Acoustic signalling is a key mode of communication owing to its instantaneousness and rapid turnover, its saliency and flexibility and its ability to function strategically in both short- and long-range contexts. Acoustic communication is closely intertwined with both collective behaviour and social network structure, as it can facilitate the coordination of collective decisions and behaviour, and play an important role in establishing, maintaining and modifying social relationships. These research topics have each been studied separately and represent three well-established research areas. Yet, despite the close connection of acoustic communication with collective behaviour and social networks in natural systems, only few studies have focused on their interaction. The aim of this theme issue is therefore to build a foundation for understanding how acoustic communication is linked to collective behaviour, on the one hand, and social network structure on the other, in non-human animals. Through the building of such a foundation, our hope is that new questions in new avenues of research will arise. Understanding the links between acoustic communication and social behaviour seems crucial for gaining a comprehensive understanding of sociality and social evolution. This article is part of the theme issue 'The power of sound: unravelling how acoustic communication shapes group dynamics'.
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http://dx.doi.org/10.1098/rstb.2023.0182 | DOI Listing |
Dev Sci
March 2025
Department of Psychology, Durham University, Durham, UK.
Contagious crying in infants has been considered an early marker of their sensitivity to others' emotions, a form of emotional contagion, and an early basis for empathy. However, it remains unclear whether infant distress in response to peer distress is due to the emotional content of crying or acoustically aversive properties of crying. Additionally, research remains severely biased towards samples from Europe and North America.
View Article and Find Full Text PDFAtten Percept Psychophys
January 2025
School of Allied Health and Communicative Disorders, Northern Illinois University, DeKalb, IL, USA.
Speechreading-gathering speech information from talkers' faces-supports speech perception when speech acoustics are degraded. Benefitting from speechreading, however, requires listeners to visually fixate talkers during face-to-face interactions. The purpose of this study is to test the hypothesis that preschool-aged children allocate their eye gaze to a talker when speech acoustics are degraded.
View Article and Find Full Text PDFSci Rep
January 2025
Center for Cognitive Science, Cognitive and Developmental Psychology Unit, University of Kaiserslautern-Landau (RPTU), 67663, Kaiserslautern, Germany.
Short-term memory for sequences of verbal items such as written words is reliably impaired by task-irrelevant background sounds, a phenomenon known as the "Irrelevant Sound Effect" (ISE). Different theoretical accounts have been proposed to explain the mechanisms underlying the ISE. Some of these assume specific interference between obligatory sound processing and phonological or serial order representations generated during task performance, whereas other posit that background sounds involuntarily divert attention away from the focal task.
View Article and Find Full Text PDFJ Speech Lang Hear Res
January 2025
Department of Communication Sciences and Disorders, Bowling Green State University, OH.
Purpose: The current project aimed to examine the effects of two experimental cognitive-linguistic paradigms, the Stroop task and a primed Stroop task, on speech kinematics and perioral muscle activation.
Method: Acoustic, kinematic, and surface electromyographic data were collected from the verbal responses of 30 young adult healthy control participants in choice response, classic Stroop, and primed Stroop tasks. The classic and primed Stroop tasks included congruent and incongruent trials.
J Speech Lang Hear Res
January 2025
Department of Psychology, University of Lethbridge, Alberta, Canada.
Purpose: This study investigates how Mandarin-English bilingual students in Canada produce Mandarin tones and how this is influenced by factors such as tone complexity, cross-linguistic influences, and speech input.
Method: Participants were 82 students enrolled in a Chinese bilingual program in Western Canada. Students were recruited from Grades 1, 3, and 5 and divided into two groups based on their home language backgrounds: The heritage language group had early and strong input in Mandarin, and the second language (L2) group received mostly English input at home.
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