Changing the game:exploring infants' participation in early play routines

Play has proved to have a central role in children’s development, most notably in rule learning (Piaget, 1965; Sutton-Smith, 1979) and negotiation of roles and goals (Garvey, 1972; Bruner et al., 1976). Yet very little research has been done on early play. The present study focuses on early social games, i.e. vocal-kinetic play routines that mothers use to interact with infants from very early on. We explored 3-month-old infants and their mothers performing a routine game first in the usual way, then in two violated conditions: without gestures and without sound. The aim of the study is to investigate infants’ participation and expectations in the game and whether this participation is affected by changes in the multimodal format of the game. Infants’ facial expressions, gaze and body movements were coded to measure levels of engagement and affective state across the three conditions. Results showed a significant decrease in Limbs Movements and expressions of Positive Affect, an increase in Gaze Away and in Stunned Expression when the game structure was violated. These results indicate that the violated game conditions were experienced as less engaging, either because of an unexpected break in the established joint routine, or simply because they were weaker versions of the same game. Overall, our results suggest that structured, multimodal play routines may constitute interactional contexts that only work as integrated units of auditory and motor resources, representing early communicative contexts which prepare the ground for later, more complex multimodal interactions, such as verbal exchanges

Rethinking Intrusiveness: Exploring the Sequential Organization in Interactions Between Infants and Mothers

To date, studies investigating maternal postpartum depression (PPD) have mainly focused on identifying failures in interactions of postpartum depressed mothers and their infants, often attributed to single dysfunctional maternal behaviors. Intrusiveness has been identified as a dysfunctional behavior characterizing mothers suffering from PPD. However, this research does not consider the co-constructed and sequential nature of social interactions, in which single behaviors cannot be conceived as isolated or disconnected units. The aim of the work presented in this paper was to explore the interactional dynamics underlying maternal behaviors previously identified as intrusive by mainstream literature on postpartum depression. Through a conversation analytical approach, we analyzed filmed interactions between mothers with and without postpartum depression and their 3-months-old infants. The analyses of 4 selected episodes illustrate similar dyadic activities, yet presenting different levels of mutuality and affective attunement. Results showed two normative features of social interactions that contributed to the different quality in the mutual adjustment of the partners: interactional rhythm and preliminaries. Interactional rhythm refers to the structuring of infants' spontaneous activity into a turn sequence, whereas preliminaries consist of verbal or nonverbal moves that anticipate following action. As evident from our analytical observations, what seems to be hindering the mutual coordination (previously labeled as "intrusive") is not based on specific individual behaviors but on the absence or violation of such interactional norms. Adopting an interactive and dynamical framework, we shifted the focus from maternal behaviors considered as dysfunctional to observing the unfolding of interactional aspects contributing to better or poorer sequential structuring. We argue that these aspects shape the possibilities for the infant's participation. Finally, we discuss the theoretical and methodological implications of adopting a conversation analytical approach for a better understanding of the relational dynamics related to clinical and non-clinical interactions

Testing the Error Recovery Capabilities of Robotic Speech

Trust in Human-Robot Interaction is a widely studied subject, and yet, few studies have examined the ability to speak and how it impacts trust towards a robot. Errors can have a negative impact on perceived trustworthiness of a robot. However, there seem to be mitigating effects, such as using a humanoid robot, which has been shown to be perceived as more trustworthy when having a high error-rate than a more mechanical robot with the same error- rate. We want to use a humanoid robot to test whether speech can increase anthropomorphism and mitigate the effects of errors on trust. For this purpose, we are planning an experiment where participants solve a sequence completion task, with the robot giv- ing suggestions (either verbal or non-verbal) for the solution. In addition, we want to measure whether the degree of error (slight error vs. severe error) has an impact on the participants’ behaviour and the robot’s perceived trustworthiness, since making a severe error would affect trust more than a slight error. Participants will be assigned to three groups, where we will vary the degree of accu- racy of the robot’s answers (correct vs. almost right vs. obviously wrong). They will complete ten series of a sequence completion task and rate trustworthiness and general perception (Godspeed Questionnaire) of the robot. We also present our thoughts on the implications of potential results

Rethinking Intrusiveness: Exploring the Sequential Organization in Interactions Between Infants and Mothers

