriptive norms lies in the social nature of the attentional mode in which typical behavior is encountered. I introduce the reader to recent research on shared attention and its cognitive, attitudinal, affective, and behavioral consequences. Then, I use the shared attention perspective to further understand the psychological power of descriptive norms.