1
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Mohan M, Nunez CM, Kuchenbecker KJ. Closing the loop in minimally supervised human-robot interaction: formative and summative feedback. Sci Rep 2024; 14:10564. [PMID: 38719859 PMCID: PMC11079071 DOI: 10.1038/s41598-024-60905-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 04/29/2024] [Indexed: 05/12/2024] Open
Abstract
Human instructors fluidly communicate with hand gestures, head and body movements, and facial expressions, but robots rarely leverage these complementary cues. A minimally supervised social robot with such skills could help people exercise and learn new activities. Thus, we investigated how nonverbal feedback from a humanoid robot affects human behavior. Inspired by the education literature, we evaluated formative feedback (real-time corrections) and summative feedback (post-task scores) for three distinct tasks: positioning in the room, mimicking the robot's arm pose, and contacting the robot's hands. Twenty-eight adults completed seventy-five 30-s-long trials with no explicit instructions or experimenter help. Motion-capture data analysis shows that both formative and summative feedback from the robot significantly aided user performance. Additionally, formative feedback improved task understanding. These results show the power of nonverbal cues based on human movement and the utility of viewing feedback through formative and summative lenses.
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Affiliation(s)
- Mayumi Mohan
- Haptic Intelligence Department, Max Planck Institute for Intelligent Systems, 70569, Stuttgart, Germany.
| | - Cara M Nunez
- Haptic Intelligence Department, Max Planck Institute for Intelligent Systems, 70569, Stuttgart, Germany
- Sibley School of Mechanical and Aerospace Engineering, Cornell University, Ithaca, 14853, USA
| | - Katherine J Kuchenbecker
- Haptic Intelligence Department, Max Planck Institute for Intelligent Systems, 70569, Stuttgart, Germany.
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2
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Bhoopchand A, Brownfield B, Collister A, Dal Lago A, Edwards A, Everett R, Fréchette A, Oliveira YG, Hughes E, Mathewson KW, Mendolicchio P, Pawar J, Pȋslar M, Platonov A, Senter E, Singh S, Zacherl A, Zhang LM. Learning few-shot imitation as cultural transmission. Nat Commun 2023; 14:7536. [PMID: 38016945 PMCID: PMC10684502 DOI: 10.1038/s41467-023-42875-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 10/24/2023] [Indexed: 11/30/2023] Open
Abstract
Cultural transmission is the domain-general social skill that allows agents to acquire and use information from each other in real-time with high fidelity and recall. It can be thought of as the process that perpetuates fit variants in cultural evolution. In humans, cultural evolution has led to the accumulation and refinement of skills, tools and knowledge across generations. We provide a method for generating cultural transmission in artificially intelligent agents, in the form of few-shot imitation. Our agents succeed at real-time imitation of a human in novel contexts without using any pre-collected human data. We identify a surprisingly simple set of ingredients sufficient for generating cultural transmission and develop an evaluation methodology for rigorously assessing it. This paves the way for cultural evolution to play an algorithmic role in the development of artificial general intelligence.
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Affiliation(s)
| | | | | | | | - Ashley Edwards
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK
| | | | | | | | - Edward Hughes
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK.
| | | | | | - Julia Pawar
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK
| | - Miruna Pȋslar
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK
| | - Alex Platonov
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK
| | - Evan Senter
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK
| | - Sukhdeep Singh
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK
| | | | - Lei M Zhang
- Google DeepMind, 6-8 Handyside Street, London, N1C 4UZ, UK
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3
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Vaporova E, Zmyj N. Children's suggestibility for neutral arbitrary actions in the context of norm violations. PLoS One 2023; 18:e0286241. [PMID: 37228049 DOI: 10.1371/journal.pone.0286241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Accepted: 05/11/2023] [Indexed: 05/27/2023] Open
Abstract
This study investigated children's false memories for neutral arbitrary actions. Five- to six-year-olds (N = 32) were taught four arbitrary actions, each following specific rules. The children then watched a televised adult performing eight actions: the four familiar actions while violating one aspect of each rule script and four unfamiliar actions. Suggestive and non-suggestive questions about all witnessed actions were asked, followed by forced-choice test questions to measure the false memory effect. The likelihood of forming false memories was higher in the suggestive condition than in the non-suggestive condition. There was no effect of previously acquired knowledge about the rules of the actions and no interaction between rule knowledge and suggestion. The results are discussed in light of previous findings in related fields of false memory research.
