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Boudin A, Rauzy S, Bertrand R, Ochs M, Blache P. How is your feedback perceived? An experimental study of anticipated and delayed conversational feedback. JASA EXPRESS LETTERS 2024; 4:075201. [PMID: 38984970 DOI: 10.1121/10.0026448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Accepted: 06/03/2024] [Indexed: 07/11/2024]
Abstract
This article presents a different experiment examining the impact of feedback timing on its perception. Dialog sequences, featuring a main speaker's utterance followed by a listener's feedback, were extracted from spontaneous conversations. The original feedback instances were manipulated to be produced earlier, up to 1.5 s in advance, or to be delayed, up to 2 s later. Participants evaluated the feedback acceptability and engagement level of the listener. The findings reveal that 76% of the time feedback remains acceptable regardless of the delay. However, engagement decreases after a 1-s delay while no consistent effect is observed for feedback anticipation.
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Affiliation(s)
- Auriane Boudin
- Aix Marseille Univ, Centre National de la Recherche Scientifique, Laboratoire Parole et Langage, Aix-en-Provence, France
- Aix Marseille Univ, Centre National de la Recherche Scientifique, Laboratoire d'Informatique et des Systèmes, Marseille, France
- Institute of Language Communication and the Brain, Aix-en-Provence, 13100, , , , ,
| | - Stéphane Rauzy
- Aix Marseille Univ, Centre National de la Recherche Scientifique, Laboratoire Parole et Langage, Aix-en-Provence, France
- Institute of Language Communication and the Brain, Aix-en-Provence, 13100, , , , ,
| | - Roxane Bertrand
- Aix Marseille Univ, Centre National de la Recherche Scientifique, Laboratoire Parole et Langage, Aix-en-Provence, France
- Institute of Language Communication and the Brain, Aix-en-Provence, 13100, , , , ,
| | - Magalie Ochs
- Aix Marseille Univ, Centre National de la Recherche Scientifique, Laboratoire d'Informatique et des Systèmes, Marseille, France
- Institute of Language Communication and the Brain, Aix-en-Provence, 13100, , , , ,
| | - Philippe Blache
- Aix Marseille Univ, Centre National de la Recherche Scientifique, Laboratoire Parole et Langage, Aix-en-Provence, France
- Institute of Language Communication and the Brain, Aix-en-Provence, 13100, , , , ,
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Borghi AM, Osińska A, Roepstorff A, Raczaszek-Leonardi J. Editorial concepts in interaction: social engagement and inner experiences. Philos Trans R Soc Lond B Biol Sci 2023; 378:20210351. [PMID: 36571137 PMCID: PMC9791470 DOI: 10.1098/rstb.2021.0351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
This theme issue aims to view the literature on concepts through a novel lens, that of social interaction and its influence on inner experiences. It discusses unsolved problems in literature on concepts, emphasizing the distinction between concrete versus abstract concepts and external versus internal grounding. This introductory article reflects the two research streams that the theme aims to bridge-in this area, the dimension of embodied interaction with others and how this influences the interaction with ourselves is still underexplored. In the first part, we discuss recent trends in social cognition, showing how interacting with others influences our concepts. In the second part, we address how social interactions become part of our inner world in a Vygotskian fashion. First, we illustrate how interoception, emotion and metacognition are connected with concepts and knowledge. Second, we deal with how language, in both its outer and inner form, can empower cognition and concepts. We also briefly describe how novel experimental and computational methods contribute to investigating the online use of concepts. Overall, this introductory article outlines the potentialities of an integrated and interactive approach that can give new, fresh life to a topic, that of concepts, which lies at the root of human cognition. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Anna M. Borghi
- Dynamic and Clinical Psychology, and Health Studies, Sapienza University of Rome, 00185 Rome, Lazio, Italy,Institute of Cognitive Sciences and Technologies, National Research Council, 00185 Rome, Lazio, Italy
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Borghi AM, Fernyhough C. Concepts, abstractness and inner speech. Philos Trans R Soc Lond B Biol Sci 2023; 378:20210371. [PMID: 36571134 PMCID: PMC9791492 DOI: 10.1098/rstb.2021.0371] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Accepted: 06/23/2022] [Indexed: 12/27/2022] Open
Abstract
We explore the role of inner speech (covert self-directed talk) during the acquisition and use of concepts differing in abstractness. Following Vygotsky, inner speech results from the internalization of linguistically mediated interactions that regulate cognition and behaviour. When we acquire and process abstract concepts, uncertainties about word meaning might lead us to search actively for their meaning. Inner speech might play a role in this searching process and be differentially involved in concept learning compared with use of known concepts. Importantly, inner speech comes in different varieties-e.g. it can be expanded or condensed (with the latter involving syntactic and semantic forms of abbreviation). Do we use inner speech differently with concepts varying in abstractness? Which kinds of inner speech do we preferentially use with different kinds of abstract concepts (e.g. emotions versus numbers)? What other features of inner speech, such as dialogicality, might facilitate our use of concepts varying in abstractness (by allowing us to monitor the limits of our knowledge in simulated social exchanges, through a process we term inner social metacognition)? In tackling these questions, we address the possibility that different varieties of inner speech are flexibly used during the acquisition of concepts and their everyday use. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Anna M. Borghi
- Department of Dynamic and Clinical Psychology, and Health Studies, Sapienza University of Rome and Institute of Cognitive Sciences and Technologies, Italian National Research Council, Rome 00185, Italy
| | - Charles Fernyhough
- Department of Psychology, Durham University, South Road, Durham DH1 3LE, UK
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