Grip Force-Load Force Coupling Is Influenced by Altered Visual Feedback about Object Kinematics

Abstract

Recent evidence suggests that visual feedback influences the adjustment of grip force to the changing load force exerted by a grasped object as it is manipulated. The current project investigated how visual feedback of object kinematics affects the coupling of grip force to load force by scaling the apparent displacements of the object viewed in virtual reality. Participants moved the object to manually track a moving virtual target. The predictability of the changing load force exerted by the object was also manipulated by altering the nature of target trajectories (and therefore the nature of object motions). When apparent object displacements increased in magnitude, grip force became more tightly coupled to load force over time. Furthermore, when load force variations were less predictable, the magnitude of apparent object displacements affected the relative degree of continuous versus intermittent coupling of grip force to load force. These findings show that visual feedback of object motion affects the ongoing dynamical coupling between grip force control and load force experienced during manipulation of a grasped object.     

Signaling trustworthiness: The effect of leader humor on feedback-seeking behavior

ABSTRACT

Given its capacity to cultivate a range of positive outcomes in the workplace, humor has been recognized as a valuable tool for leadership purposes. However, the theoretical understanding of leader humor remains relatively limited and the mechanism through which it influences follower outcomes has not been clearly identified. Drawing on signaling theory, we developed and empirically tested a model which delineates the relationship between leader humor and a specific follower behavior – proactive feedback seeking. We collected data from 304 employees and their respective leaders working in a large Canadian retail organization. Results of our analyses indicate that leader humor can impact subordinate feedback-seeking behavior via its influence on subordinates’ affect-based and cognition-based trust in the leader.     

Analogical Comparison Promotes Theory-of-Mind Development

Theory-of-mind (ToM) is an integral part of social cognition, but how it develops remains a critical question. There is evidence that children can gain insight into ToM through experience, including language training and explanatory interactions. But this still leaves open the question of how children gain these insights—what processes drive this learning? We propose that analogical comparison is a key mechanism in the development of ToM. In Experiment 1, children were shown true- and false-belief scenarios and prompted to engage in multiple comparisons (e.g., belief vs. world). In Experiments 2a, 2b, and 3, children saw a series of true- and false-belief events, varying in order and in their alignability. Across these experiments, we found that providing support for comparing true- and false-belief scenarios led to increased performance on false-belief tests. These findings show that analogical comparison can support ToM learning.