Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理科学进展》
Abstract： Joint action is a common form of interpersonal collaboration in daily life. Successful joint action depends upon individuals' co-representation ability driven by a common goal. Also, an individual's monitoring and prediction of the actions of own and others based on this common representation ability ensures the completion of the joint task. However, researchers have different ideas on how individuals represent their own and others' behaviors during joint action. The process and the mechanism of interpersonal collaboration are still unclear. Hence, from the perspective of representation, this paper integrates the cognitive mechanism of interpersonal collaboration in joint action. Three main components of the cognitive mechanism are common goals, co-representation, and prediction. The common goal is a prerequisite for the accomplishment of interpersonal collaboration. Co-representation is the foundation of interpersonal collaboration. And during interpersonal coordination in joint action, predicting others' behavior is a core cognitive ability that triggers by co-representation capacity. Next, the authors discussed two neural mechanisms, the mirror neuron system and the theory of mind network, which play important roles in the representation process of interpersonal collaboration in joint action. It has been reported that the mirror neuron system is closely related to the goal of the acts and co-representation, and the theory of mind network is associated with co-representation and prediction. Besides, previous theoretical research shed light on the process and content of representation during interpersonal co-representation at the theoretical level. For instance, spatial coding theory explains the interpersonal process of representation in terms of spatial dimension. Co-representation theory views the representation process in the social dimension. Reference coding theory explains the representation process along multiple perceptual dimensions (e.g., color, emotion, personal characteristics). While these theories have provided different explanations of why representations occur during interpersonal collaboration, all of these theories have some limitations in clarifying the process of representation. Up to now, no unified representation models have been provided. Therefore, this study proposes a multidimensional representation model of interpersonal collaboration based on previous theoretical explanations and empirical findings focusing on the factors influencing interpersonal co-representation. The fundamental idea of this model is that the interpersonal representation phenomenon in joint action can be explained in three dimensions: spatial representation, embodied representation, and social representation. During the process of interpersonal coordination, individuals represent motor goals (common goals) in spatial dimension at the beginning; then they represent motor plans in both spatial and embodied dimensions; next, individuals execute their actions based on spatial representation and observe others' actions and predict others' execution by the embodied representation and social representation. Finally, embodied representation helps people integrate their behaviors with those of others and facilitates task monitoring and action feedback. There are close connections among spatial, embodied, and social representation dimensions. These three dimensions are at the same level and overlap with each other. Firstly, from the internal perspective, embodied dimension representation promotes information representation in the spatial dimension. Secondly, from a perspective of inter-individual interaction, representation involving embodied dimension helps individuals to represent social information. Finally, there is an interplay between spatial representation within individuals and social representation among people. On the one hand, spatial representation should consider the influence of representation in the social dimension. On the other hand, the clarity of information in the spatial dimension affects the representation results of social information. This model can help us understand and explain the process and content of the representation behind the collaborators' behaviors in joint action. This model can also promote the future advancement of research on intelligent human-computer interaction and improve the user experience. Meanwhile, research surrounding this model can be directly applied to designing and optimizing collaborative operation systems and ultimately provide a scientific basis for designing human-intelligent collaborative operation systems.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Observational learning, which refers to improving performance by observation without physical practice, is one of the most important human capacities. Although a large amount of studies have shown that observational and physical practice can both acquire a comparable motor learning in individual context, and the status of the responding hands play a crucial role in this process, few researches focused on observational learning in joint context. Hence we presented three experiments that adopted a joint Simon task to explore the conditions under which observational learning occurred by assessing whether it is affected by the status of the observer’s responding hands.By adopting a modified version of the social transfer of learning paradigm, three behavioral experiments were conducted to explore the emergence of observational learning under joint task and the influence of status of body-parts (response hands) on observational learning. The aim of experiment 1 was to investigate whether observational learning took place in joint context. In Experiment 2, the status of the observer’s hands were changed in observational learning. It should be noted that during practice phase, observers positioned their hands constrained on the knee in front of them. In Experiment 3, the possible influence of view range furtherly on observational learning was clarified by manipulating the view range and status of the observer’s hands. Specifically, the observer was asked to constrain his hands behind the back in practice phase.The results above demonstrated that either the observer or the actor in switch condition showed a significant joint Simon effect, while both of them didn’t show this effect in non-switch condition. Contrast to the condition in which the observer’s hands were free, the joint Simon effect increased in constrained condition when the observer’s hands were within his sight. Meanwhile, the same effect was also present when the observer’s hands constrained behind the back as compared to in front of them.It can be concluded that both observational learning and physical keypress practice in joint context could transfer into comparable motor learning which has an effect on the subsequent joint task. Moreover, the occurrence of observational learning depends on the potential motor abilities of the observer, which suggests that changes in body status affect the observer’s cognitive performance in subsequent joint task whether in or out of his sight. All of above provide empirical research for embodied cognition.