scholarly journals Reduced egocentric bias when perspective-taking compared with working from rules

2020 ◽  
Vol 73 (9) ◽  
pp. 1368-1381 ◽  
Author(s):  
Steven Samuel ◽  
Anna Frohnwieser ◽  
Robert Lurz ◽  
Nicola S Clayton
Keyword(s):  
Perspective Taking ◽  
Social Stimuli ◽  
Colour Scale ◽  
Egocentric Bias ◽  
Level 1 ◽  
Level 2

Previous research has suggested that adults are sometimes egocentric, erroneously attributing their current beliefs, perspectives, and opinions to others. Interestingly, this egocentricity is sometimes stronger when perspective-taking than when working from functionally identical but non-perspectival rules. Much of our knowledge of egocentric bias comes from Level 1 perspective-taking (e.g., judging whether something is seen) and judgements made about narrated characters or avatars rather than truly social stimuli such as another person in the same room. We tested whether adults would be egocentric on a Level 2 perspective-taking task (judging how something appears), in which they were instructed to indicate on a continuous colour scale the colour of an object as seen through a filter. In our first experiment, we manipulated the participants’ knowledge of the object’s true colour. We also asked participants to judge either what the filtered colour looked like to themselves or to another person present in the room. We found participants’ judgements did not vary across conditions. In a second experiment, we instead manipulated how much participants knew about the object’s colour when it was filtered. We found that participants were biased towards the true colour of the object when making judgements about targets they could not see relative to targets they could, but that this bias disappeared when the instruction was to imagine what the object looked like to another person. We interpret these findings as indicative of reduced egocentricity when considering other people’s experiences of events relative to considering functionally identical but abstract rules.

Autistic children understand seeing and wanting

1991 ◽  
Vol 3 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Jacinta Tan ◽  
Paul L. Harris
Keyword(s):  
Perspective Taking ◽  
Visual Perspective ◽  
Autistic Children ◽  
Normal Children ◽  
Mental Age ◽  
Relative Success ◽  
Visual Perspective Taking ◽  
Level 1 ◽  
Psychological Tasks ◽  
Level 2

AbstractAutistic children were assessed for their understanding of seeing and wanting. In Experiment 1, they judged whether a target was visible to each of two observers (a Level 1 task of visual perspective-taking) and which of two targets each observer would identify as “in front” (a Level 2 task). The autistic children performed as well as normal children of the same verbal mental age on both tasks. In Experiment 2, autistic children identified the emotion that familiar situations would elicit, expressed a selective preference or desire, and reidentified that desire despite an outcome that thwarted it. Their performance was similar to that of normal and retarded children equated for verbal mental age. An explanation is offered for autistic children's difficulty on some psychological tasks and their relative success on others.

Perspective Taking: Knowledge of Level 1 and Level 2 Rules by Congenitally Blind, Low Vision, and Sighted Children

1995 ◽  
Vol 89 (6) ◽  
pp. 514-523 ◽  
Author(s):  
G. Miletic
Keyword(s):  
Perspective Taking ◽  
Low Vision ◽  
Congenitally Blind ◽  
Level 1 ◽  
Level 2 ◽  
Better Than ◽  
Visual Conditions

This article reports on a study of the knowledge of the Level 1 and Level 2 rules of perspective taking by three groups of 8-year-old children with three visual conditions. Although all groups of children had knowledge of the Level 1 rules, their knowledge of the Level 2 rules was affected by their vision. Thus, the sighted children performed better than the children with low vision, and the children with low vision performed better than those who were congenitally blind.

