Previous work has revealed that social cues, such as gaze and pointed fingers, can lead to a shift in the focus of another person's attention. Research investigating the mechanisms of these shifts of attention has typically employed detection or localization button-pressing tasks. Because in-depth analyses of the spatiotemporal characteristics of aiming movements can provide additional insights into the dynamics of the processing of stimuli, in the present study we used a reaching paradigm to further explore the processing of social cues. In Experiments 1 and 2, participants aimed to a left or right location after a nonpredictive eye gaze cue toward one of these target locations. Seven stimulus onset asynchronies (SOAs), from 100 to 2,400 ms, were used. Both the temporal (reaction time, RT) and spatial (initial movement angle, IMA) characteristics of the movements were analyzed. RTs were shorter for cued (gazed-at) than for uncued targets across most SOAs. There were, however, no statistical differences in IMAs between movements to cued and uncued targets, suggesting that action planning was not affected by the gaze cue. In Experiment 3, the social cue was a finger pointing to one of the two target locations. Finger-pointing cues generated significant cueing effects in both RTs and IMAs. Overall, these results indicate that eye gaze and finger-pointing social cues are processed differently. Perception-action coupling (i.e., a tight link between the response and the social cue that is presented) might play roles in both the generation of action and the deviation of trajectories toward cued and uncued targets.
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http://dx.doi.org/10.3758/s13414-019-01821-5 | DOI Listing |
J Exp Psychol Hum Percept Perform
January 2025
Department of Experimental Clinical and Health Psychology, Ghent University.
Motivational theories of imitation state that we imitate because this led to positive social consequences in the past. Because movement imitation typically only leads to these consequences when perceived by the imitated person, it should increase when the interaction partner sees the imitator. Current evidence for this hypothesis is mixed, potentially due to the low ecological validity in previous studies.
View Article and Find Full Text PDFNutr Rev
January 2025
College of Education, Psychology and Social Work, Flinders University, Bedford Park, SA 5001, Australia.
The purpose of the present narrative review was to propose a unifying generalized conceptual model of mechanisms and processes in appetite self-regulation (ASR) in childhood. Appetite self-regulation, along with other domains of self-regulation, develops across childhood and contributes to energy intake and balance, diet quality, weight, and therefore long-term health outcomes. There have been efforts to conceptualize and measure components of ASR and associated processes/mechanisms, but, at present, there is no unifying conceptualization of ASR in childhood.
View Article and Find Full Text PDFCommun Psychol
January 2025
Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA.
During impression formation, perceptual cues facilitate social categorization while person-knowledge can promote individuation and enhance person memory. Although there is extensive literature on the cross-race recognition deficit, observed when racial ingroup faces are recognized more than outgroup faces, it is unclear whether a similar deficit exists when recalling individuating information about outgroup members. To better understand how perceived race can bias person memory, the present study examined how self-identified White perceivers' interracial contact impacts learning of perceptual cues and person-knowledge about perceived Black and White others over five sessions of training.
View Article and Find Full Text PDFProc Natl Acad Sci U S A
January 2025
Department of Psychology, University of Chicago, Chicago, IL 60637.
Despite increased attempts to express equality in speech, biases often leak out through subtle linguistic cues. For example, the subject-complement statement (SCS, "Girls are as good as boys at math") is used to advocate for equality but often reinforces gender stereotypes (boys are the standard against which girls are judged). We ask whether stereotypes conveyed by SCS can be counteracted by gesture.
View Article and Find Full Text PDFFront Psychiatry
January 2025
School of Education Science, Jiangsu Normal University, Xuzhou, China.
Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by significant impairments in social interaction, often manifested in facial recognition deficits. These deficits hinder individuals with ASD from recognizing facial identities and interpreting emotions, further complicating social communication. This review explores the neural mechanisms underlying these deficits, focusing on both functional anomalies and anatomical differences in key brain regions such as the fusiform gyrus (FG), amygdala, superior temporal sulcus (STS), and prefrontal cortex (PFC).
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