To date, studies investigating maternal postpartum depression (PPD) have mainly focused on identifying failures in interactions of postpartum depressed mothers and their infants, often attributed to single dysfunctional maternal behaviors. Intrusiveness has been identified as a dysfunctional behavior characterizing mothers suffering from PPD. However, this research does not consider the co-constructed and sequential nature of social interactions, in which single behaviors cannot be conceived as isolated or disconnected units. The aim of the work presented in this paper was to explore the interactional dynamics underlying maternal behaviors previously identified as intrusive by mainstream literature on postpartum depression. Through a conversation analytical approach, we analyzed filmed interactions between mothers with and without postpartum depression and their 3-months-old infants. The analyses of 4 selected episodes illustrate similar dyadic activities, yet presenting different levels of mutuality and affective attunement. Results showed two normative features of social interactions that contributed to the different quality in the mutual adjustment of the partners: interactional rhythm and preliminaries. Interactional rhythm refers to the structuring of infants' spontaneous activity into a turn sequence, whereas preliminaries consist of verbal or nonverbal moves that anticipate following action. As evident from our analytical observations, what seems to be hindering the mutual coordination (previously labeled as "intrusive") is not based on specific individual behaviors but on the absence or violation of such interactional norms. Adopting an interactive and dynamical framework, we shifted the focus from maternal behaviors considered as dysfunctional to observing the unfolding of interactional aspects contributing to better or poorer sequential structuring. We argue that these aspects shape the possibilities for the infant's participation. Finally, we discuss the theoretical and methodological implications of adopting a conversation analytical approach for a better understanding of the relational dynamics related to clinical and non-clinical interactions

Rethinking Intrusiveness: Exploring the Sequential Organization in Interactions Between Infants and Mothers

To date, studies investigating maternal postpartum depression (PPD) have mainly focused on identifying failures in interactions of postpartum depressed mothers and their infants, often attributed to single dysfunctional maternal behaviors. Intrusiveness has been identified as a dysfunctional behavior characterizing mothers suffering from PPD. However, this research does not consider the co-constructed and sequential nature of social interactions, in which single behaviors cannot be conceived as isolated or disconnected units. The aim of the work presented in this paper was to explore the interactional dynamics underlying maternal behaviors previously identified as intrusive by mainstream literature on postpartum depression. Through a conversation analytical approach, we analyzed filmed interactions between mothers with and without postpartum depression and their 3-months-old infants. The analyses of 4 selected episodes illustrate similar dyadic activities, yet presenting different levels of mutuality and affective attunement. Results showed two normative features of social interactions that contributed to the different quality in the mutual adjustment of the partners: interactional rhythm and preliminaries. Interactional rhythm refers to the structuring of infants' spontaneous activity into a turn sequence, whereas preliminaries consist of verbal or nonverbal moves that anticipate following action. As evident from our analytical observations, what seems to be hindering the mutual coordination (previously labeled as "intrusive") is not based on specific individual behaviors but on the absence or violation of such interactional norms. Adopting an interactive and dynamical framework, we shifted the focus from maternal behaviors considered as dysfunctional to observing the unfolding of interactional aspects contributing to better or poorer sequential structuring. We argue that these aspects shape the possibilities for the infant's participation. Finally, we discuss the theoretical and methodological implications of adopting a conversation analytical approach for a better understanding of the relational dynamics related to clinical and non-clinical interactions

Rethinking Intrusiveness: Exploring the Sequential Organization in Interactions Between Infants and Mothers

To date, studies investigating maternal postpartum depression (PPD) have mainly focused on identifying failures in interactions of postpartum depressed mothers and their infants, often attributed to single dysfunctional maternal behaviors. Intrusiveness has been identified as a dysfunctional behavior characterizing mothers suffering from PPD. However, this research does not consider the co-constructed and sequential nature of social interactions, in which single behaviors cannot be conceived as isolated or disconnected units. The aim of the work presented in this paper was to explore the interactional dynamics underlying maternal behaviors previously identified as intrusive by mainstream literature on postpartum depression. Through a conversation analytical approach, we analyzed filmed interactions between mothers with and without postpartum depression and their 3-months-old infants. The analyses of 4 selected episodes illustrate similar dyadic activities, yet presenting different levels of mutuality and affective attunement. Results showed two normative features of social interactions that contributed to the different quality in the mutual adjustment of the partners: interactional rhythm and preliminaries. Interactional rhythm refers to the structuring of infants' spontaneous activity into a turn sequence, whereas preliminaries consist of verbal or nonverbal moves that anticipate following action. As evident from our analytical observations, what seems to be hindering the mutual coordination (previously labeled as "intrusive") is not based on specific individual behaviors but on the absence or violation of such interactional norms. Adopting an interactive and dynamical framework, we shifted the focus from maternal behaviors considered as dysfunctional to observing the unfolding of interactional aspects contributing to better or poorer sequential structuring. We argue that these aspects shape the possibilities for the infant's participation. Finally, we discuss the theoretical and methodological implications of adopting a conversation analytical approach for a better understanding of the relational dynamics related to clinical and non-clinical interactions

Rich or lean? A phenomenological alternative for explaining early social cognition