Autistic children understand seeing and wanting

1991 ◽  
Vol 3 (2) ◽  
pp. 163-174 ◽  
Author(s):  
Jacinta Tan ◽  
Paul L. Harris
Keyword(s):  
Perspective Taking ◽  
Visual Perspective ◽  
Autistic Children ◽  
Normal Children ◽  
Mental Age ◽  
Relative Success ◽  
Visual Perspective Taking ◽  
Level 1 ◽  
Psychological Tasks ◽  
Level 2

AbstractAutistic children were assessed for their understanding of seeing and wanting. In Experiment 1, they judged whether a target was visible to each of two observers [a Level 1 task of visual perspective-taking] and which of two targets each observer would identify as “in front” [a Level 2 task]. The autistic children performed as well as normal children of the same verbal mental age on both tasks. In Experiment 2, autistic children identified the emotion that familiar situations would elicit, expressed a selective preference or desire, and reidentified that desire despite an outcome that thwarted it. Their performance was similar to that of normal and retarded children equated for verbal mental age. An explanation is offered for autistic children's difficulty on some psychological tasks and their relative success on others.

scholarly journals Hierarchical integration of communicative and visuospatial perspective-taking demands in sensorimotor control of referential pointing

2019 ◽  
Author(s):  
Rui Liu ◽  
Sara Bögels ◽  
Geoffrey Bird ◽  
W. Pieter Medendorp ◽  
Ivan Toni
Keyword(s):  
Mental Representation ◽  
Perspective Taking ◽  
Interaction Space ◽  
Sensorimotor Control ◽  
The Novel ◽  
Additive Interaction ◽  
Physical Location ◽  
Level 1 ◽  
Level 2

Recognised as a simple communicative behaviour, referential pointing is cognitively complex because it invites a communicator to consider the presumed knowledge of an addressee. Although previous work has shown that referential pointing is affected by addressees’ physical location, it remains unclear whether and how communicators’ inferences about addressees’ mental representation of the interaction space influence sensorimotor control of referential pointing. A novel Communicative Perspective-Taking task manipulated communicative and perspective-taking demands in communicators pointing to objects on a table while facing an addressee. Communicators had longer planning times in Level-2 than Level-1 perspective-taking trials, and longer holding times in communicative than non-communicative trials. The novel finding is that increasing both communicative and perspective-taking demands led to longer pointing trajectories, with an under-additive interaction between those two experimental factors. Participants generate communicative behaviours as informative as required, rather than overly exaggerated displays, by integrating communicative and perspective-taking information hierarchically, during sensorimotor control.

Challenging the Two-systems Model of Mindreading

2019 ◽  
pp. 79-106
Author(s):  
Pierre Jacob
Keyword(s):  
Working Memory ◽  
Perspective Taking ◽  
Ontogenetic Development ◽  
Cognitive Systems ◽  
Visual Perspective ◽  
Middle Ground ◽  
Systems Model ◽  
Two Systems ◽  
Level 1 ◽  
Level 2

The two-systems model of mindreading advocated by Ian Apperly and Steve Butterfill seeks to find a middle ground between full-blown mindreading and either behaviour-reading or so-called ‘sub-mentalizing’. Minimal mindreading is taken to be efficient, automatic, and to emerge early in human ontogenetic development. Full-blown mindreading is taken to be flexible, less efficient, and to develop later. This chapter raises three challenges for this model. First, it challenges its claim to resolve the developmental puzzle. Secondly, it challenges the claim that the representation of the aspectuality of beliefs falls outside the scope of minimal mindreading. Finally, examination of the contrast between Level-1 and Level-2 visual perspective-taking undermines the sharp dichotomy between automatic and flexible cognitive processes. The alternative picture supported by this chapter is of a single mindreading system that can be used in ways that are more or less effortful as a result of interacting with other cognitive systems, such as working memory and executive control.

scholarly journals Effects of non-invasive brain stimulation on visual perspective taking: A meta-analytic study

2021 ◽  
Author(s):  
Yuan-Wei Yao ◽  
Vivien Chopurian ◽  
Lei Zhang ◽  
Claus Lamm ◽  
Hauke R. Heekeren
Keyword(s):  
Mental Rotation ◽  
Brain Stimulation ◽  
Perspective Taking ◽  
Visual Perspective ◽  
Temporoparietal Junction ◽  
Non Invasive ◽  
Visual Perspective Taking ◽  
Level 1 ◽  
Meta Analyses ◽  
Level 2

