Beyond Single-Mindedness: A Figure-Ground Reversal for the Cognitive Sciences

Filled Pauses Produced by Autistic Adults Differ in Prosodic Realisation, but not Rate or Lexical Type

We examined the use of filled pauses in conversations between homogeneous pairs of autistic and non-autistic adults. A corpus of semi-spontaneous speech was used to analyse the rate, lexical type (nasal "uhm" or non-nasal "uh"), and prosodic realisation (rising, level or falling) of filled pauses. We used Bayesian modelling for statistical analysis. We found an identical rate of filled pauses and an equivalent preference of "uhm" over "uh" across groups, but also a robust group-level difference regarding the intonational realisation of filled pauses: non-autistic controls produced a considerably higher proportion of filled pause tokens realised with the canonical level pitch contour than autistic speakers. Despite the fact that filled pauses are a frequent and impactful part of speech, previous work on their conversational use in autism spectrum disorder (ASD) is limited. Our account is the first to analyse the intonational realisation of filled pauses in ASD and the first to investigate conversations between autistic adults in this context. Our results on rate and lexical type can help to contextualise previous research, while the novel findings on intonational realisation set the stage for future investigations.

Bringing together multimodal and multilevel approaches to study the emergence of social bonds between children and improve social AI

This protocol paper outlines an innovative multimodal and multilevel approach to studying the emergence and evolution of how children build social bonds with their peers, and its potential application to improving social artificial intelligence (AI). We detail a unique hyperscanning experimental framework utilizing functional near-infrared spectroscopy (fNIRS) to observe inter-brain synchrony in child dyads during collaborative tasks and social interactions. Our proposed longitudinal study spans middle childhood, aiming to capture the dynamic development of social connections and cognitive engagement in naturalistic settings. To do so we bring together four kinds of data: the multimodal conversational behaviors that dyads of children engage in, evidence of their state of interpersonal rapport, collaborative performance on educational tasks, and inter-brain synchrony. Preliminary pilot data provide foundational support for our approach, indicating promising directions for identifying neural patterns associated with productive social interactions. The planned research will explore the neural correlates of social bond formation, informing the creation of a virtual peer learning partner in the field of Social Neuroergonomics. This protocol promises significant contributions to understanding the neural basis of social connectivity in children, while also offering a blueprint for designing empathetic and effective social AI tools, particularly for educational contexts.

The Emerging Science of Interacting Minds

For over a century, psychology has focused on uncovering mental processes of a single individual. However, humans rarely navigate the world in isolation. The most important determinants of successful development, mental health, and our individual traits and preferences arise from interacting with other individuals. Social interaction underpins who we are, how we think, and how we behave. Here we discuss the key methodological challenges that have limited progress in establishing a robust science of how minds interact and the new tools that are beginning to overcome these challenges. A deep understanding of the human mind requires studying the context within which it originates and exists: social interaction.

Individuals, Collectives, and Individuals in Collectives: The Ineliminable Role of Dependence

Our beliefs are inextricably shaped through communication with others. Furthermore, even conversation we conduct in pairs may itself be taking place across a wider, connected social network. Our communications, and with that our thoughts, are consequently typically those of individuals in collectives. This has fundamental consequences with respect to how our beliefs are shaped. This article examines the role of dependence on our beliefs and seeks to demonstrate its importance with respect to key phenomena involving collectives that have been taken to indicate irrationality. It is argued that (with the benefit of hindsight) these phenomena no longer seem surprising when one considers the multiple dependencies that govern information acquisition and the evaluation of cognitive agents in their normal (i.e., social) context.

A high-density diffuse optical tomography dataset of naturalistic viewing

Traditional laboratory tasks offer tight experimental control but lack the richness of our everyday human experience. As a result many cognitive neuroscientists have been motivated to adopt experimental paradigms that are more natural, such as stories and movies. Here we describe data collected from 58 healthy adult participants (aged 18-76 years) who viewed 10 minutes of a movie (The Good, the Bad, and the Ugly, 1966). Most (36) participants viewed the clip more than once, resulting in 106 sessions of data. Cortical responses were mapped using high-density diffuse optical tomography (first- through fourth nearest neighbor separations of 1.3, 3.0, 3.9, and 4.7 cm), covering large portions of superficial occipital, temporal, parietal, and frontal lobes. Consistency of measured activity across subjects was quantified using intersubject correlation analysis. Data are provided in both channel format (SNIRF) and projected to standard space (NIfTI), using an atlas-based light model. These data are suitable for methods exploration as well as investigating a wide variety of cognitive phenomena.

