scholarly journals Lifting the curse of knowing: How feedback improves perspective-taking

2021 ◽  
pp. 174702182098708
Author(s):  
Debby Damen ◽  
Marije van Amelsvoort ◽  
Per van der Wijst ◽  
Monique Pollmann ◽  
Emiel Krahmer
Keyword(s):  
Perspective Taking ◽  
Frame Of Reference ◽  
Point Of View ◽  
Knowing How ◽  
Egocentric Bias

People are likely to use their own knowledge as a frame of reference when they try to assess another person’s perspective. Due to this egocentric anchoring, people often overestimate the extent to which others share their point of view. This study investigated which type of feedback (if any) stimulates perceivers to make estimations of another person’s perspective that are less biased by egocentric knowledge. We allocated participants to one of the three feedback conditions (no feedback, accuracy feedback, narrative feedback). Findings showed that participants who were given feedback adjusted their perspective-judgement more than those who did not receive feedback. They also showed less egocentric projection on future assessments. Participants adjusted their perspective within the same trial to the same degree for both feedback types. However, participants’ egocentric bias was only reduced when they received narrative feedback and not when they received accuracy feedback about their performance. Implications of these findings for theories of perspective-taking are discussed.

scholarly journals Spatial–numerical associations in the presence of an avatar

2020 ◽  
Author(s):  
C. Böffel ◽  
C. Herbst ◽  
O. Lindemann ◽  
J. Müsseler
Keyword(s):  
Perspective Taking ◽  
Frame Of Reference ◽  
Point Of View ◽  
Visual Perspective ◽  
Response Compatibility ◽  
Stimulus Response ◽  
Number Magnitude ◽  
Stimulus Response Compatibility ◽  
Response Coding

Abstract When we interact with other people or avatars, they often provide an alternative spatial frame of reference compared to our own. Previous studies introduced avatars into stimulus–response compatibility tasks and demonstrated compatibility effects as if the participant was viewing the task from the avatar’s point of view. However, the origin of this effect of perspective taking remained unclear. To distinguish changes in stimulus coding from changes in response coding, caused by the avatar, two experiments were conducted that combined a SNARC task and a spontaneous visual perspective taking task to specify the role of response coding. We observed compatibility effects that were based on the avatar’s perspective rather than the participants’ own. Because number magnitude was independent of the avatar’s perspective, the observed changes in compatibility caused by different perspectives indicate changes in response coding. These changes in response coding are only significant when they are accompanied by visual action effects.

Walk A Mile in Their Shoes: Perspective-Taking as an Intervention for Difficult Customer Interactions

2021 ◽  
pp. 109634802098684
Author(s):  
Lindsey Lee
Keyword(s):  
Experimental Design ◽  
Service Delivery ◽  
Perspective Taking ◽  
Point Of View ◽  
Affective Reactions ◽  
Affective Events Theory ◽  
Theoretical Contribution ◽  
Affective Events ◽  
Frontline Managers

An important gap in the customer mistreatment literature is understanding how employees’ affective reactions can be modified to decrease negative affective reactions. The current study draws from affective events theory to examine how customer-focused perspective-taking, or employees taking the customer’s point of view, can modify employees’ affective reactions to customer mistreatment. Withholding customer compensation was examined as an outcome of customer-focused perspective-taking, and anger and empathy were examined as mediators. A two-group (customer-focused perspective-taking: yes or no) experimental design examined the between-subjects effect of customer-focused perspective-taking among 128 frontline managers. The results indicate mediation of anger and empathy between perspective-taking and customer compensation, supporting customer-focused perspective-taking as an intervention to help employees maximize service delivery. The most important theoretical contribution of the article is showing that by interrupting the affective events theory process at a within-person level, affective reactions and episodic performance can be modified when reacting to customer mistreatment.

scholarly journals ‘Knowing How’ in Slovene: Treading the Other Path

Slovene ◽  
2017 ◽  
Vol 6 (1) ◽  
pp. 95-117 ◽  
Author(s):  
Barbara Sonnenhauser
Keyword(s):  
Point Of View ◽  
The Other ◽  
Peculiar Feature ◽  
Linguistic Expression ◽  
Knowing How ◽  
Know How ◽  
Slavic Languages ◽  
Modal Verb ◽  
Contemporary Standard