Visual perspective taking (VPT) is a critical ability required by complex social interaction. Non-invasive brain stimulation (NIBS) has been increasingly used to examine the causal relationship between brain activity and VPT, yet with heterogeneous results. In the current study, we conducted two meta-analyses to examine the effects of NIBS of the right temporoparietal junction (rTPJ) or dorsomedial prefrontal cortex (dmPFC) on VPT, respectively. We performed a comprehensive literature search to identify qualified studies, and computed the standardized effect size (ES) for each combination of VPT level (Level-1: visibility judgment; Level-2: mental rotation) and perspective (self and other). Twelve studies (rTPJ: 11 studies, 20 ESs; dmPFC: 4 studies, 18 ESs) were included in the meta-analyses. Random-effects models were used to generate the overall effects. Subgroup analyses for distinct VPT conditions were also performed. We found that stimulation of rTPJ significantly improved participants' visibility judgment from the allocentric perspective, whereas dmPFC stimulation mainly influenced Level-1 performance from the egocentric perspective. For both areas, the effects of stimulation on Level-2 performance are negligible. These findings suggest that the rTPJ and dmPFC are involved in basic allocentric and egocentric perspective-taking processes, respectively. Notably, contrary to some theoretical models, neither of them appears to be necessary for more complex VPT with a higher requirement of mental rotation. These findings may help clarify the causal roles of the rTPJ and dmPFC in VPT and emphasize the importance of specifying VPT conditions in experimental designs.

scholarly journals Error rate on the director's task is influenced by the need to take another's perspective but not the type of perspective

2017 ◽  
Vol 4 (8) ◽  
pp. 170284 ◽  
Author(s):  
Edward W. Legg ◽  
Laure Olivier ◽  
Steven Samuel ◽  
Robert Lurz ◽  
Nicola S. Clayton
Keyword(s):  
Error Rate ◽  
Perspective Taking ◽  
Side Effect ◽  
Error Rates ◽  
The Other ◽  
Inference Process ◽  
Level 1 ◽  
Level 2

Adults are prone to responding erroneously to another's instructions based on what they themselves see and not what the other person sees. Previous studies have indicated that in instruction-following tasks participants make more errors when required to infer another's perspective than when following a rule. These inference-induced errors may occur because the inference process itself is error-prone or because they are a side effect of the inference process. Crucially, if the inference process is error-prone, then higher error rates should be found when the perspective to be inferred is more complex. Here, we found that participants were no more error-prone when they had to judge how an item appeared (Level 2 perspective-taking) than when they had to judge whether an item could or could not be seen (Level 1 perspective-taking). However, participants were more error-prone in the perspective-taking variants of the task than in a version that only required them to follow a rule. These results suggest that having to represent another's perspective induces errors when following their instructions but that error rates are not directly linked to errors in inferring another's perspective.

Group membership and the effects on visual perspective taking

2018 ◽  
Author(s):  
Dana Schneider ◽  
Anne Grigutsch ◽  
Matthias Schurz ◽  
Romi Zäske ◽  
Stefan R. Schweinberger
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Perspective Taking ◽  
Visual Perspective ◽  
Interference Effects ◽  
Social Categories ◽  
Visual Perspective Taking ◽  
Mental State Ascription ◽  
Ethnic Nationality ◽  
Level 1

It has been hypothesized that visual perspective-taking, a basic Theory of Mind mechanism, might operate quite automatically particularly in terms of ´what´ someone else sees. As such we were interested in whether different social categories of an agent (e.g., gender, race, nationality) influence this mental state ascription mechanism. We tested this assumption by investigating the Samson level-1 visual perspective-taking paradigm using agents with different ethnic nationality appearances. A group of self-identified Turkish and German participants were asked to make visual perspective judgments from their own perspective (self-judgment) as well as from the perspective of a prototypical Turkish or German agent (other-judgment). The respective related interference effects - altercentric and egocentric interferences - were measured. When making other-judgments, German participants showed increased egocentric interferences for Turkish compared to German agents. Turkish participants showed no ethnic group influence for egocentric interferences and reported feeling associated with the German and Turkish nationality to a similar extent. For self-judgments, altercentric interferences were of similar magnitude for both ethnic agents in both participant groups. Overall this indicates that in level-1 visual perspective-taking, other-judgments and related egocentric interferences are sensitive to social categories and are better described as a flexible, controlled and deliberate mental state ascription mechanism. In contrast, self-judgments and related altercentric interference effects are better described as automatic, efficient and unconscious mental state ascription mechanisms. In a broader sense the current results suggest that we should stop considering automaticity an all-or-none principle when it comes theory of mind processes.

