Can Rotational Grouping Be Determined by the Initial Conditions?

A New Perspective on Assessing Cognition in Children through Estimating Shared Intentionality

This theoretical article aims to create a conceptual framework for future research on digital methods for assessing cognition in children through estimating shared intentionality, different from assessing through behavioral markers. It shows the new assessing paradigm based directly on the evaluation of parent-child interaction exchanges (protoconversation), allowing early monitoring of children’s developmental trajectories. This literature analysis attempts to understand how cognition is related to emotions in interpersonal dynamics and whether assessing these dynamics shows cognitive abilities in children. The first part discusses infants’ unexpected achievements, observing the literature about children’s development. The analysis supposes that due to the caregiver’s help under emotional arousal, newborns’ intentionality could appear even before it is possible for children’s intention to occur. The emotional bond evokes intentionality in neonates. Therefore, they can manifest unexpected achievements while performing them with caregivers. This outcome shows an appearance of protoconversation in adult-children dyads through shared intentionality. The article presents experimental data of other studies that extend our knowledge about human cognition by showing an increase of coordinated neuronal activities and the acquisition of new knowledge by subjects in the absence of sensory cues. This highlights the contribution of interpersonal interaction to gain cognition, discussed already by Vygotsky. The current theoretical study hypothesizes that if shared intentionality promotes cognition from the onset, this interaction modality can also facilitate cognition in older children. Therefore in the second step, the current article analyzes empirical data of recent studies that reported meaningful interaction in mother-infant dyads without sensory cues. It discusses whether an unbiased digital assessment of the interaction ability of children is possible before the age when the typical developmental trajectory implies verbal communication. The article develops knowledge for a digital assessment that can measure the extent of children’s ability to acquire knowledge through protoconversation. This specific assessment can signalize the lack of communication ability in children even when the typical trajectory of peers’ development does not imply verbal communication.

When perception is stronger than physics: Perceptual similarities rather than laws of physics govern the perception of interacting objects

When several multistable displays are viewed simultaneously, their perception is synchronized, as they tend to be in the same perceptual state. Here, we investigated the possibility that perception may reflect embedded statistical knowledge of physical interaction between objects for specific combinations of displays and layouts. We used a novel display with two ambiguously rotating gears and an ambiguous walker-on-a-ball display. Both stimuli produce a physically congruent perception when an interaction is possible (i.e., gears counterrotate, and the ball rolls under the walker's feet). Next, we gradually manipulated the stimuli to either introduce abrupt changes to the potential physical interaction between objects or keep it constant despite changes in the visual stimulus. We characterized the data using four different models that assumed (1) independence of perception of the stimulus, (2) dependence on the stimulus's properties, (3) dependence on physical configuration alone, and (4) an interaction between stimulus properties and a physical configuration. We observed that for the ambiguous gears, the perception was correlated with the stimulus changes rather than with the possibility of physical interaction. The perception of walker-on-a-ball was independent of the stimulus but depended instead on whether participants responded about a relative motion of two objects (perception was biased towards physically congruent motion) or the absolute motion of the walker alone (perception was independent of the rotation of the ball). None of the two experiments supported the idea of embedded knowledge of physical interaction.

Perceiving Social Cohesion: Movement Synchrony and Task Demands Both Matter

Previous research has shown that interpersonal synchrony is associated with a number of prosocial effects. We investigated the respective roles of behavioural synchrony and perceived task demands on perceptions of cohesion by performing two experiments in which participants viewed pairs of point-light figures engaging in four coordinated behaviours. Behaviours were seen twice, once in perfect in-phase synchrony and once with synchrony manipulated (phase shift: 180° in Experiment 1 and 45°, 90°, 270°, and 315° in Experiment 2). Dyads were rated on perceived exertion and perceived social cohesion. Results indicate that in-phase synchrony is associated with higher levels of perceived cohesion and that perceived exertion is a good predictor of cohesion ratings. Two interactions suggest that the effect is not purely perceptual and that participants observing coordinated movement also make inferences about the intentions of those observed. Results are discussed and future directions suggested.