Bio-inspired intent communication for automated vehicles

Various external human-machine interfaces (eHMIs) have been proposed that communicate the intent of automated vehicles (AVs) to vulnerable road users. However, there is no consensus on which eHMI concept is most suitable for intent communication. In nature, animals have evolved the ability to communicate intent via visual signals. Inspired by intent communication in nature, this paper investigated three novel and potentially intuitive eHMI designs that rely on posture, gesture, and colouration, respectively. In an online crowdsourcing study, 1141 participants viewed videos featuring a yielding or non-yielding AV with one of the three bio-inspired eHMIs, as well as a green/red lightbar eHMI, a walk/don’t walk text-based eHMI, and a baseline condition (i.e., no eHMI). Participants were asked to press and hold a key when they felt safe to cross and to answer rating questions. Together, these measures were used to determine the intuitiveness of the tested eHMIs. Results showed that the lightbar eHMI and text-based eHMI were more intuitive than the three bio-inspired eHMIs, which, in turn, were more intuitive than the baseline condition. An exception was the bio-inspired colouration eHMI, which produced a performance score that was equivalent to the text-based eHMI when communicating ‘non-yielding’. Further research is necessary to examine whether these observations hold in more complex traffic situations. Additionally, we recommend combining features from different eHMIs, such as the full-body communication of the bio-inspired colouration eHMI with the colours of the lightbar eHMI.     

从个体到集体：心理学视角下的集体记忆

基于拓展思维的社会互动主义视角, 采用流行病学研究思路, 记忆的形成与维护构成了集体记忆心理学研究的核心问题。相关研究一方面以“对话”为研究语境, 系统阐释了集体记忆形成中的社会传染、检索诱发遗忘、共享现实和网络聚合等心理机制; 另一方面, 聚焦于既存的记忆, 阐释了集体记忆有效性的心理原则, 同时, 记忆的身份关联性得到了确证。集体记忆心理学研究仍需拓展视野, 加强对文化记忆的有效性研究, 密切关注媒介技术变革引发的记忆变化, 积极推进本土化研究。     

A comparison of isolated and synthesized contingencies in functional analyses

Recently, researchers have compared the utility of isolated versus synthesized contingencies in functional analysis (FA) methodology (e.g., Fisher et al., 2016; Slaton et al., 2017). A limitation of these studies is that there were other differences across FA methodologies (e.g., design, contingency) that did not allow for isolation of the influence of isolated versus synthesized contingencies. Therefore, the current study compared outcomes of FAs that involved isolated versus synthesized contingencies for problem behavior of 5 children while controlling for these other differences across FAs (Experiment 1). Next, the current study compared the effects of interventions based on the functions identified in the isolated and synthesized contingencies for each participant (Experiment 2). Results indicated isolated contingency FAs produced differentiated responding for 1 or both functions for all 5 participants, and there were little to no differences between treatments informed by isolated and synthesized contingency FAs.     

Providing noncontingent,alternative, functional reinforcers during delays following functional communication training

Functional Communication Training (FCT) involves arranging extinction for problem behavior and reinforcement for a more desirable, functionally equivalent, communicative response (FCR). Although effective under ideal arrangements, the introduction of delays to reinforcement following the FCR can result in increased problem behavior. Austin and Tiger (2015) showed that for individuals whose problem behavior was sensitive to multiple sources of reinforcement, providing access to alternative, functional reinforcers during delays mitigated this increase in problem behavior during delay fading. The current study replicated the procedures of Austin and Tiger with 2 individuals displaying multiply controlled problem behavior. Providing alternative functional reinforcers reduced problem behavior during 10-min delays for both participants without requiring delay fading.     

An evaluation of parents as behavior change agents in the Preschool Life Skills program

Parental involvement in intervention can support intervention efficacy, improve generalization, and increase accessibility. The Preschool Life Skills (PLS) program is designed to teach 13 preschool life skills and prevent problem behavior. The current study explores the utility of the PLS program as delivered by parents. In Experiment 1, 6 parents were taught to use the PLS program at home with their typically developing children (3 years 3 months to 4 years 11 months). This application of the PLS program led to an increase in preschool life skills and a decrease in problem behavior and supported some generalization of the target preschool life skills from the home to preschool settings. In Experiment 2, 7 parents were taught to use the PLS program with their children with autism spectrum disorder (ASD; 3 years 11 months to 6 years 9 months). Results overall supported the parent implementation of the program and highlighted modifications required to support positive outcomes for children with ASD.     

A preliminary evaluation of treatment duration on the resurgence of destructive behavior

Quantitative models of resurgence (e.g., Behavioral Momentum Theory, Resurgence as Choice) suggest that resurgence is partly a function of the duration of extinction exposure, with longer histories of extinction producing less resurgence. This prediction is supported by some laboratory research and has been partially supported by clinical translations that did not isolate the effects of extinction exposure prior to testing for resurgence. The degree to which different histories of extinction impact the likelihood of treatment relapse in therapeutic applications of differential reinforcement is of great interest to the clinical community, including insurance carriers and other financial providers. In the present study, we isolated the effects of extinction history for severe destructive behavior across 6 participants referred for treatment services and examined resurgence of destructive behavior when alternative reinforcement terminated. Our within-subject evaluation showed no difference in the level of resurgence or persistence of destructive behavior following short and long exposures to differential reinforcement with extinction. We discuss our failure to replicate in relation to experimental-design considerations for investigating this and other relapse phenomena in future research with clinical populations.     

The knowledge norm of assertion in dialectical context

This paper aims to show that the Knowledge Norm of Assertion (KNA) can lead to trouble in certain dialectical contexts. Suppose a person knows that p but does not know that they know that p. They assert p in compliance with the KNA. Their interlocutor responds: ‘but do you know that p?’ It will be shown that the KNA blocks the original asserter from providing any good response to this perfectly natural follow-up question, effectively forcing them to retract p from the conversational scoreboard. This finding is not simply of theoretical interest: I will argue that the KNA would allow the retort ‘but do you know that p?’ to be weaponized in strategic communication, serving as a tool for silencing speakers without having to challenge their testimonial contributions on their own merits. Our analysis can thereby provide a new dimension to the study of epistemic injustice, as well as underscoring the importance of considering the norms governing speech acts also from the point of view of non-ideal social contexts.     

How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem-solving behavior as well as their eye movements to learners. While research on expert-novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem-solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically.     

Does Partisan Bias Modulate Neural Processing of Political Information? An Analysis of the Neural Correlates of Corruption and Positive Messages

Daily worldwide newspapers print articles exposing government corruption. Yet these messages do not lead to a loss of votes for the corrupt parties. Sympathizers’ partisan bias, which respectively minimizes and maximizes corruption and positive messages of their own parties respectively, is widely considered the main cause of the loss of effectiveness of political communications. Despite the well-established existence of such bias when processing political information, little is known as to its psychological origin. Through the use of neuroscience (fMRI), this study explores the underlying brain mechanisms of negative (corruption) and positive political messages related to a conservative and a socialist Spanish political party, as well as the differences between their sympathizers. The findings reveal that negative (vs. positive) political messages exert the greatest neuroimaging impact on the electorate, as shown in aversive, risk, and disappointment-related brain regions. Interestingly, we show that there exists a main partisan bias against opposite parties (and not a positive bias toward one’s own party) that stems from a higher risk, ambiguity, and disbelief provoked by both positive and negative information about rival parties. Furthermore, this bias was more pronounced among conservative supporters. The current findings provide valuable insights for political parties to improve their communication campaigns.