For the linguistic expression of the concept of knowledge, the Slavic languages use verbs deriving from the Indo-European roots *ĝnō and *ṷei̭d. They differ in terms of the availability of both types of verbs in the contemporary standard languages and in terms of their semantic range. As will be shown in this paper, these differences are interesting not only from a language-specific lexicological point of view, but also in the context of the intersection of lexicon and grammar. Covering the domain of ‘knowing how,’ the *ĝnō-based verb in Slovene (znati) has been extending into the domain of possibility and, on this basis, developing into a modal verb. While this development is not surprising from a typological point of view, it is remarkable from a Slavic perspective, since this particular grammaticalisation path towards possibility is otherwise unknown to Slavic. This peculiar feature of Slovene, which most probably relates to its long-lasting and intensive contact with German, is illustrated in the present paper by comparing Slovene to Russian on the basis of three main questions: 1) the semantic range of vedeti / vedatʹ and znati / znatʹ, 2) the lexicalisation of ‘know how,’ and 3) the relation between knowledge, ability, and possibility. The focus is on contemporary Slovene and Russian, leaving a detailed diachronic investigation and the further embedding into a larger Slavic and areal perspective for future analyses.

scholarly journals A AULA DE GEOGRAFIA NO ENSINO MÉDIO: do legado da tradição às possibilidades de renovação

2018 ◽  
Vol 7 (14) ◽  
pp. 141-160
Author(s):  
Lidiane Bezerra Oliveira ◽  
Armstrong Miranda Evangelista
Keyword(s):  
High School ◽  
Public Schools ◽  
Qualitative Study ◽  
High School Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Point Of View ◽  
School Teachers ◽  
Geography Teaching

A problemática deste trabalho consiste em investigar o desenvolvimento da aula expositiva de Geografia, em escolas públicas de Teresina-PI. Especificamente, buscou-se caracterizar os modelos de aulas expositivas de Geografia; caracterizar a aula expositiva de Geografia desenvolvida pelos professores do Ensino Médio; analisar como o professor usa a linguagem nas aulas expositivas de Geografia e, por último, debater uma proposta de sequência didática que promova a interatividade na aula de Geografia. Trata-se de um estudo de natureza qualitativa. Do ponto de vista teórico-conceitual, o estudo foi desenvolvido com base nos seguintes eixos: primeiramente, considera as reflexões sobre a aula expositiva, tanto na perspectiva tradicional quanto na perspectiva dialógica. Em segundo lugar, focaliza a aula na prática docente em Geografia. E, em terceiro lugar, sublinha o papel da linguagem para o aperfeiçoamento da aula de Geografia. A partir deste quadro de referência, o texto está estruturado em sete seções, compreendendo a Introdução, caminhos metodológicos e três seções teóricas, uma de análise e uma propositiva. PALAVRAS-CHAVE Aula expositiva. Aula expositiva dialógica. Linguagem. Ensino de Geografia. GEOGRAPHY LESSON IN SECONDARY EDUCATION: the legacy of tradition to renewal of possibilities ABSTRACT The problem of this study is to investigate the development of lecture of geography in public schools in Teresina-PI. Specifically, we sought to characterize the models of lectures of Geography; characterize the lecture of Geography developed by high school teachers; analyze how the teacher uses the language in lectures of Geography and finally discuss a proposed didactic sequence that promotes interactivity in geography class. This is a qualitative study. From the theoretical and conceptual point of view, the study was developed based on the following principles: first, considers the reflections on the lecture, both in traditional perspective as the dialogical perspective. Second, the class focuses on teaching practice in geography. And thirdly, it emphasizes the role of language for the improvement of Geography class. From this frame of reference, the text is structured in seven sections, comprising the Introduction, methodological paths and three theoretical sections, one of analysis and one propositive. KEYWORDS Lecture. Dialogic lecture. Language. Geography teaching. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Revising Stanley’s footsteps: encountering the ‘other’ in Darkest England (1996) by Christopher Hope

Literator ◽  
2000 ◽  
Vol 21 (1) ◽  
pp. 85-98
Author(s):  
H. Roos
Keyword(s):  
Nineteenth Century ◽  
Complex Structure ◽  
Frame Of Reference ◽  
Point Of View ◽  
The Other ◽  
Central Theme ◽  
Post Colonial ◽  
Black Africa ◽  
Colonial Texts ◽  
Travel Writings

As has now become a familiar image in Hope’s writings, once again ttie idea of looking at a society from the position of an outsider and an exile forms the central theme of Darkest England (1996). In this satirical novel, the tradition of nineteenth-century travel writings set in a colonial context is reversed, undermined, and then remarkably recreated to portray the present-day manifestation of encounters and relations between (black) Africa and the (white) West. Presenting the (fictional) journals of a Khoisan leader, David Mungo Booi, within a dynamic frame of reference to classical colonial texts by, among others, Livingstone and Stanley. Hope writes a new travel report. This essay discusses how, by the reversal of point of view, a change in time and space, and creating a satirical mood, the colonizer and the colonized are interchanged and the original texts are evoked to be rewritten. The notions of Self/Other, colonial /(post-)colonial and primitive/civilized are placed in new and disturbing contexts, adding to the complex structure of this fascinating text.

