Interacting With Multiple Partners Improves Communication Skills

Potential benefits of synchronous action observation and motor imagery: a commentary on Eaves et al. 2022

In a recent Psychological Research article, Eaves et al. (2022) review the literature on how motor imagery (MI) practice combined with action observation (AO) enhances motor performance. The authors propose that the synchronous form of AO and MI (AOMI) affords unique benefits to performance that are not possible when the two interventions are performed asynchronously. We discuss three questions raised by Eaves et al.'s review: (1) are there any clear advantages to synchronous AOMI? (2) Are there super-additive benefits to AOMI, and if so, are they unique to synchronous AOMI? (3) How might coordinative AOMI, in which people imagine complementary actions, facilitate joint actions?

The emergence of word order from a social network perspective

The distribution of word order across languages is skewed with SOV order (e.g., researchers sentences write) and SVO order (e.g., researchers write sentences) being >100 times more common than OSV order (sentences researchers write). It is commonly assumed that cross-linguistic preferences reflect cognitive biases, but it is unknown why some languages exhibit dispreferred patterns, or why languages settle on a specific pattern out of several preferred ones. This paper tests whether larger communities are more likely to rely on cross-linguistically preferred patterns as a way to overcome the greater communicative challenges they encounter. Participants played a communication game in large groups, small groups, or alone. Results support the hypothesis that community size influences word order as well as suggest that SOV and SVO orders are prevalent for different reasons with SVO specifically addressing communicative pressures. The studies thus show how community structure can give rise to cross-linguistic preferences, when these preferences can be overridden, and suggest how language might change with changes in social structure.

The role of mentalizing capacity and ecological language diversity on irony comprehension in bilingual adults

Diverse bilingual experiences have implications for language comprehension, including pragmatic elements such as verbal irony. Irony comprehension is shaped by an interplay of linguistic, cognitive, and social factors, including individual differences in bilingual experience. We examined the relationship between individual differences related to bilingualism, specifically, the capacity to understand others' mental states and ambient exposure to language diversity, on irony comprehension. We tested 54 healthy bilingual adults, living in a linguistically diverse region-Montréal, Canada-on an irony comprehension task. This task involved reading positive and negative short stories that concluded with an ironic or literal statement, which were rated on appropriateness and perceived irony. While both irony forms were rated as less appropriate and more ironic than literal statements, ironic criticisms (following a negative context) were rated as more appropriate and higher in perceived irony than ironic compliments (following a positive context). As expected, these ratings varied as a function of individual differences in mentalizing and neighborhood language diversity. Greater mentalizing patterned with more appropriate ratings to ironic statements in high language diversity neighborhoods and with less appropriate ratings to ironic statements in low language diversity neighborhoods. Perceived irony ratings to ironic compliments increased with mentalizing as neighborhood language diversity increased. These results indicate that pragmatic language comprehension and its social cognitive underpinnings may be environmentally contextualized processes.

The effects of theatre-based vocal empowerment on young Egyptian women's vocal and language characteristics

This study investigates the impact of a theatre-based vocal empowerment program on the vocal and language characteristics and the self-perceptions of young bilingual Egyptian women. The program used applied theatre, a dramatic practice that promotes civic action by utilizing improvisational techniques to engage participants in exploring solutions to self-identified community concerns. These techniques supported participants' pursuit of vocal empowerment: the ability to comfortably express their intended content with a clear audible voice, accompanied by the belief that what they had to say was worthwhile. The program was implemented in Alexandria and Aswan, two Egyptian cities in different regions of the country, with distinct socio-economic profiles. Thirty-six young women from Aswan and nineteen from Alexandria participated. The program was facilitated in Arabic, for 90 minutes per day over twelve consecutive days in 2018. Participants in both groups spoke Arabic as a home language and studied English in school settings but differed in their educational experiences and English proficiency. The vocal and language characteristics of each participant were tested in Arabic and English pre- and post- program using a spontaneous speech task and a reading aloud task. Their self-perceptions were evaluated through a vocal self-perception survey. Results indicated that participants responded differently in each city. In Alexandria, participants showed significant improvement in language skills (e.g., mean length of utterance). In contrast, participants in Aswan showed a significant change in fundamental frequency. Overall, the self-surveys indicated that all participants experienced an increased sense of confidence, a stronger belief in self-authorship, and an increased desire to voice their opinions clearly in public; however, there were subtle differences between the groups. In analyzing these results, we conclude that to design effective vocal empowerment outreach programs internationally, it is necessary to consider participants' cultural backgrounds, language diversity, and socio-economic status.

Parent-reported social-communication changes in children diagnosed with autism spectrum disorder during the COVID-19 pandemic in the UK

Introduction: The coronavirus pandemic has swept across the United Kingdom (UK). Given the ever-evolving situation, little is known about the repercussions of coronavirus and the subsequent lockdowns for children diagnosed with Autism Spectrum Disorder (ASD). Therefore, this study explores the social-communicative impact of the first lockdown (March 2020 - July 2020) in the UK and the return to school period (September 2020 - October 2020), following prolonged disruption to routine, in children diagnosed with ASD. Methods : Parents of autistic children completed 2 separate online surveys following the first lockdown in the UK (n = 176) and also when children returned to school following the summer break (n = 54). Results : The results suggested that self-regulation skills (p < .05) and co-operation skills (p < .05) were most affected over the course of the lockdown. Children's physical activity levels were perceived to significantly increase during the return to school (p < .0001), which was associated with better social-communication outcomes (p < .05). Conclusion : Future work is needed to confirm and explore the findings. Such work could be implemented to protect and improve the social-communicative outcomes of autistic children.