Interactive repair and the foundations of language

The robustness and flexibility of human language is underpinned by a machinery of interactive repair. Repair is deeply intertwined with two core properties of human language: reflexivity (it can communicate about itself) and accountability (it is used to publicly enforce social norms). We review empirical and theoretical advances from across the cognitive sciences that mark interactive repair as a domain of pragmatic universals, a key place to study metacognition in interaction, and a system that enables collective computation. This provides novel insights into the role of repair in comparative cognition, language development, and human-computer interaction. As an always-available fallback option and an infrastructure for negotiating social commitments, interactive repair is foundational to the resilience, complexity, and flexibility of human language.

The Dynamical Hypothesis in Situ: Challenges and Opportunities for a Dynamical Social Approach to Interpersonal Coordination

Over the past three decades, Van Gelder's dynamical hypothesis has been instrumental in reconceptualizing the ways in which perception-action-cognition unfolds over time and in context. Here, I examine how the dynamical approach has enriched the theoretical understanding of social dynamics within cognitive science, with a particular focus on interpersonal coordination. I frame this review around seven principles in dynamical systems: three that are well-represented in interpersonal coordination research to date (emergent behavior, context-sensitive behavior, and attractors) and four that could be useful opportunities for future growth (hysteresis, sensitivity to initial conditions, equifinality, and reciprocal compensation). In addition to identifying specific promising lines of theoretical inquiry, I focus on the significant potential afforded by computationally intensive science-especially in naturally occurring data or trace data. Building on the foundation laid over the past three decades, I argue that looking to increasingly situated and naturalistic settings (and data) is not only necessary to realize the full commitment to the dynamical hypothesis but is also critical to building parsimonious and principled theories of social phenomena.

A social-semantic working-memory account for two canonical language areas

Language and social cognition are traditionally studied as separate cognitive domains, yet accumulative studies reveal overlapping neural correlates at the left ventral temporoparietal junction (vTPJ) and the left lateral anterior temporal lobe (lATL), which have been attributed to sentence processing and social concept activation. We propose a common cognitive component underlying both effects: social-semantic working memory. We confirmed two key predictions of our hypothesis using functional MRI. First, the left vTPJ and lATL showed sensitivity to sentences only when the sentences conveyed social meaning; second, these regions showed persistent social-semantic-selective activity after the linguistic stimuli disappeared. We additionally found that both regions were sensitive to the socialness of non-linguistic stimuli and were more tightly connected with the social-semantic-processing areas than with the sentence-processing areas. The converging evidence indicates the social-semantic working-memory function of the left vTPJ and lATL and challenges the general-semantic and/or syntactic accounts for the neural activity of these regions.

The Social Route to Abstraction: Interaction and Diversity Enhance Performance and Transfer in a Rule-Based Categorization Task

Capacities for abstract thinking and problem-solving are central to human cognition. Processes of abstraction allow the transfer of experiences and knowledge between contexts helping us make informed decisions in new or changing contexts. While we are often inclined to relate such reasoning capacities to individual minds and brains, they may in fact be contingent on human-specific modes of collaboration, dialogue, and shared attention. In an experimental study, we test the hypothesis that social interaction enhances cognitive processes of rule-induction, which in turn improves problem-solving performance. Through three sessions of increasing complexity, individuals and groups were presented with a problem-solving task requiring them to categorize a set of visual stimuli. To assess the character of participants' problem representations, after each training session, they were presented with a transfer task involving stimuli that differed in appearance, but shared relations among features with the training set. Besides, we compared participants' categorization behaviors to simulated agents relying on exemplar learning. We found that groups performed superior to individuals and agents in the training sessions and were more likely to correctly generalize their observations in the transfer phase, especially in the high complexity session, suggesting that groups more effectively induced underlying categorization rules from the stimuli than individuals and agents. Crucially, variation in performance among groups was predicted by semantic diversity in members' dialogical contributions, suggesting a link between social interaction, cognitive diversity, and abstraction.