Reading Your Mind While You Are Reading—Evidence for Spontaneous Visuospatial Perspective Taking During a Semantic Categorization Task

2018 ◽  
Vol 29 (4) ◽  
pp. 614-622 ◽  
Author(s):  
Martin Freundlieb ◽  
Ágnes M. Kovács ◽  
Natalie Sebanz
Keyword(s):  
Perspective Taking ◽  
Point Of View ◽  
Categorization Task ◽  
Semantic Categorization ◽  
Physical Context ◽  
Visual Access ◽  
Human Adults ◽  
Mental Space ◽  
The Right ◽  
Do So

Recent studies have demonstrated people’s propensity to adopt others’ visuospatial perspectives (VSPs) in a shared physical context. The present study investigated whether spontaneous VSP taking occurs in mental space where another person’s perspective matters for mental activities rather than physical actions. Participants sat at a 90° angle to a confederate and performed a semantic categorization task on written words. From the participants’ point of view, words were always displayed vertically, while for the confederate, these words appeared either the right way up or upside down, depending on the confederate’s sitting position. Participants took longer to categorize words that were upside down for the confederate, suggesting that they adopted the confederate’s VSP without being prompted to do so. Importantly, the effect disappeared if the other’s visual access was impeded by opaque goggles. This demonstrates that human adults show a spontaneous sensitivity to others’ VSP in the context of mental activities, such as joint reading.

Perspective-taking

2016 ◽  
Author(s):  
Giovanni Stanghellini
Keyword(s):  
Perspective Taking ◽  
Point Of View ◽  
The Other ◽  
Sense Of Agency ◽  
Mental Condition ◽  
Therapeutic Goal ◽  
The Past ◽  
The World ◽  
Therapeutic Device

This chapter discusses how perspectivism is the device through which each one of us, who first and foremost sees the world from his point of view, is able to recognize that precisely as just one point of view, and thereby to change it. A healthy mental condition implies the ability to change one’s point of view and temporarily take the perspective of another person. The stronger the reciprocity of perspectives between my former and my present ego, and between my own vantage and the Other’s, the weaker the tendency to perceive my motivations as absolutely necessary. Perspectivism allows me to see myself as not strictly determined by the past and by the involuntary, and may restore a sense of agency. This explains why the reciprocity of perspectives is a therapeutic goal and perspectivism—the attempt to see things from the point of view of the Other—is a therapeutic device.

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.

scholarly journals The Nature of Time

2017 ◽  
Vol 9 (2) ◽  
pp. 21 ◽  
Author(s):  
Sydney Baldwin Self
Keyword(s):  
Time Dilation ◽  
Frame Of Reference ◽  
Point Of View ◽  
Uniform Motion ◽  
Physical Event ◽  
Absolute Time ◽  
Physical Time ◽  
Multiple Observations ◽  
Planck Time ◽  
Nature Of Time

I.    Special relativity does not address the fact that time must exist on lifeless worlds. It only addresses time that is observed, which requires that observers be present.II.    The time that exists on lifeless worlds can be termed physical time.III.    The failure to recognize the existence of physical time has resulted in a view of time that is contrived, overly simplistic and contains irrational conclusions which are not experimentally supported.IV.    On worlds where conscious life exists, both physical time and observed time exist. The characteristics of physical time and of observed time are very different.V.    Physical time has the following attributes:a.    Each physical event is associated with physical time.b.    The attributes of absolute time, ‘now’ and time dilation are associated with every physical event.c.    All physical events occur during ‘now’. d.    A physical event results in a change to physical reality.e.    The frame of reference associated with a physical event is universal.f.    In order to be observed, a physical event must have an associated observed event.VI.    Observed time has the following attributes.a.    Every observed event is associated with observed time.b.    An observed event can only occur as the result of a physical event.c.    Multiple observations can be associated with a single physical event.d.    The attribute of ‘now’ and a frame of reference are associated with every observed event.VII.    The duration of physical ‘now’ is a Planck time which is also the unit of measure for absolute time and time dilation.VIII.    Time dilation is computed using the Lorentz transformation.IX.    The statement regarding time dilation “When two observers are in relative uniform motion and uninfluenced by any gravitational mass, the point of view of each will be that the other's (moving) clock is ticking at a slower rate than the local clock” is mathematically, experimentally and logically wrong.X.    During physical ‘now’ a particle may move through space or it may move through time; which it does is a probability based on the speed of the particle expressed as a percentage of the speed of light.

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