“… Fig. 1 Example Trial Progression used in a Different Outcomes Training Set-Up (adapted from [4] ). Left.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…In [4] we provided an adaptation of the ToC protocol described above to a social context wherein lies our novel methodological contribution. The difference between the protocols concerns the implementation of Stage 2.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…3 , which shows both experimental (right), i.e. the social setting, and control (left) conditions for the particular implementation of this methodology in [4] . Here, a video stimulus in the social condition substituted for explicit outcomes (see Fig.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…This, therefore, represents a partially observable problem whereby neither response nor outcome are visible to the confederate. An alternative (also evaluated in [4] ) concerns ensuring only response, but not outcome, is unobservable. Fig.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…The animation video in this non-social condition was used to control for the fact that the social condition used a video. The red filled score bar (left side of screen) displaying accumulated score remained at the level at which the participant had reached in Stage 1 (from [4] ). …”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
This article adapts an existing experimental protocol for assessing individuals’ ability to transfer knowledge across instrumental and pavlovian learning stages. The protocol (
Transfer of Control
using differential outcomes learning) is adapted to fit social contexts wherein the pavlovian learning phase is modulated so that individuals are able to observe, and potentially learn from, the stimulus associated with reinforcing outcomes presented to another (observable) individual. Transfer of Control concerns participants combining knowledge of learned instrumental and pavlovian (stimulus, response, outcome) associations in order to ground the learning of new associations. The article describes the theoretical and procedural underpinnings of a novel
Social Transfer of Control
methodology. The use of such a methodology is two-fold: i) to serve as a guide to researchers interested in evaluating how individuals can learn from others in a partially observable setting, i.e. when behavioural and reinforcing outcome information is hidden, and bring to bear this knowledge on their own instrumental decision making; ii), to facilitate investigation of the routes of cognitive and emotional empathy, with potential applications for educational and clinical settings.
Three stage
Transfer of Control
behavioural methodology is adapted to include a social (pavlovian) learning stage.
Hypotheses can be tested that concern learning rewarding instrumental responses achieved by observation of others’ emotionally expressive reactions to differentially rewarding outcomes.
Methodological and validation considerations for evaluating the above are presented
“… Fig. 1 Example Trial Progression used in a Different Outcomes Training Set-Up (adapted from [4] ). Left.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…In [4] we provided an adaptation of the ToC protocol described above to a social context wherein lies our novel methodological contribution. The difference between the protocols concerns the implementation of Stage 2.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…3 , which shows both experimental (right), i.e. the social setting, and control (left) conditions for the particular implementation of this methodology in [4] . Here, a video stimulus in the social condition substituted for explicit outcomes (see Fig.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…This, therefore, represents a partially observable problem whereby neither response nor outcome are visible to the confederate. An alternative (also evaluated in [4] ) concerns ensuring only response, but not outcome, is unobservable. Fig.…”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
confidence: 99%
“…The animation video in this non-social condition was used to control for the fact that the social condition used a video. The red filled score bar (left side of screen) displaying accumulated score remained at the level at which the participant had reached in Stage 1 (from [4] ). …”
Section: Differential Outcomes and Transfer Of Control Protocols: Theory-based Methodological Considerationsmentioning
This article adapts an existing experimental protocol for assessing individuals’ ability to transfer knowledge across instrumental and pavlovian learning stages. The protocol (
Transfer of Control
using differential outcomes learning) is adapted to fit social contexts wherein the pavlovian learning phase is modulated so that individuals are able to observe, and potentially learn from, the stimulus associated with reinforcing outcomes presented to another (observable) individual. Transfer of Control concerns participants combining knowledge of learned instrumental and pavlovian (stimulus, response, outcome) associations in order to ground the learning of new associations. The article describes the theoretical and procedural underpinnings of a novel
Social Transfer of Control
methodology. The use of such a methodology is two-fold: i) to serve as a guide to researchers interested in evaluating how individuals can learn from others in a partially observable setting, i.e. when behavioural and reinforcing outcome information is hidden, and bring to bear this knowledge on their own instrumental decision making; ii), to facilitate investigation of the routes of cognitive and emotional empathy, with potential applications for educational and clinical settings.
Three stage
Transfer of Control
behavioural methodology is adapted to include a social (pavlovian) learning stage.
Hypotheses can be tested that concern learning rewarding instrumental responses achieved by observation of others’ emotionally expressive reactions to differentially rewarding outcomes.
Methodological and validation considerations for evaluating the above are presented
This study represents the first stage of evaluating whether cognitive training interventions may be facilitated by the presence of a socially assistive robot (SAR) and gamification. Our experimental setup involves using a SAR providing feedback to a gamified visuospatial working memory task, administered according to a differential outcomes training (DOT) protocol. The study’s main objective was to investigate whether performance and attitude towards the task would be affected by different robotic setups (none, simulated or physical) and in relation to different challenge levels. We measured performance accuracy on the gamified visuospatial memory task and self-reported affective ratings, which are relevant for assessing attitude towards the task and providing indicators to the potential for using a SAR for a longer-term cognitive intervention. Additionally, we conducted exploratory analyses of eye movement strategies for memory encoding during the task. The results demonstrated a significant differential outcomes effect (DOE) on memory performance accuracy, regardless of Robot type and Challenge level, providing evidence that a DOE can still be obtained when a SAR interacts with participants. Moreover, the results from the affective ratings revealed that participants accompanied by the physical robot reported lower levels of stress and increased levels of control. Our results demonstrate, for the first time, a DOE using a SAR in a gamified context. This result, coupled with positive subjective reporting of the human–robot interactive experience of participants, demonstrates the potential for using a SAR to: (i) promote positive attitudes for a DOT-based cognitive intervention, without (ii) negatively affecting task performance.
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