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Affiliation(s)
- Elena Vaporova
- Educational Sciences and Psychology, Institute of Psychology, TU Dortmund University, Dortmund, Germany
| | - Norbert Zmyj
- Educational Sciences and Psychology, Institute of Psychology, TU Dortmund University, Dortmund, Germany
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4
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Rana AN, Gonzales-Rojas R, Lee HY. Imitative and contagious behaviors in animals and their potential roles in the study of neurodevelopmental disorders. Neurosci Biobehav Rev 2022; 143:104876. [PMID: 36243193 DOI: 10.1016/j.neubiorev.2022.104876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 08/07/2022] [Accepted: 09/13/2022] [Indexed: 11/22/2022]
Abstract
Social learning in the forms of imitative and contagious behaviors are essential for learning abilities and social interaction. However, children with neurodevelopmental disorders and intellectual disabilities show impairments in these behaviors, which profoundly affect their communication skills and cognitive functions. Although these deficits are well studied in humans, pre-clinical animal model assessments of imitative and contagious behavioral deficits are limited. Here, we first define various forms of social learning as well as their developmental and evolutionary significance in humans. We also explore the impact of imitative and contagious behavioral deficits in several neurodevelopmental disorders associated with autistic-like symptoms. Second, we highlight imitative and contagious behaviors observed in nonhuman primates and other social animals commonly used as models for neurodevelopmental disorders. Lastly, we conceptualize these behaviors in the contexts of mirror neuron activity, learning, and empathy, which are highly debated topics. Taken together, this review furthers the understanding of imitative and contagious behaviors. We hope to prompt and guide future behavioral studies in animal models of neurodevelopmental disorders.
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Affiliation(s)
- Amtul-Noor Rana
- The Department of Cellular and Integrative Physiology, the University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Rodrigo Gonzales-Rojas
- The Department of Cellular and Integrative Physiology, the University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Hye Young Lee
- The Department of Cellular and Integrative Physiology, the University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
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5
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Rusnak SN, Rocha-Hidalgo J, Blanchfield OA, Odier M, Sawaf T, Barr R. The development of the object sequencing imitation task to measure working memory in preschoolers. J Exp Child Psychol 2022; 218:105372. [DOI: 10.1016/j.jecp.2022.105372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 12/23/2021] [Accepted: 01/02/2022] [Indexed: 11/29/2022]
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6
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Ronfard S, Chen EE, Harris PL. Testing What You’re Told: Young Children’s Empirical Investigation of a Surprising Claim. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1891902] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Eva E. Chen
- Hong Kong University of Science and Technology, Hong Kong
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7
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Wang Z, Fong FTK, Meltzoff AN. Enhancing same-gender imitation by highlighting gender norms in Chinese pre-school children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:133-152. [PMID: 33095503 DOI: 10.1111/bjdp.12356] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2020] [Revised: 09/27/2020] [Indexed: 12/16/2022]
Abstract
Children selectively imitate in-group over outgroup individuals under certain experimental conditions. We investigated whether this bias applies to gender in-groups in China. Three- and five-year-olds were shown how to operate novel objects by same-gender and opposite-gender models. Results indicate that the combination of verbally highlighting the gender identity of the model (e.g., 'I am a girl') and making gender norms explicit (e.g., 'girls play this way') significantly enhances high-fidelity imitation. This 'double social effect' was more robust in 5-year-olds than 3-year-olds. Our results underscore how language about gender and the norms for gender-based groups influence behavioural imitation. The pattern of findings enhances our knowledge about pre-schoolers' social learning and imitation as well as the powerful influence of language and group norms on children's voluntary actions and learning.
