Psychology seminars

Individuals vary widely in how they categorize novel phenomena. This individual variation has led canonical theories in cognitive and social science to suggest that communication in large social networks leads populations to construct divergent category systems. Yet, anthropological data indicates that large, independent societies consistently arrive at similar categories across a range of topics. How is it possible for diverse populations, consisting of individuals with significant variation in how they view the world, to independently construct similar categories? Through a series of online experiments, I show how large communication networks within cultures can promote the formation of similar categories across cultures. For this investigation, I designed an online “Grouping Game” to observe how people construct categories in both small and large populations when tasked with grouping together the same novel and ambiguous images. I replicated this design for English-speaking subjects in the U.S. and Mandarin-speaking subjects in China. In both cultures, solitary individuals and small social groups produced highly divergent category systems. Yet, large social groups separately and consistently arrived at highly similar categories both within and across cultures. These findings are accurately predicted by a simple mathematical model of critical mass dynamics. Altogether, I show how large communication networks can filter lexical diversity among individuals to produce replicable society-level patterns, yielding unexpected implications for cultural evolution. In particular, I discuss how participants in both cultures readily harnessed analogies when categorizing novel stimuli, and I examine the role of communication networks in promoting cross-cultural similarities in analogy-making as the key engine of category formation.

Learning does not occur in isolation. From parent-child interactions to formal classroom environments, humans explore, learn, and communicate in rich, diverse social contexts. Rather than simply observing and copying their conspecifics, humans engage in a range of epistemic practices that actively recruit those around them. What makes human social learning so distinctive, powerful, and smart? In this talk, I will present a series of studies that reveal the remarkably sophisticated inferential abilities that young children show not only in how they learn from others but also in how they help others learn. Children interact with others as learners and as teachers to learn and communicate about the world, about others, and even about the self. The results collectively paint a picture of human social learning that is far more than copying and imitation: It is active, bidirectional, and cooperative. I will end by discussing ongoing work that extends this picture beyond what we typically call “social learning”, with implications for building better machines that learn from and interact with humans.

From a workout at the gym to helping a colleague with their work, everyday we make decisions about whether we are willing to exert effort to obtain some sort of benefit. Increases in how effortful actions and cognitive processes are perceived to be has been linked to clinically severe impairments to motivation, such as apathy and fatigue, across many neurological and psychiatric conditions. However, the vast majority of neuroscience research has focused on understanding the benefits for acting, the rewards, and not on the effort required. As a result, the computational and neural mechanisms underlying how effort is processed are poorly understood. How do we compute how effortful we perceive a task to be? How does this feed into our motivation and decisions of whether to act? How are such computations implemented in the brain? and how do they change in different environments? I will present a series of studies examining these questions using novel behavioural tasks, computational modelling, fMRI, pharmacological manipulations, and testing in a range of different populations. These studies highlight how the brain represents the costs of exerting effort, and the dynamic processes underlying how our sensitivity to effort changes as a function of our goals, traits, and socio-cognitive processes. This work provides new computational frameworks for understanding and examining impaired motivation across psychiatric and neurological conditions, as well as why all of us, sometimes, can’t be bothered.

Retinal light exposure is modulated by our behavior, and light exposure patterns show strong variations within and between persons. Yet, most laboratory studies investigated influences of constant lighting settings on human daytime functioning and sleep. In this presentation, I will discuss a series of studies investigating light-induced moderations in sleepiness, vitality and sleep, with a strong focus on the temporal dynamics in these effects, and the bi-directional relation between persons' light profiles and their behavior.

Children need inference in order to learn the meanings of words. They must infer the referent from the situation in which a target word is said. Furthermore, to be able to use the word in other situations, they also need to infer what other referents the word can be generalized to. As verbs refer to relations between arguments, verb learning requires relational analogical inference, something which is challenging to young children. To overcome this difficulty, young children recruit a diverse range of cues in their inference of verb meanings, including, but not limited to, syntactic cues and social and pragmatic cues as well as statistical cues. They also utilize perceptual similarity (object similarity) in progressive alignment to extract relational verb meanings and further to gain insights about relational verb meanings. However, just having a list of these cues is not useful: the cues must be selected, combined, and coordinated to produce the optimal interpretation in a particular context. This process involves abductive reasoning, similar to what scientists do to form hypotheses from a range of facts or evidence. In this talk, I discuss how children use a chain of inferences to learn meanings of verbs. I consider not only the process of analogical mapping and progressive alignment, but also how children use abductive inference to find the source of analogy and gain insights into the general principles underlying verb learning. I also present recent findings from my laboratory that show that prelinguistic human infants use a rudimentary form of abductive reasoning, which enables the first step of word learning.

