Effect-based accounts of human action control have recently highlighted the possibility of representing one's own actions in terms of anticipated changes in the behavior of social interaction partners. In contrast to action effects that pertain to the agent's body or the agent's physical environment, social action effects have been proposed to come with peculiarities inherent to their social nature. Here, we revisit the currently most prominent demonstration of such a peculiarity: the role of eye contact for action-effect learning in social contexts (Sato & Itakura, 2013, Cognition, 127, 383-390). In contrast to the previous demonstration of action-effect learning, a conceptual and a direct replication both yielded evidence for the absence of action-effect learning in the proposed design, irrespective of eye contact. Bayesian statistics supported this claim by demonstrating evidence in favor of the null hypothesis of no effect. These results suggest a limited generalizability of the original findings-for example, due to limitations that are inherent in the proposed study design or due to cultural differences.
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http://dx.doi.org/10.3758/s13414-019-01715-6 | DOI Listing |
This paper draws on notions of embodied learning to inform exhibit design that fosters children's meaningful embodied engagement to successfully unveil science ideas. While children's interaction in the museum is often hands-on and speaks to the physical emphasis that embodiment brings, observation of children's spontaneous engagement at a museum's Water Zone revealed opportunities and barriers to engagement with, and access to, science ideas in terms of what we call 'embodied proximity' and 'embodied dislocation'. Drawing on design considerations from these findings a set of purpose-built prototype exhibits were developed and deployed to examine how they supported children's embodied exploration of science.
View Article and Find Full Text PDFPsychol Res
November 2024
Institute of Psychology, University of Regensburg, Universitätsstr. 31, 93053, Regensburg, Germany.
Sociomotor theory - an extension of ideomotor theory - suggests that actions can also be represented in terms of the effects they elicit from others. But what if those others violate one's action effect anticipations? Here, we introduce a novel joint goal-setting paradigm to investigate effects of co-actors' occasional and overall unreliability on an individual's goal selection. In a first step, the participant moved a target halfway from the bottom center to the top left or right corner of the computer screen.
View Article and Find Full Text PDFJ Exp Psychol Hum Percept Perform
August 2024
Department of Psychology, Tel-Hai Academic College.
Previous work shows a reinforcing impact of action effect on behavior, independent of other reinforces such as positive outcomes or task success. Action-effect temporal contiguity plays an important role in such a reinforcing effect, possibly indicating a motor-based evaluation of their causal relationship. In the present study, we aimed to negate the reinforcing impact of an immediate action effect with task success by designing a task where red and green circle stimuli rapidly descended on the screen.
View Article and Find Full Text PDFJ Vis
June 2024
Department of Psychology, University of Toronto Scarborough, Scarborough, Canada.
Ensemble processing allows the visual system to condense visual information into useful summary statistics (e.g., average size), thereby overcoming capacity limitations to visual working memory and attention.
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