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Affiliation(s)
- Zhidan Wang
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Frankie T K Fong
- Early Cognitive Development Centre, School of Psychology, University of Queensland, Brisbane, Queensland, Australia
| | - Andrew N Meltzoff
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington, USA
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8
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Wang Z, Meltzoff AN. Imitation in Chinese Preschool Children: Influence of Prior Self-Experience and Pedagogical Cues on the Imitation of Novel Acts in a Non-Western Culture. Front Psychol 2020; 11:662. [PMID: 32351426 PMCID: PMC7174596 DOI: 10.3389/fpsyg.2020.00662] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Accepted: 03/19/2020] [Indexed: 12/23/2022] Open
Abstract
Both prior experience and pedagogical cues modulate Western children’s imitation. However, these factors have not been systematically explored together within a single study. This paper explored how these factors individually and together influence imitation using 4-year-old children born and reared in mainland China (N = 210)—a country that contains almost one-fifth of the world’s population, and in which childhood imitation is under-studied using experimental methodology. The behavior of children in this culture is of special interest to theory because traditional East Asian culture places high value on conformity and fitting in with the group. Thus, high-fidelity imitation is emphasized in the local culture. This value, practice, or norm may be recognized by children at a young age and influence their imitative performance. In this study, we crossed prior self-experience and pedagogical cues, yielding four demonstration groups in addition to a control group. This design allowed us to investigate the degree to which Chinese preschoolers’ imitation was modulated by the two experimental factors. High-fidelity imitation was significantly modulated by prior self-experience but not by pedagogical cues, as measured by the number of novel acts imitated and also the serial order of these acts. This study (i) expands our understanding of factors that modulate imitation of novel behaviors in preschoolers and (ii) contributes to efforts to broaden research beyond Western societies to enrich our theories, particularly regarding social learning and imitation. Imitation is a key mechanism in the acquisition of culturally appropriate behaviors, mannerisms, and norms but who, what, and when children imitate is malleable. This study points to both cross-cultural invariants and variations to provide a fuller picture of the scope and functions of childhood imitation.
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Affiliation(s)
- Zhidan Wang
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
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9
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Sciutti A, Patanè L, Sandini G. Development of visual perception of others' actions: Children's judgment of lifted weight. PLoS One 2019; 14:e0224979. [PMID: 31730653 PMCID: PMC6857952 DOI: 10.1371/journal.pone.0224979] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2018] [Accepted: 10/25/2019] [Indexed: 11/24/2022] Open
Abstract
Humans are excellent at perceiving different features of the actions performed by others. For instance, by viewing someone else manipulating an unknown object, one can infer its weight–an intrinsic feature otherwise not directly accessible through vision. How such perceptual skill develops during childhood remains unclear. To confront this gap, the current study had children (N:63, 6–10 years old) and adults (N:21) judge the weight of objects after observing videos of an actor lifting them. Although 6-year-olds could already discriminate different weights, judgment accuracy had not reached adult-like levels by 10 years of age. Additionally, children’s stature was a more reliable predictor of their ability to read others’ actions than was their chronological age. This paper discusses the results in light of a potential link between motor development and action perception.
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Affiliation(s)
- Alessandra Sciutti
- Cognitive Architecture for Collaborative Technologies (CONTACT) Unit, Istituto Italiano di Tecnologia, Genova, Italy
- * E-mail:
| | - Laura Patanè
- Robotics, Brain and Cognitive Sciences Department, Istituto Italiano di Tecnologia, Genova, Italy
| | - Giulio Sandini
- Robotics, Brain and Cognitive Sciences Department, Istituto Italiano di Tecnologia, Genova, Italy
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10
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学前儿童基于物体重量归纳推理的发展:中美跨文化比较. ACTA PSYCHOLOGICA SINICA 2018. [DOI: 10.3724/sp.j.1041.2018.01381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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11
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Wang Z, Williamson RA, Meltzoff AN. Preschool physics: Using the invisible property of weight in causal reasoning tasks. PLoS One 2018; 13:e0192054. [PMID: 29561840 PMCID: PMC5862406 DOI: 10.1371/journal.pone.0192054] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Accepted: 01/16/2018] [Indexed: 11/19/2022] Open
Abstract
Causal reasoning is an important aspect of scientific thinking. Even young human children can use causal reasoning to explain observations, make predictions, and design actions to bring about specific outcomes in the physical world. Weight is an interesting type of cause because it is an invisible property. Here, we tested preschool children with causal problem-solving tasks that assessed their understanding of weight. In an experimental setting, 2- to 5-year-old children completed three different tasks in which they had to use weight to produce physical effects-an object displacement task, a balance-scale task, and a tower-building task. The results showed that the children's understanding of how to use object weight to produce specific object-to-object causal outcomes improved as a function of age, with 4- and 5-year-olds showing above-chance performance on all three tasks. The younger children's performance was more variable. The pattern of results provides theoretical insights into which aspects of weight processing are particularly difficult for preschool children and why they find it difficult.
