Dyadic learning shapes gaze-mediated social attentional orienting.
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| Titel: | Dyadic learning shapes gaze-mediated social attentional orienting. |
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| Autoren: | Zhang S; State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China., Zhan B; State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China., Wang L; State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China. Electronic address: wangli@psych.ac.cn., Jiang Y; State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China. Electronic address: yijiang@psych.ac.cn. |
| Quelle: | Cognition [Cognition] 2025 Dec; Vol. 265, pp. 106280. Date of Electronic Publication: 2025 Aug 04. |
| Publikationsart: | Journal Article |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: Elsevier Country of Publication: Netherlands NLM ID: 0367541 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-7838 (Electronic) Linking ISSN: 00100277 NLM ISO Abbreviation: Cognition Subsets: MEDLINE |
| Imprint Name(s): | Publication: Amsterdam : Elsevier Original Publication: Hague, Mouton. |
| MeSH-Schlagworte: | Attention*/physiology , Fixation, Ocular*/physiology , Learning*/physiology , Social Perception* , Social Behavior* , Interpersonal Relations*, Humans ; Male ; Female ; Adult ; Young Adult ; Cues |
| Abstract: | Competing Interests: Declaration of competing interest All authors have no competing interests to declare, and approved the final manuscript for submission. People tend to automatically shift their attention in response to social cues, such as eye gaze-a phenomenon known as social attentional orienting, which is crucial for adaptive social behaviors and interpersonal communication. While this ability is genetically influenced and typically stable, the current research shows that it can be enhanced within a specific social context by dyadic learning. We engaged pairs of participants in a standard gaze-cuing task, during which they received instant feedback on each other's performance. Unbeknownst to the participants, the feedback was designed to create a social context in which the partner appeared to respond to the cued location faster than the participant. We found that such a social context significantly increased the magnitude of gaze cuing effect. Importantly, the observed enhancement was not attributable to confounding factors such as arousal level or overall performance difference, nor to implicit learning from the feedback structure. Instead, drift-diffusion model analysis suggested that such a social context improved both the initial attentional orienting process and the sustained allocation of processing resources to the gazed-at location, resulting in a stronger gaze cuing effect. A subsequent experiment replaced gaze cues with non-social arrow cues and observed no modulatory effect, underscoring the distinction between social and non-social attentional orienting. The current research provides compelling evidence that social attentional orienting is malleable and highlights the significant impact of dyadic learning in shaping this capability. (Copyright © 2025. Published by Elsevier B.V.) |
| Contributed Indexing: | Keywords: Drift-diffusion model; Dyadic learning; Eye gaze; Social attention; Social context |
| Entry Date(s): | Date Created: 20250805 Date Completed: 20250904 Latest Revision: 20250904 |
| Update Code: | 20250905 |
| DOI: | 10.1016/j.cognition.2025.106280 |
| PMID: | 40763448 |
| Datenbank: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Declaration of competing interest All authors have no competing interests to declare, and approved the final manuscript for submission.<br />People tend to automatically shift their attention in response to social cues, such as eye gaze-a phenomenon known as social attentional orienting, which is crucial for adaptive social behaviors and interpersonal communication. While this ability is genetically influenced and typically stable, the current research shows that it can be enhanced within a specific social context by dyadic learning. We engaged pairs of participants in a standard gaze-cuing task, during which they received instant feedback on each other's performance. Unbeknownst to the participants, the feedback was designed to create a social context in which the partner appeared to respond to the cued location faster than the participant. We found that such a social context significantly increased the magnitude of gaze cuing effect. Importantly, the observed enhancement was not attributable to confounding factors such as arousal level or overall performance difference, nor to implicit learning from the feedback structure. Instead, drift-diffusion model analysis suggested that such a social context improved both the initial attentional orienting process and the sustained allocation of processing resources to the gazed-at location, resulting in a stronger gaze cuing effect. A subsequent experiment replaced gaze cues with non-social arrow cues and observed no modulatory effect, underscoring the distinction between social and non-social attentional orienting. The current research provides compelling evidence that social attentional orienting is malleable and highlights the significant impact of dyadic learning in shaping this capability.<br /> (Copyright © 2025. Published by Elsevier B.V.) |
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| ISSN: | 1873-7838 |
| DOI: | 10.1016/j.cognition.2025.106280 |