Try again. Fail again. Fail better. (Samuel Beckett)

n the ‘orthodox’ view, cognition has been seen as manipulation of symbolic, mental representations, separate from the body. This dualist Cartesian approach characterised much of twentieth-century thought and is still taken for granted by many people today. Language, too, has for a long time been treated across scientific domains as a system operating largely independently from perception, action, and the body (articulatory-perceptual organs notwithstanding). This could lead one into believing that to emulate linguistic behaviour, it would suffice to develop ‘software’ operating on abstract representations that would work on any computational machine. Yet the brain is not the sole problem-solving resource we have at our disposal. The disembodied picture is inaccurate for numerous reasons, which will be presented addressing the issue of the indissoluble link between cognition, language, body, and environment in understanding and learning. The talk will conclude with implications and suggestions for pedagogy, relevant for disciplines as diverse as instruction in language, mathematics, and sports.

The talk will detail work drawing on behavioural results, formal analysis, and computational modelling with agent-based simulations to unpack the scale of the challenge humans face when trying to work out and factor in the reliability of their sources. In particular, it is shown how and why this task admits of no easy solution in the context of wider communication networks, and how this will affect the accuracy of our beliefs. The implications of this for the shift in the size and topology of our communication networks through the uncontrolled rise of social media are discussed.

Tinbergen encouraged ethologists to address animal behaviour by answering four questions, covering physiology, adaptation, phylogeny, and development. This broad approach has implications for neuroscience and psychology, yet, questions about phylogeny are rarely considered in these fields. Here I describe how phylogeny can shed light on our understanding of brain structure and function. Further, I show that we now have or are developing the data and analytical methods necessary to study the natural history of the human mind.

Interactions between romantic partners may be disturbed by problematic mobile phone use, i.e., phubbing. Research shows that phubbing reduces the ability to be responsive, but emotional aspects of phubbing, such as experiences of anger and loneliness, have not been explored. Anger has been linked to partner blame in negative social interactions, whereas loneliness has been associated with low social acceptance. Moreover, two aspects of partner responsiveness, understanding and validation, refer to the ability to recognize partner’s perspective and convey acceptance of their point of view, respectively. High understanding and validation by partner have been found to prevent from negative affect during social interaction. The impact of understanding and validation on emotions has not been investigated in the context of phubbing, therefore we posit the following exploratory hypotheses. (1) Participants will report higher levels of anger and loneliness on days with phubbing by partner, compared to days without; (2) understanding and validation will moderate the relationship between phubbing intensity and levels of anger and loneliness. We conducted a daily diary study over seven days. Based on a sample of 133 participants in intimate relationships and living with their partners, we analyzed the nested within and between-person data using multilevel models. Participants reported higher levels of anger and loneliness on days they experienced phubbing. Both, understanding and validation, buffer the relationship between phubbing intensity and negative experiences, and the interaction effects indicate certain nuances between the two constructs. Our research provides a unique insight into how specific mechanisms related to couple interactions may explain experiences of anger and loneliness.

Perception and action are biased by our recent experiences. Even when a sequence of stimuli are randomly presented, responses are sometimes attracted toward the past. The mechanism of such bias, recently termed serial dependence, is still under investigation. Currently, there is mixed evidence indicating that such bias could be either from a sensory and perceptual origin or occurring only at decisional stages. In this talk, I will present recent findings from our group showing that biases are decreased when disrupting the memory trace in a premotor region in a simple visuomotor task. In addition, we have shown that this bias is stable over periods of up to 8 s. At the end, I will show ongoing analysis of a recent experiment and argue that serial dependence may rely on distributed memory representations of stimuli and task relevant features.

Language production is a form of behavior and as such involves executive control and the prefrontal function. The cognitive architecture of prefrontal executive function thus certainly plays an important role in shaping language production. In this talk, I will review the main features of the prefrontal executive function we have uncovered during the last two decades and I will discuss how these features may help understanding language production.