Altercentric cognition: how others influence our cognitive processing

Kampis, Dora; Southgate, Victoria

doi:10.31234/osf.io/vwxjh

Cited by 4 publications

(4 citation statements)

References 36 publications

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“…In line with this, our findings indicate that a synchronised audience may enhance behavioural motivation when reward processing is initiated by successful motor alignment (Shamay-Tsoory et al, 2019). Further, the continuous monitoring for gaps in social alignment may interfere with reaction times, as social alignment may outweigh slightly reduced behavioural performance (Kampis & Southgate, 2020). The findings from our analyses of changes in cortical oxygenation offer additional insight into the neural mechanisms supporting response inhibition under observation by a synchronised audience.…”

Section: The Presence Of An Audience Incurs a Speed-accuracy Trade-offsupporting

confidence: 77%

Synchronised interactions with a peer observer increase self-monitoring during response inhibition: An fNIRS study

Moffat

Caruana²,

Cross³

2022

Preprint

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It is well established that observation by an audience can improve performance on various cognitive tasks. More recently, it has come to light that developing motor synchrony with a peer (through interventions such as the mirror game) can also yield collaborative, cognitive, and social benefits. The combined and relative advantages offered by audience and synchronisation effects are not yet understood. It is important to address this gap to determine whether synchronising activities might amplify the positive effects of an audience. In this pre-registered study, we investigate the extent to which response inhibition may be improved when observed by a synchronised peer. We compare behavioural and cortical (functional near-infrared spectroscopy; fNIRS) measures of inhibition between synchronised and non-synchronised dyads and find that the presence of a synchronised peer-audience introduces a speed-accuracy trade-off. This co-occurs with cortical activation in bilateral inferior frontal and middle prefrontal cortices, which are implicated in monitoring and maintenance of social alignment. Our findings have the potential to inform the rehabilitation of inhibition and social skills in clinical settings.

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Section: The Presence Of An Audience Incurs a Speed-accuracy Trade-offsupporting

confidence: 77%

Synchronised interactions with a peer observer increase self-monitoring during response inhibition: An fNIRS study

Moffat

Caruana²,

Cross³

2022

Preprint

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“…Our findings indicate that young infants may have a more general bias for remembering information that concerns others, independently of whether it is what others have seen, or what others have been assigned and can act on. Our findings also show that such a memory bias does not only concern the location of objects, but also the identity and appearance of these objects (33). Importantly, our study demonstrates that this other-bias recedes with the development of a self-concept and gives way to the classic memory bias for self-relevant content, marking the emergence of the well-known self-reference effect.…”

Section: Self-itemssupporting

confidence: 59%

From other-reference to a self-reference effect – Reversal of the classic memory bias in human infants

Grosse Wiesmann,

Rothmaler,

Habdank

et al. 2024

Preprint

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As adults, we remember information better that is related to ourselves compared to similar information without self-reference. This self-reference bias is well-documented in both adults and children, but its developmental origins are unknown. Here, we hypothesized that its emergence should be associated with the development of a self-concept in the second year of life. We presented 18-month-old infants with a sequence of novel objects that were assigned either to them, or to a puppet. Infants were then tested on their memory for the objects by presenting them with an image of each of the objects, alongside an image of a similar but modified version of the same object. As an index of self-concept emergence, infants were also tested for mirror self-recognition. 18-month-olds who passed the mirror self-recognition test remembered objects assigned to them better than those assigned to the puppet, and this result was replicated in a second study with older infants. In contrast, 18-month-olds who did not evidence mirror self-recognition only remembered the objects assigned to the puppet, but not the objects assigned to themselves. This suggests that the self-reference effect emerges with the development of self-concept in the second year of life. However, prior to the emergence of a self-concept, infants instead exhibit an other-reference effect. We suggest that prioritizing information relevant to others is adaptive given young infants’ heavy dependence on others, but that, with the emergence of a self-concept, infants transition to prioritizing self-relevant information.

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“…Interestingly, these models relate to ongoing debates around the emergence of the self-other distinction (Kampis et al, 2021); do we understand others because we have a clear sense of self (Meltzoff, 2007) or does the self arise from understanding others (Prinz, 2017)? These frameworks can only be distinguished through empirical data.…”

Section: Cognitive Empathymentioning

confidence: 99%

The typical and atypical development of empathy: How big is the gap from lab to field?

Bulgarelli

Jones

2023

JCPP Advances

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Background Empathy‐understanding and sharing someone else's feelings‐is crucial for social bonds. Studies on empathy development are limited and mainly performed with behavioural assessments. This is in contrast to the extensive literature on cognitive and affective empathy in adults. However, understanding the mechanisms behind empathy development is critical to developing early interventions to support children with limited empathy. This is particularly key in toddlerhood, as children transition from highly scaffolded interactions with their parents and towards interactions with their peers. However, we know little about toddlers' empathy, in part due to the methodological constraints of testing this population in traditional lab settings. Methods Here, we combine naturalistic observations with a targeted review of the literature to provide an assessment of our current understanding of the development of empathy in toddlerhood as it is expressed in real‐world settings. We went into toddlers' typical habitat, a nursery, and we performed 21 h of naturalistic observations of 2‐to‐4‐year‐olds. We then reviewed the literature to evaluate our current understanding of the mechanisms that underpin observed behaviours. Results We observed that (i) emotional contagion, possibly a primitive form of empathy, was observed at the nursery, but rarely; (ii) older toddlers often stared when someone cried, but there was no clear evidence of shared feelings; (iii) teacher and parent scaffolding might be paramount for empathy development; (iv) as some atypical empathic reactions can be observed from toddlerhood, early interventions could be developed. Several competing theoretical frameworks could account for current findings. Conclusions Targeted studies of toddlers and their interaction partners in both controlled and naturalistic contexts are required to distinguish different mechanistic explanations for empathic behaviour in toddlerhood. We recommend the use of new cutting‐edge methodologies to embed neurocognitively‐informed frameworks into toddlers' natural social world.

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Altercentric cognition: how others influence our cognitive processing

Cited by 4 publications

References 36 publications

Synchronised interactions with a peer observer increase self-monitoring during response inhibition: An fNIRS study

Synchronised interactions with a peer observer increase self-monitoring during response inhibition: An fNIRS study

From other-reference to a self-reference effect – Reversal of the classic memory bias in human infants

The typical and atypical development of empathy: How big is the gap from lab to field?

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