scholarly journals Punishment is Organized around Principles of Communicative Inference

2020 ◽  
Author(s):  
Arunima Sarin ◽  
Mark K Ho ◽  
Justin Martin ◽  
Fiery Andrews Cushman
Keyword(s):  
Simple Form ◽  
Communicative Intent ◽  
Incentive Value ◽  
Communicative Act

Humans use punishment to influence each other’s behavior. Many current theories presume that this operates as a simple form of incentive. In contrast, we show that people infer the communicative intent behind punishment, which can sometimes diverge sharply from its immediate incentive value. In other words, people respond to punishment not as a reward to be maximized, but as a communicative signal to be interpreted. Specifically, we show that people expect harmless, yet communicative, punishments to be as effective as harmful punishments (Experiment 1). Under some situations, people display a systematic preference for harmless punishments over more canonical, harmful punishments (Experiment 2). People readily seek out and infer the communicative message inherent in a punishment (Experiment 3). And people expect that learning from punishment depends on the ease with which its communicative intent can be inferred (Experiment 4). Taken together, these findings demonstrate that people expect punishment to be constructed and interpreted as a communicative act.

scholarly journals Electrophysiological and Kinematic Correlates of Communicative Intent in the Planning and Production of Pointing Gestures and Speech

2015 ◽  
Vol 27 (12) ◽  
pp. 2352-2368 ◽  
Author(s):  
David Peeters ◽  
Mingyuan Chu ◽  
Judith Holler ◽  
Peter Hagoort ◽  
Aslı Özyürek
Keyword(s):  
Index Finger ◽  
Neural Mechanisms ◽  
Human Interaction ◽  
Human Communication ◽  
Complex Interplay ◽  
Material World ◽  
Communicative Intent ◽  
Electrophysiological Data ◽  
Pointing Gestures ◽  
Communicative Act

In everyday human communication, we often express our communicative intentions by manually pointing out referents in the material world around us to an addressee, often in tight synchronization with referential speech. This study investigated whether and how the kinematic form of index finger pointing gestures is shaped by the gesturer's communicative intentions and how this is modulated by the presence of concurrently produced speech. Furthermore, we explored the neural mechanisms underpinning the planning of communicative pointing gestures and speech. Two experiments were carried out in which participants pointed at referents for an addressee while the informativeness of their gestures and speech was varied. Kinematic and electrophysiological data were recorded online. It was found that participants prolonged the duration of the stroke and poststroke hold phase of their gesture to be more communicative, in particular when the gesture was carrying the main informational burden in their multimodal utterance. Frontal and P300 effects in the ERPs suggested the importance of intentional and modality-independent attentional mechanisms during the planning phase of informative pointing gestures. These findings contribute to a better understanding of the complex interplay between action, attention, intention, and language in the production of pointing gestures, a communicative act core to human interaction.

scholarly journals El uso de captadores de la atención por niños en ambientes formales e informales

2015 ◽  
Vol 16 (2) ◽  
pp. 85
Author(s):  
María Del Carmen Delegado Chinchilla
Keyword(s):  
Observational Study ◽  
El Niño ◽  
El Nino ◽  
School Library ◽  
Communicative Intent ◽  
Main Factors ◽  
Communicative Act ◽  
Multifunctional Devices

Dos factores principales en los intercambios conversacionales: en primer lugar, la intención comunicativa y segundo, la sociedad misma. Este documento se centra en un tipo de acto comunicativo definido por Michael McTear (1985) como el captador de la atención. Captar la atención es, de acuerdo con McTear, dispositivos multifuncionales utilizados por el hablante para iniciar un intercambio o para establecer la comunicación después de varios intentos fallidos. La intención del hablante, un niño en este caso, es captar la atención de los adultos cuando necesita ayuda para realizar algún tipo de tarea escolar. En general, este trabajo presenta los resultados de un estudio observacional en el que los niños, en edades de seis a doce, interactuan en el aula y en la biblioteca de la escuela. Se supone, pues, que si se les ha dado la instrucción adecuada, el niño necesitará muy poca ayuda, pero si por alguna razón, el niño no entiende el mensaje del maestro, él / ella va a hacer uso de captar la atención con el fin de establecer la comunicación . Por otra parte, el niño va a utilizar captar la atención para obtener información o para participar en las actividades de clase. Two main factors condition conversational exchanges: fírst, the communicative intent and second, society itself. This paper concentrates on one type of communicative act defined by Michael McTear (1985) as the attention getter. Attention getters are, according to McTear, multifunctional devices used by the speaker to initiate an exchange or to establish communication after various unsuccessful attempts. The intention of the speaker, a child in this case, is to capture the attention of the adult whenever help is needed to perform some kind of school task. In general, this paper presents the results of an observational study in which children, ages six to twelve, interact in the classroom and in the school library. It is assumed, then that if proper instruction has been given, the child will need very little help, but if for some reason, the child does not understand the teacher's message, he/she will make use of attention getters in order to establish communication. Furthermore, the child will use attention getters to obtain information or to participate in class activities.