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS DALAM MENYELESAIKAN MASALAH STATISTIKA

2018 ◽  
Vol 5 (2) ◽  
pp. 7 ◽  
Author(s):  
Ahmad Aunur Rohman
Keyword(s):  
Level 1 ◽  
Level 2

Penelitian ini dimaksudkan untuk mengetahui bagaimana kemampuan komunikasi matematis mahasiswa terhadap pemahaman statistika. Data dalam penelitian ini berupa hasil pekerjaan tes tertulis tentang kemampuan komunikasi matematis dan wawancara terhadap subjek penelitian. Pengumpulan data diperoleh dengan tes dan wawancara. Uji keabsahan data yang digunakan adalah triangulasi. Data penelitan yang terkumpul dianalisis dengan analisis data non statistik yang terdiri dari tiga alur, yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi data. Hasil penelitian menunjukkan bahwa 1) Terdapat 5 mahasiswa yang berada pada level 0 (sangat kurang baik); 2) 24 mahasiswa berada pada level 1 (kurang baik); 3) 6 mahasiswa berada pada level 2 (cukup baik); Penelitian ini diharapkan dapat memacu individu lain untuk melakukan penelitian yang lebih baik dan mendalam tentang kemampuan komunikasi matematis.

EVALUASI PELATIHAN DI PT. PUPUK KUJANG CIKAMPEK

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Lania Muharsih ◽  
Ratih Saraswati
Keyword(s):  
Training Evaluation ◽  
Work Productivity ◽  
Learning Behavior ◽  
Level 3 ◽  
Level 1 ◽  
Four Levels ◽  
A Company ◽  
Level 2 ◽  
Evaluation Sheet ◽  
Assessment Factor

This study aims to determine the training evaluation at PT. Kujang Fertilizer. PT. Pupuk Kujang is a company engaged in the field of petrochemicals. Evaluation sheet of PT. Fertilizer Kujang is made based on Kirkpatrick's theory which consists of four levels of evaluation, namely reaction, learning, behavior, and results. At level 1, namely reaction, in the evaluation sheet is in accordance with the theory of Kirkpatrick, at level 2 that is learning should be held pretest and posttest but only made scale. At level 3, behavior, according to theory, but on assessment factor number 3, quantity and work productivity should not need to be included because they are included in level 4. At level 4, that is the result, here is still lacking to get a picture of the results of the training that has been carried out because only based on answers from superiors without evidence of any documents.   Keywords: Training Evaluation, Kirkpatrick Theory.    Penelitian ini bertujuan mengetahui evaluasi training di PT. Pupuk Kujang. PT. Pupuk Kujang merupakan perusahaan yang bergerak di bidang petrokimia. Lembar evaluasi PT. Pupuk Kujang dibuat berdasarkan teori Kirkpatrick yang terdiri dari empat level evaluasi, yaitu reaksi, learning, behavior, dan hasil. Pada level 1 yaitu reaksi, di lembar evaluasi tersebut sudah sesuai dengan teori dari Kirkpatrick, pada level 2 yaitu learning seharusnya diadakan pretest dan posttest namun hanya dibuatkan skala. Pada level 3 yaitu behavior, sudah sesuai teori namun pada faktor penilaian nomor 3 kuantitas dan produktivitas kerja semestinya tidak perlu dimasukkan karena sudah termasuk ke dalam level 4. Pada level 4 yaitu hasil, disini masih sangat kurang untuk mendapatkan gambaran hasil dari pelatihan yang sudah dilaksanakan karena hanya berdasarkan dari jawaban atasan tanpa bukti dokumen apapun.   Kata kunci: Evaluasi Pelatihan, Teori Kirkpatrick.

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