Individual Differences in Children's Corepresentation of Self and Other in Joint Action

Milward, Sophie J.; Kita, Sotaro; Apperly, Ian A.

doi:10.1111/cdev.12693

Cited by 17 publications

(16 citation statements)

References 71 publications

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“…This suggests that human subjects not only represent their own task and actions, but also their partner's, which is supported by neuroimaging studies (Wen & Hsieh, 2015). This Joint Simon effect appears rather late in human ontogeny and has been linked to Theory of Mind development (Milward, Kita, & Apperly, 2016). Recently, a joint Simon effect and thus action co-representation has been demonstrated in common marmosets (Miss & Burkart, in press).…”

Section: ) Callitrichid Communication and The Mirror System Hypothesismentioning

confidence: 73%

From sharing food to sharing information

Burkart

Martins

Zürcher

2018

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Language is a cognitively demanding human trait, but it is also a fundamentally cooperative enterprise that rests on the motivation to share information. Great apes possess many of the cognitive prerequisites for language, but largely lack the motivation to share information. Callitrichids (including marmosets and tamarins) are highly vocal monkeys that are more distantly related to humans than great apes are, but like humans, they are cooperative breeders and all group members help raising offspring. Among primates, this rearing system is correlated with proactive prosociality, which can be expressed as motivation to share information. We therefore propose that the unique coincidence of these two components in humans set the stage for language evolution: The cognitive component inherited from our great ape-like ancestors, and the motivational one added convergently as a result of cooperative breeding. We evaluate this scenario based on a review of callitrichd vocal communication and show that furthermore, they possess many of the mechanistic elements emphasized by the mirror system hypothesis of language evolution. We end by highlighting how more systematic phylogenetic comparisons will enable us to further promote our understanding of the role of cooperative breeding during language evolution.

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Section: ) Callitrichid Communication and The Mirror System Hypothesismentioning

confidence: 73%

From sharing food to sharing information

Burkart

Martins

Zürcher

2018

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“…The current study alone cannot distinguish between children representing only their own part and an individual goal in the Joint Action condition versus representing their own part and goal, but also their partner’s. Existing evidence that children from at least 4 years old do co-represent a partner’s task apparently automatically [ 12 , 13 , 14 ] and that they show increased motor system activation when actively engaged in the task than when observing [ 18 ] point towards the latter argument, but this should be investigated further.…”

Section: Discussionmentioning

confidence: 99%

“…Developmental work has shown interference effects in children [ 12 , 13 ] and has highlighted the role of Theory of Mind in keeping self and other apart. Milward, Kita & Apperly [ 14 ] found that children who were better at avoiding interference from a co-actor’s task were also better on a battery of Theory of Mind tasks. The authors argue that this is because children who are better at Theory of Mind are better able to keep representations of self and other separate.…”

Section: Introductionmentioning

confidence: 99%

Imitation of coordinated actions: How do children perceive relations between different parts?

Milward¹,

Sebanz²

2018

PLoS ONE

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Young children not only need to learn how to perform isolated actions, but also temporally and spatially coordinated actions such as using a knife and fork. Routes to learning such coordinated actions include imitation and participation in joint action. However, little is known about the mechanisms guiding transmission of coordinated actions through observation and joint action performance. This paper reports an experiment comparing children’s tendency to imitate multiple, coordinated actions following demonstration by a single model acting bimanually (Bimanual Observation condition), two models performing the same actions jointly with one performing each hand action (Joint Observation condition) and a condition in which the child actively takes part in the joint action demonstration by performing one part in coordination with a partner (Joint Action condition). When children were subsequently left alone to perform the task independently, they were more likely to imitate both coordinated actions in the two observation conditions than in the Joint Action condition, with no difference between performance in Bimanual and Joint Observation conditions. It is argued that this is due to children being more able to form a global representation of both actions and the relations between the two when observing from a distance than when actively involved in the task.

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“…A less “mentalistic” interpretation could be proposed ( D’Entremont and Seamans, 2007 ), but these results nevertheless highlight children’s motivation for reinstating joint action toward a shared goal. The development of this capacity has received much attention from researchers, as the initiation of joint attention appears to be strongly related to language comprehension and production in the second and third year of life ( Colonnesi et al, 2010 ; Cochet and Byrne, 2016 ), as well as to theory of mind ability (e.g., Charman et al, 2000 ; Milward et al, 2017 ) in both typical and atypical development (e.g., Adamson et al, 2017 ).…”

Section: How Does Communication Develop In the Context Of Social Playmentioning

confidence: 99%

Contribution of Developmental Psychology to the Study of Social Interactions: Some Factors in Play, Joint Attention and Joint Action and Implications for Robotics

Cochet

Guidetti

2018

Front. Psychol.

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Children exchange information through multiple modalities, including verbal communication, gestures and social gaze and they gradually learn to plan their behavior and coordinate successfully with their partners. The development of joint attention and joint action, especially in the context of social play, provides rich opportunities for describing the characteristics of interactions that can lead to shared outcomes. In the present work, we argue that human–robot interactions (HRI) can benefit from these developmental studies, through influencing the human’s perception and interpretation of the robot’s behavior. We thus endeavor to describe some components that could be implemented in the robot to strengthen the feeling of dealing with a social agent, and therefore improve the success of collaborative tasks. Focusing in particular on motor precision, coordination, and anticipatory planning, we discuss the question of complexity in HRI. In the context of joint activities, we highlight the necessity of (1) considering multiple speech acts involving multimodal communication (both verbal and non-verbal signals), and (2) analyzing separately the forms and functions of communication. Finally, we examine some challenges related to robot competencies, such as the issue of language and symbol grounding, which might be tackled by bringing together expertise of researchers in developmental psychology and robotics.

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Individual Differences in Children's Corepresentation of Self and Other in Joint Action

Cited by 17 publications

References 71 publications

From sharing food to sharing information

From sharing food to sharing information

Imitation of coordinated actions: How do children perceive relations between different parts?

Contribution of Developmental Psychology to the Study of Social Interactions: Some Factors in Play, Joint Attention and Joint Action and Implications for Robotics

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