Three-year-olds understand communicative intentions without language, gestures, or gaze

2013 ◽  
Vol 14 (1) ◽  
pp. 62-80 ◽  
Author(s):  
Richard Moore ◽  
Kristin Liebal ◽  
Michael Tomasello
Keyword(s):  
Young Children ◽  
Training Session ◽  
Eye Contact ◽  
Communicative Interaction ◽  
Communicative Intent ◽  
Hiding Place ◽  
Very Young Children ◽  
Communicative Interactions ◽  
Communicative Act ◽  
Do So

The communicative interactions of very young children almost always involve language (based on conventions), gesture (based on bodily deixis or iconicity) and directed gaze. In this study, ninety-six children (3;0 years) were asked to determine the location of a hidden toy by understanding a communicative act that contained none of these familiar means. A light-and-sound mechanism placed behind the hiding place and illuminated by a centrally placed switch was used to indicate the location of the toy. After a communicative training session, an experimenter pressed the switch either deliberately or accidentally, and with or without ostension (in the form of eye contact and child-directed speech). In no condition did she orient towards the hiding place. When the switch was pressed intentionally, children used the light-and-sound cue to find the toy – and tended to do so even in the absence of ostensive eye contact. When the experimenter pressed the switch accidentally, children searched randomly – demonstrating that they were tracking her communicative intent, and not merely choosing on the basis of salience. The absence of an effect of ostension contradicts research that ostension helps children to interpret the communicative intentions underlying unfamiliar signs. We explain this by concluding that while it may play a role in establishing a communicative interaction, it is not necessary for sustaining one; and that even with a highly novel communicative act – involving none of the means of communication on which children typically rely – three-year-olds can comprehend the communicative intentions behind an intentionally produced act.

Background Fitting in the Low-Loss Region of Electron Energy Loss Spectra

1990 ◽  
Vol 48 (2) ◽  
pp. 56-57
Author(s):  
C P Scott ◽  
A J Craven ◽  
C J Gilmore ◽  
A W Bowen
Keyword(s):  
Energy Loss ◽  
Multiple Scattering ◽  
Simple Form ◽  
Single Scattering ◽  
Low Loss ◽  
Characteristic Energy ◽  
Normal Method ◽  
Fitting In ◽  
Electron Energy Loss ◽  
Electron Energy Loss Spectra

The normal method of background subtraction in quantitative EELS analysis involves fitting an expression of the form I=AE-r to an energy window preceding the edge of interest; E is energy loss, A and r are fitting parameters. The calculated fit is then extrapolated under the edge, allowing the required signal to be extracted. In the case where the characteristic energy loss is small (E < 100eV), the background does not approximate to this simple form. One cause of this is multiple scattering. Even if the effects of multiple scattering are removed by deconvolution, it is not clear that the background from the recovered single scattering distribution follows this simple form, and, in any case, deconvolution can introduce artefacts.The above difficulties are particularly severe in the case of Al-Li alloys, where the Li K edge at ~52eV overlaps the Al L2,3 edge at ~72eV, and sharp plasmon peaks occur at intervals of ~15eV in the low loss region. An alternative background fitting technique, based on the work of Zanchi et al, has been tested on spectra taken from pure Al films, with a view to extending the analysis to Al-Li alloys.

Sind Lügenkonzepte kulturabhängig?

2016 ◽  
Vol 2016 (1) ◽  
pp. 29-42
Author(s):  
Jörg Meibauer
Keyword(s):  
Human Beings ◽  
Cultural Contexts ◽  
Communicative Act ◽  
Collectivist Cultures

We can distinguish a minimalist and a maximalist concept of lying. Whilst the former assumes that lying is the same communicative act for all human beings but can be used in a different way according to social and cultural contexts, the latter holds that there are as many different concepts of lying as there are different social and cultural configurations in which lies are used. In particular, some researchers claim that Asian (collectivist) cultures possess different concepts of lying than Western (individualist) cultures. When carefully looking at pertinent studies, it appears that the concept of lying as constituting a violation of the first submaxim of Quality according to Grice is a good candidate for a minimalist (universal) concept of lying.