Abstract: In philosophy and cognitive science, the tension between cognitivism and the 4E-Cognition approach is both deep and polarizing. A lack of serious engagement with the theoretical and empirical work generated by the opposing framework seems problematic on both sides. In this paper, we closely discuss data on early socio-cognitive development produced by an influential nativist current of thought in the cognitivist paradigm. We consider these data from the point of view of a 4E-Cognition perspective called “the pairing hypothesis”, which originates in phenomenological philosophy. We show that a close examination of these cognitivist-nativist data strengthens the phenomenological 4E-Cognition perspective by significantly expanding the range of findings it can account for. By addressing the debate between rich and lean explanations in early social cognition, we corroborate the idea that careful interaction between cognitivism and the 4E-Cognition approach can lead to progress in cognitive science.Keywords: Development of Social Cognition; Cognitivist Nativism; Direct Social Perception; Phenomenology and the Cognitive Sciences; Action Production and PerceptionSpiegazioni ricche o parsimoniose? Un’alternativa fenomenologica per lo sviluppo della prima cognizione socialeRiassunto: Un’accesa e radicale tensione nelle scienze cognitive è quella tra il cognitivismo e il cosiddetto approccio delle quattro E (Embodied, Enactive, Embedded e Extended). La mancanza di una riflessione aperta e sostanziale sul lavoro teorico ed empirico proposto dall’approccio opposto appare problematica da entrambe le parti. Il presente contributo analizza a fondo le evidenze empiriche presentate da una delle maggiori correnti innatiste del paradigma cognitivista nello studio dello sviluppo socio-cognitivo. Queste evidenze sperimentali vengono esaminate dal punto di vista della “ipotesi dell’appaiamento”, ipotesi inserita nel quadro della prospettiva teorica 4E e che proviene dalla filosofia fenomenologica. Il presente contributo mostra come una considerazione approfondita dei dati generati dal cognitivismo innatista può rafforzare il potere esplicativo della prospettiva fenomenologica 4E, ampliandone in misura significativa la gamma di evidenze scientifiche che essa può contribuire a spiegare. Affrontando il dibattito sullo sviluppo della prima cognizione sociale tra spiegazioni ricche e parsimoniose, viene corroborata l’idea che un’attenta interazione tra cognitivismo e approccio 4E può essere un modo per far progredire le scienze cognitive.Parole chiave: Sviluppo della cognizione sociale; Innatismo cognitivo; Percezione sociale diretta; Fenomenologia e scienze cognitive; Produzione e percezione di azion

Time and sequence as key developmental dimensions in joint actions

Joint action, generally defined as working together towards a common purpose, has become an important concept in many areas of cognitive science. On the one hand, joint action are structured and directed by the private knowledge, interests and intentions of the individual, and on the other they are publicly manifest in motor behaviour and available for sharing within a social context. Within mainstream cognitive accounts, to engage in a joint action requires an inferential process of representing the other’s intentions and plans to coordinate actions towards a shared goal [1, 2, 3]. However, growing endorsement of a contrasting view from embodied and situated accounts of social cognition proposes that joint action is better understood as a dynamic, situated interactional process where participants “roll into” joint actions without requiring reflective or representational awareness [4]. This work proposes a rethinking of how we conceive inter-actions and their development from early on in human life. With particular reference to developmental studies [5], we advance a rationale for the conceptual framework of joint action to include its temporal and sequential structures as key analytical aspects for the study of how humans learn to understand and share meaning with others, in joint interactions. Selected references [1] Bratman, M. E. (1992). Shared cooperative activity. Philosophical Review, 101, 327–341. [2] Tomasello, M. (2019). Becoming human: A theory of ontogeny. Harvard University Press [3] Sebanz, N., & Knoblich, G. (2021). Progress in joint-action research. Current Directions in Psychological Science, 30(2), 138–143. https://doi.org/10.1177/ 0963721420984425 [4] Fantasia, V., De Jaegher, H., & Fasulo, A. (2014b). We can work it out: An enactive look at cooperation.Frontiers in Psychology, 5(874). https://doi.org/10.3389/ fpsyg.2014.00874 [5] Delafield-Butt, J., & Gangopadhyay, N. (2013). Sensorimotor intentionality: The origins of intentionality in prospective agent action. Developmental Review, 33(4), 399–42

Time and sequentiality as key developmental dimensions of joint action

Joint action, generally defined as working together towards a common purpose, has become an important concept in many areas of cognitive science, from philosophical appraisal of its core concepts to empirical mapping of its psychological development. Within standard cognitive accounts, to engage in a joint action requires an inferential process of representing the other’s intentions and plans to enable social coordination for a shared goal. However, growing endorsement of a contrasting view from embodied and situated accounts of social cognition proposes that joint action is better understood as a dynamic, situated interactional process where participants "roll into" joint action without requiring reflective or representational awareness of it. This work proposes a rethinking of how we conceive the nature of action and its development as joint action early in human life. With particular reference to developmental studies, we advance a rationale for the conceptual framework of joint action to include its temporal and sequential structures, and their intrinsic prospective qualities of human action, solitary or shared, as key analytical aspects for the study of how infants understand and share meaning with another, in joint interaction