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Joint action is a common phenomenon that involves two or more people cooperating together to achieve a common goal in our daily life. The action representation of co-actors play an important role in joint actions. Self-other integration, as a type of cognitive process, is the foundation of the joint action. Moreover, emotion can influence not only cognitive processes but also social interactions (Lyubomirsky et al., 2005). Therefore, it is worthy to investigate whether different types of emotion play an important role in joint action. Three experiments were conducted in the present study to explore the influences of different dimensional of emotions on joint actions. A total of 48 participants were recruited in Experiment 1a to investigate the change of co-representation ability in joint action under conditions of high level of arousal with high/low level of valence. Joint Simon task was used to measure the ability of co-representation, and PANAS and Affect Grid were used to measure the level of emotional valence and arousal. In Experiment 1b, 48 participants were recruited to further explore the effect of low arousal with different valences on joint actions. In Experiment 2, another 48 participants were recruited to explore the effect of the dimension of motivation on joint actions under the condition of high arousal and high valence. The results of Experiment 1a showed that high arousal improved Joint Simon effect (JSE) significantly regardless of the valence, which indicated that high arousal played an important role in joint actions. Experiment 1b revealed that high valence played a compensating role under the condition of low arousal. The results of combined analyses of experiment 1a and 1b showed that high arousal could be a key factor in enhancing the ability of co-representation. Experiment 2 found that, only under the condition of low motivation, high arousal with high valence could significantly improve JSE. In conclusion, these results indicate that (1) high level of emotional arousal is the key factor in improving the ability of co-representation in joint actions regardless of the level of emotional valence; (2) high level of emotional valence played an compensating role under the condition of low level of arousal to maintain the level of co-representation; (3) the high arousal is not the determined factor in the enhancement of the co-representation and moderated by motivation intensity as well; and (4) When completing joint action, emotions adjusts the referential coding of co-actor through regulating range of attention so that influences the ability of co-representation, which further confirming the referential coding account.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The object-based Correspondence effect (also called object-based Simon effect), is a special spatial Correspondence effect, which refers to the phenomenon that responses are faster and more accurate when a handle of the graspable object and the response position or the responding hand are consistent than inconsistent. Tucker and Ellis (1998) first found the object-based Correspondence effect, and attributed the effect to the functional affordance of handles. In other words, when participants watch the graspable object, they automatically activate the tendency to grasp the handle of the object with their corresponding hands. Therefore, when the responding hand which is automatically activated by the handle is consistent that required by the task, responses are faster. In addition to the functional affordance, many researchers have also used the spatial position coding account to explain this effect. The account held the view that the generation of the object-based Correspondence effect was related to the position of the asymmetric handle of the stimuli, which automatically activated the response of the ipsilateral position, leading to the object-based Correspondence effect (Cho & Proctor, 2010). It's uncertain that the generation of object-based Correspondence effect is due to affordance coding or spatial coding hypothesis. In the present study, three experiments were conducted to investigate the generation mechanism of the object-based Correspondence effect. The stimulus materials were the silhouettes and photographs of the frying pans. In Experiment 1 the frying pan was located at the center of the screen, participants were asked to judge the stimulus to be upright or inverted, and responded with the responding hand. The aim of it was to examine whether the silhouettes and photographs of the frying pan would exist the object-based Correspondence effect without significant spatial position. In Experiment 2, the base of the frying pan was placed at the center of the screen, which made the left and right position of the handle more significant, and continue to examine whether the object-based Correspondence effect would appear when there existed the significant spatial coding. In Experiment 3, a crossed-hand response paradigm was adopted to separate response position from responding hand coding, in other words, participants pressed the right key with the left hand and the left key with the right hand, and to further explore the generation mechanism of the object-based Correspondence effect. The results suggested that there existed the object-based Correspondence effect in Experiment 1 when spatial location of the stimulus was not significant for silhouette stimuli, but not photograph stimuli. In Experiment 2 when the spatial position of the stimuli was more significant, silhouette and photograph stimuli both showed the Correspondence effect and the effect size was similar. The RT combined analysis of Experiment 1 and 2 suggested that the Correspondence effect size of Experimental 2 was larger than Experiment 1 for silhouette stimuli, and similar for photograph stimuli. In Experiment 3 when the hands were crossed there was Correspondence effect between the handle and the response position for both silhouette and photograph stimuli, but not the Correspondence effect between the handle and the responding hand. The combined analysis with the Experiment 2 suggested that the effect size of Experiment 3 was smaller than Experiment 2 for both silhouette and photograph stimuli. Based on these results, it is concluded that the spatial coding hypothesis plays an important role in the generation of the object-based Correspondence effect during a two key-pressing selection task, the affordance coding or other explanations are much smaller than that.