System of thermodynamic quantities in the McMillan-Mayer solution theory

1985 ◽  
Vol 50 (4) ◽  
pp. 791-798 ◽  
Author(s):  
Vilém Kodýtek
Keyword(s):  
Free Energy ◽  
Generating Function ◽  
Simple Form ◽  
Unit Volume ◽  
Thermodynamic Quantities ◽  
Solution Theory ◽  
Pure Solvent ◽  
Second Derivatives ◽  
Definition Of ◽  
Derivatives Of

The McMillan-Mayer (MM) free energy per unit volume of solution AMM, is employed as a generating function of the MM system of thermodynamic quantities for solutions in the state of osmotic equilibrium with pure solvent. This system can be defined by replacing the quantities G, T, P, and m in the definition of the Lewis-Randall (LR) system by AMM, T, P0, and c (P0 being the pure solvent pressure). Following this way the LR to MM conversion relations for the first derivatives of the free energy are obtained in a simple form. New relations are derived for its second derivatives.

Relevance Theory and Literary Interpretation

2018 ◽  
Author(s):  
Deirdre Wilson
Keyword(s):  
Relevance Theory ◽  
Literary Interpretation ◽  
General Terms ◽  
Communicative Act ◽  
Sensorimotor Processes

This concluding chapter reflects in general terms on some aspects of relevance theory that have been fruitfully used in the analyses in this volume, and on some aspects of literary communication that have been seen by both supporters and critics of relevance theory as showing the need for modifications to the inferential mechanisms it proposes. After distinguishing comprehension (identifying the intended import of a communicative act) from interpretation (going beyond the intended import to draw one’s own conclusions), it discusses a range of stylistic and rhetorical effects—typically created by departures from expected syntax, lexis, or prosody—which provide tentative cues to ostension and therefore create greater expectations of relevance. It ends by considering how relevance theory might deal with the ‘non-propositional effects’ associated with images, emotions, and sensorimotor processes while remaining within the bounds of a properly inferential theory.

Schizophrenia, Parkinson’s disease, and attention deficit hyperactivity disorder

2018 ◽  
Author(s):  
Richard J. Beninger
Keyword(s):  
Parkinson’S Disease ◽  
Attention Deficit Hyperactivity Disorder ◽  
Parkinson's Disease ◽  
Attention Deficit ◽  
Antipsychotic Treatment ◽  
Incentive Learning ◽  
Dopaminergic Drugs ◽  
Dopaminergic Neurotransmission ◽  
Hyperactivity Disorder ◽  
Incentive Value

Schizophrenia, Parkinson’s disease, and attention deficit hyperactivity disorder (ADHD) discusses how hyperactive dopaminergic neurotransmission appears to underlie schizophrenia’s positive symptoms, loss of dopaminergic neurons in adulthood leads to Parkinson’s disease, and dopamine neuron hypofunction in childhood and adolescence may underlie ADHD. Positive schizophrenia symptoms may arise from excessive incentive learning that is gradually lost with antipsychotic treatment. Declarative learning and memory may contribute to delusions based on excessive incentive learning. Loss of responsiveness to environmental stimuli in Parkinson’s may result from a decrease of their conditioned incentive value and inverse incentive learning. Conditioned incentive stimuli not encountered while in a state of decreased dopaminergic neurotransmission may retain their incentive value, producing apparent kinesia paradoxa. Dopamine hypofunction in juveniles does not lead to hypokinesia but may result in loss of incentive learning that focuses attention. Pro-dopaminergic drugs have a calming effect in ADHD, presumably because they reinstate normal incentive learning.

Dopamine and inverse incentive learning

2018 ◽  
Author(s):  
Richard J. Beninger
Keyword(s):  
Dopamine Neurons ◽  
Incentive Learning ◽  
Repeated Presentation ◽  
Aversive Stimuli ◽  
Incentive Value ◽  
Conditioned Incentive Stimuli

Dopamine and inverse incentive learning explains that dopamine determines an incentive–value continuum. Novel and intense stimuli innately produce rapid dopamine neurons activation followed by inhibition. The repeated presentation of novel stimuli leads to a loss of this effect. Aversive stimuli, biologically important by definition, often deactivate dopamine neurons and may produce inverse incentive learning, leading to conditioned inverse incentive stimuli with decreased ability to elicit approach and other responses. The offset of aversion may increase the firing of dopamine neurons producing incentive learning about safety-related stimuli. Habituation to stimuli enhances their ability to produce inverse incentive learning, suggesting that inverse incentive learning may occur during habituation. In the end, there may be no “neutral” stimuli, only stimuli that lie on a continuum of incentive value from strong conditioned incentive stimuli to strong conditioned inverse incentive stimuli with most of the things we encounter in day-to-day life falling in between.

Sign in / Sign up

Export Citation Format

Share Document