The fruits of our labour: Interpersonal coordination generates commitment by signalling a willingness to adapt

Synchrony Influences Estimates of Cooperation in a Public-Goods Game

Benefiting from a cooperative interaction requires people to estimate how cooperatively other members of a group will act so that they can calibrate their own behavior accordingly. We investigated whether the synchrony of a group's actions influences observers' estimates of cooperation. Participants (recruited through Prolific) watched animations of actors deciding how much to donate in a public-goods game and using a mouse to drag donations to a public pot. Participants then estimated how much was in the pot in total (as an index of how cooperative they thought the group members were). Experiment 1 (N = 136 adults) manipulated the synchrony between players' decision-making time, and Experiment 2 (N = 136 adults) manipulated the synchrony between players' decision-implementing movements. For both experiments, estimates of how much was in the pot were higher for synchronous than asynchronous groups, demonstrating that the temporal dynamics of an interaction contain signals of a group's level of cooperativity.

Flexible Cultural Learning Through Action Coordination

The cultural transmission of technical know-how has proven vital to the success of our species. The broad diversity of learning contexts and social configurations, as well as the various kinds of coordinated interactions they involve, speaks to our capacity to flexibly adapt to and succeed in transmitting vital knowledge in various learning contexts. Although often recognized by ethnographers, the flexibility of cultural learning has so far received little attention in terms of cognitive mechanisms. We argue that a key feature of the flexibility of cultural learning is that both the models and learners recruit cognitive mechanisms of action coordination to modulate their behavior contingently on the behavior of their partner, generating a process of mutual adaptation supporting the successful transmission of technical skills in diverse and fluctuating learning environments. We propose that the study of cultural learning would benefit from the experimental methods, results, and insights of joint-action research and, complementarily, that the field of joint-action research could expand its scope by integrating a learning and cultural dimension. Bringing these two fields of research together promises to enrich our understanding of cultural learning, its contextual flexibility, and joint action coordination.

Action planning and execution cues influence economic partner choice

Prudently choosing who to interact with and who to avoid is an important ability to ensure that we benefit from a cooperative interaction. While the role of others' preferences, attributes, and values in partner choice have been established (Rossetti, Hilbe & Hauser, 2022), much less is known about whether the manner in which a potential partner plans and implements a decision provides helpful cues for partner choice. We used a partner choice paradigm in which participants chose who to interact with in the Prisoners' Dilemma. Before choosing a cooperation partner, participants were presented with information about the potential partners' decision-related actions in another round of the Prisoners' Dilemma. They received either information about the potential partners' planning during decision making (i.e., decision-time; Experiment 1) or action execution during decision implementation (i.e., movement directness; Experiment 2). Across both games, participants preferred to interact with those who planned actions quickly or executed actions with direct and smooth movements, indicating that they were cooperating confidently and without deliberation. This demonstrates that action cues present in either the planning or implementation of economic decisions influence partner choice. We discuss implications of this finding for human decision-making and perception-action coupling in action understanding.