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Affiliation(s)
- Zhidan Wang
- School of Educational Science, Jiangsu Normal University, Xuzhou, Jiangsu, The People's Republic of China
- * E-mail:
| | - Rebecca A. Williamson
- Department of Psychology, Georgia State University, Atlanta, Georgia, United States of America
| | - Andrew N. Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington, United States of America
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12
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Yang Y, Tian Y, Fang J, Lu H, Wei K, Yi L. Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective. J Autism Dev Disord 2017; 47:615-625. [PMID: 27981390 DOI: 10.1007/s10803-016-2983-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Previous research has demonstrated abnormal trust and deception behaviors in children with Autism Spectrum Disorders (ASD), and we aimed to examine whether these abnormalities were primarily due to their specific deficits in social learning. We tested 42 high-functioning children with ASD and 38 age- and ability-matched typically developing (TD) children in trust and deception tasks and a novel condition with reduced social components. Results indicated that while TD children improved their performance with more social components, children with ASD lacked this additional performance gain, though they performed similarly as TD children in the condition with reduced social components. Our findings highlight that deficits of ASD in trust and deception are primarily associated with failure of use of social cues.
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Affiliation(s)
- Yiying Yang
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, 5 Yiheyuan Road, Beijing, 100871, China
| | - Yuan Tian
- Southern China Research Center of Statistical Science, School of Mathematical and Computational Science, Sun Yat-sen University, Guangzhou, 510275, China
| | - Jing Fang
- Qingdao Autism Research Institute, 7 Jinsong Seven Road, Qingdao, 266000, Shandong, China
| | - Haoyang Lu
- Peking-Tsinghua Center for Life Sciences, Academy for Advanced Interdisciplinary Studies, Peking University, Beijing, China.,Academy for Advanced Interdisciplinary Studies, Peking University, Beijing, China
| | - Kunlin Wei
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, 5 Yiheyuan Road, Beijing, 100871, China.
| | - Li Yi
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, 5 Yiheyuan Road, Beijing, 100871, China.
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13
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Loucks J, Mutschler C, Meltzoff AN. Children's Representation and Imitation of Events: How Goal Organization Influences 3-Year-Old Children's Memory for Action Sequences. Cogn Sci 2016; 41:1904-1933. [PMID: 27882595 DOI: 10.1111/cogs.12446] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Revised: 07/19/2016] [Accepted: 08/02/2016] [Indexed: 11/30/2022]
Abstract
Children's imitation of adults plays a prominent role in human cognitive development. However, few studies have investigated how children represent the complex structure of observed actions which underlies their imitation. We integrate theories of action segmentation, memory, and imitation to investigate whether children's event representation is organized according to veridical serial order or a higher level goal structure. Children were randomly assigned to learn novel event sequences either through interactive hands-on experience (Study 1) or via storybook (Study 2). Results demonstrate that children's representation of observed actions is organized according to higher level goals, even at the cost of representing the veridical temporal ordering of the sequence. We argue that prioritizing goal structure enhances event memory, and that this mental organization is a key mechanism of social-cognitive development in real-world, dynamic environments. It supports cultural learning and imitation in ecologically valid settings when social agents are multitasking and not demonstrating one isolated goal at a time.