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Visuo-spatial ability is the main component of spatial cognitive ability, which forms the spatial model of external world in human brain and think in mind through the transformation of model paradigm. However, when there are few landmarks or reference objects in an unfamiliar environment, individuals with low visuo-spatial ability are often prone to get lost. So, for these individuals with low visuo-spatial ability, how to solve this problem is worth exploring. Previous researches have shown that gestures help individuals to learn. However, most studies focused on improving the ability of route learning by observing tracking gestures, while there were few studies exploring the effect of generating tracking gestures, and there was no research exploring the role of generating tracking gestures in route learning on 3D maps. The route learning task was adopted as the main paradigm in the present study to explore the enhancing effect of generating tracking gestures in the route learning process of 3D map. A total of 53 participants were recruited in Experiment 1 to explore the improving effect of generating tracking gestures on visuo-spatial learning of 2D map and 3D map. In Experiment 2, another 49 participants were recruited to investigate the enhancing mechanism of generating tracking gestures in route learning using occlusion paradigm. Experiment 3 recruited another 53 participants to explore the methods of enhancement of visuo-spatial learning based on tracking gesture. The results of Experiment 1 showed that generating tracking gestures significantly improve the performance of visuo-spatial learning in both 2D map and 3D map, and the enhancing effect of generating tracking gesture on route learning of 3D map was higher than that of 2D map. Experiment 2 revealed that visuo-spatial learning was enhanced by the visual information and sensorimotor information provided by tracking gestures. The results of Experiment 3 showed that the enhancing effect of generating self-referential tracking gestures was significantly higher than that of observing others' tracking gestures, and it also proved that enhancing physical presence can improve the effect of visuo-spatial learning. In summary, these results suggest that (1)generating tracking gestures can enhance visuo-spatial learning; (2)visual information and sensorimotor information provided by tracking gestures play important roles in visuo-spatial learning, which confirms image maintenance theory and further complements the embodied embodied-external cognitive perspective of gesture; (3)increasing physical presence can enhance visuo-spatial learning, which validates the embodied-external cognitive perspective of gesture; (4)compared with observing other's tracking gestures, generating self-referential tracking gestures has a better performance, that is, generating self-referential tracking gestures is a more effective way to improve visuo-spatial learning.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Distance compression in virtual reality (VR), which will lead to a distortion of fine manipulation in practical application, depicts that people tend to underestimate the spatial distance of visual stimuli in virtual environments. The apparent perceived differences between virtual and real environments break the immersive experiences and lower users' acceptance. Therefore, it is crucial to ameliorate the distance compression to increase the fidelity and ultimately promote the wider application of VR. Capitalizing on the fact that distance compression is a multiple modality phenomenon and occurs for auditory and visual stimuli, researchers reported that the distance judgment in VR would get more accurate when the positions of auditory and visual stimuli were incongruent. However, it is unclear to what extent the incongruency is to get effective amelioration. In this study, we aimed to completely examine the effect of the auditory stimulus on distance compression in VR. We presumed that the larger the incongruency was, the better amelioration obtained. We used the HTC Vive Pro to render the virtual environment and the build-in headphone to present auditory stimulus. Thirty participants were recruited to perform a distance judgment task. We first controlled the presence or absence of the auditory stimulus. We also varied the egocentric distance of visual stimulus (3 m, 4 m, 5 m). Then, we controlled the incongruency of the audio-visual condition, that is, the exocentric distance between auditory and visual stimuli (0.5 m, 1 m, 1.5 m, 2 m). Each block consisted of 30 consecutive trials, wherein the reference visual stimulus was presented at the beginning 5 s. Participants were asked to judge whether the following adjust stimulus was nearer or farther than the reference stimulus. The egocentric distance would be adjusted according to the response of the prior trial. The egocentric distance of the adjust stimulus in the last trial was referred to as the ultimate distance judgment for the initial reference stimulus. We found that the auditory stimulus affected the distance compression in two ways. First, the distance compression under the audio-visual condition was smaller than that under the visual-only condition (F(1, 29) = 4.05, p = 0.054, ηp2 = 0.12), especially when the egocentric distance of the visual stimulus was large (4 m: difference = 1.8%, t = ?1.59, df= 29, p = 0.062; 5 m: difference = 1.6%, t = ?1.85, df = 29, p = 0.037). Second, we formulated the relationship between the exocentric distance between auditory and visual stimuli and the distance compression rate, which was calculated by subtracting the perceived egocentric distance from the physical egocentric distance and then dividing it by the physical egocentric distance.: distance compression rate = ?0.024 × exocentric distance + 0.056. The slope was significant (p = 0.008), indicating the distance compression rate was negatively correlated with the exocentric distance and could be ameliorated at a pace of 2.4% for every 1 m. The adjusted R2 was 90.7%. We reported the effect of auditory stimulus on the distance compression in VR. Based on our results, we highly recommended presenting the auditory and visual stimuli simultaneously in the time domain and a minimum of 1 m apart in the space domain to ameliorate the distance compression in VR.
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