The Effect of Facial Self-Resemblance on Emotional Mimicry

Social resemblance, like group membership or similar attitudes, increases the mimicry of the observed emotional facial display. In this study, we investigate whether facial self-resemblance (manipulated by computer morphing) modulates emotional mimicry in a similar manner. Participants watched dynamic expressions of faces that either did or did not resemble their own, while their facial muscle activity was measured using EMG. Additionally, after each presentation, respondents completed social evaluations of the faces they saw. The results show that self-resemblance evokes convergent facial reactions. More specifically, participants mimicked the happiness and, to a lesser extent, the anger of self-resembling faces. In turn, the happiness of non-resembling faces was less likely mimicked than in the case of self-resembling faces, while anger evoked a more divergent, smile-like response. Finally, we found that social evaluations were in general increased by happiness displays, but not influenced by resemblance. Overall, the study demonstrates an interesting and novel phenomenon, particularly that mimicry can be modified by relatively subtle cues of physical resemblance.

Identifying Patterns of Similarities and Differences between Gesture Production and Comprehension in Autism and Typical Development

Production and comprehension of gesture emerge early and are key to subsequent language development in typical development. Compared to typically developing (TD) children, children with autism spectrum disorders (ASD) exhibit difficulties and/or differences in gesture production. However, we do not yet know if gesture production either shows similar patterns to gesture comprehension across different ages and learners, or alternatively, lags behind gesture comprehension, thus mimicking a pattern akin to speech comprehension and production. In this study, we focus on the gestures produced and comprehended by a group of young TD children and children with ASD—comparable in language ability—with the goal to identify whether gesture production and comprehension follow similar patterns between ages and between learners. We elicited production of gesture in a semi-structured parent–child play and comprehension of gesture in a structured experimenter-child play across two studies. We tested whether young TD children (ages 2–4) follow a similar trajectory in their production and comprehension of gesture (Study 1) across ages, and if so, whether this alignment remains similar for verbal children with ASD (Mage = 5 years), comparable to TD children in language ability (Study 2). Our results provided evidence for similarities between gesture production and comprehension across ages and across learners, suggesting that comprehension and production of gesture form a largely integrated system of communication.

Nonverbal Auditory Cues Allow Relationship Quality to be Inferred During Conversations

The claim that nonverbal cues provide more information than the linguistic content of a conversational exchange (the Mehrabian Conjecture) has been widely cited and equally widely disputed, mainly on methodological grounds. Most studies that have tested the Conjecture have used individual words or short phrases spoken by actors imitating emotions. While cue recognition is certainly important, speech evolved to manage interactions and relationships rather than simple information exchange. In a cross-cultural design, we tested participants’ ability to identify the quality of the interaction (rapport) in naturalistic third party conversations in their own and a less familiar language, using full auditory content versus audio clips whose verbal content has been digitally altered to differing extents. We found that, using nonverbal content alone, people are 75–90% as accurate as they are with full audio cues in identifying positive vs negative relationships, and 45–53% as accurate in identifying eight different relationship types. The results broadly support Mehrabian’s claim that a significant amount of information about others’ social relationships is conveyed in the nonverbal component of speech.