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Affiliation(s)
- Jeff Loucks
- Department of Psychology, University of Regina
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14
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Puskaric M, von Helversen B, Rieskamp J. How social and non-social information influence classification decisions: A computational modelling approach. Q J Exp Psychol (Hove) 2016; 70:1516-1534. [PMID: 27311016 DOI: 10.1080/17470218.2016.1192209] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Social information such as observing others can improve performance in decision making. In particular, social information has been shown to be useful when finding the best solution on one's own is difficult, costly, or dangerous. However, past research suggests that when making decisions people do not always consider other people's behaviour when it is at odds with their own experiences. Furthermore, the cognitive processes guiding the integration of social information with individual experiences are still under debate. Here, we conducted two experiments to test whether information about other persons' behaviour influenced people's decisions in a classification task. Furthermore, we examined how social information is integrated with individual learning experiences by testing different computational models. Our results show that social information had a small but reliable influence on people's classifications. The best computational model suggests that in categorization people first make up their own mind based on the non-social information, which is then updated by the social information.
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Affiliation(s)
- Marin Puskaric
- a Center for Economic Psychology, Department of Psychology , University of Basel , Basel , Switzerland
| | - Bettina von Helversen
- a Center for Economic Psychology, Department of Psychology , University of Basel , Basel , Switzerland
| | - Jörg Rieskamp
- a Center for Economic Psychology, Department of Psychology , University of Basel , Basel , Switzerland
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15
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Holmer E, Heimann M, Rudner M. Imitation, Sign Language Skill and the Developmental Ease of Language Understanding (D-ELU) Model. Front Psychol 2016; 7:107. [PMID: 26909050 PMCID: PMC4754574 DOI: 10.3389/fpsyg.2016.00107] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2015] [Accepted: 01/19/2016] [Indexed: 01/05/2023] Open
Abstract
Imitation and language processing are closely connected. According to the Ease of Language Understanding (ELU) model (Rönnberg et al., 2013) pre-existing mental representation of lexical items facilitates language understanding. Thus, imitation of manual gestures is likely to be enhanced by experience of sign language. We tested this by eliciting imitation of manual gestures from deaf and hard-of-hearing (DHH) signing and hearing non-signing children at a similar level of language and cognitive development. We predicted that the DHH signing children would be better at imitating gestures lexicalized in their own sign language (Swedish Sign Language, SSL) than unfamiliar British Sign Language (BSL) signs, and that both groups would be better at imitating lexical signs (SSL and BSL) than non-signs. We also predicted that the hearing non-signing children would perform worse than DHH signing children with all types of gestures the first time (T1) we elicited imitation, but that the performance gap between groups would be reduced when imitation was elicited a second time (T2). Finally, we predicted that imitation performance on both occasions would be associated with linguistic skills, especially in the manual modality. A split-plot repeated measures ANOVA demonstrated that DHH signers imitated manual gestures with greater precision than non-signing children when imitation was elicited the second but not the first time. Manual gestures were easier to imitate for both groups when they were lexicalized than when they were not; but there was no difference in performance between familiar and unfamiliar gestures. For both groups, language skills at T1 predicted imitation at T2. Specifically, for DHH children, word reading skills, comprehension and phonological awareness of sign language predicted imitation at T2. For the hearing participants, language comprehension predicted imitation at T2, even after the effects of working memory capacity and motor skills were taken into account. These results demonstrate that experience of sign language enhances the ability to imitate manual gestures once representations have been established, and suggest that the inherent motor patterns of lexical manual gestures are better suited for representation than those of non-signs. This set of findings prompts a developmental version of the ELU model, D-ELU.
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Affiliation(s)
- Emil Holmer
- Linnaeus Centre HEAD, Swedish Institute for Disability Research, Department of Behavioural Sciences and Learning, Linköping University Linköping, Sweden
| | - Mikael Heimann
- Swedish Institute for Disability Research and Division of Psychology, Department of Behavioural Sciences and Learning, Linköping University Linköping, Sweden
| | - Mary Rudner
- Linnaeus Centre HEAD, Swedish Institute for Disability Research, Department of Behavioural Sciences and Learning, Linköping University Linköping, Sweden
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