Spontaneous perspective-taking in real-time language comprehension: evidence from eye-movements and grain of coordination.

Linguistic communication requires interlocutors to consider differences in each other's knowledge (perspective-taking). However, perspective-taking might either be spontaneous or strategic. We monitored listeners' eye movements in a referential communication task. A virtual speaker gave temporally ambiguous instructions with scalar adjectives ("big" in "big cubic block"). Scalar adjectives assume a contrasting object (a small cubic block). We manipulated whether the contrasting object (a small triangle) for a competitor object (a big triangle) was in common ground (visible to both speaker and listener) or was occluded so it was in the listener's privileged ground, in which case perspective-taking would allow earlier reference-resolution. We used a complex visual context with multiple objects, making strategic perspective-taking unlikely when all objects are in the listener's referential domain. A turn-taking, puzzle-solving task manipulated whether participants could anticipate a more restricted referential domain. Pieces were either confined to a small area (requiring fine-grained coordination) or distributed across spatially distinct regions (requiring only coarse-grained coordination). Results strongly supported spontaneous perspective-taking: Although comprehension was less time-locked in the coarse-grained condition, participants in both conditions used perspective information to identify the target referent earlier when the competitor contrast was in privileged ground, even when participants believed instructions were computer-generated.

Causal inference: relating language to event representations and events in the world.

Events are not isolated but rather linked to one another in various dimensions. In language processing, various sources of information-including real-world knowledge, (representations of) current linguistic input and non-linguistic visual context-help establish causal connections between events. In this review, we discuss causal inference in relation to events and event knowledge as one aspect of world knowledge, and their representations in language comprehension. To evaluate the mechanism and time course of causal inference, we gather insights from studies on (1) implicit causality/consequentiality as a specific form of causal inference regarding the protagonists of cause/consequence events, and (2) the processing of causal relations. We highlight the importance of methodology in measuring causal inference, compare the results from different research methods, and emphasize the contribution of the visual-world paradigm to achieve a better understanding of causal inference. We recommend that further investigations of causal inference consider temporally sensitive measures and more detailed contexts.

Musical coordination affects children's perspective-taking, but musical synchrony does not.

Perspective-taking, which is important for communication and social activities, can be cultivated through joint actions, including musical activities in children. We examined how rhythmic activities requiring coordination affect perspective-taking in a referential communication task with 100 Chinese 4- to 6-year-old children. In Study 1, 5- to 6-year-old children played an instrument with a virtual partner in one of three coordination conditions: synchrony, asynchrony, and antiphase synchrony. Eye movements were then monitored with the partner giving instructions to identify a shape referent which included a pre-nominal scalar adjective (e.g., big cubic block). When the target contrast (a small cubic block) was in the shared ground and a competitor contrast was occluded for the partner, participants who used perspective differences could, in principle, identify the intended referent before the shape was named. We hypothesized that asynchronous and antiphase synchronous musical activities, which require self-other distinction, might have stronger effects on perspective-taking than synchronous activity. Children in the asynchrony and antiphase synchrony conditions, but not the synchrony condition, showed anticipatory looks at the target, demonstrating real-time use of the partner's perspective. Study 2 was conducted to determine if asynchrony and antiphase asynchrony resulted in perspective-taking that otherwise would not have been observed, or if synchronous coordination inhibited perspective-taking that would otherwise have occurred. We found no evidence for online perspective-taking in 4- to 6-year-old children without music manipulation. Therefore, playing instruments asynchronously or in alternation, but not synchronously, increases perspective-taking in children of this age, likely by training self-other distinction and control. A video abstract of this article can be viewed at https://youtu.be/TM9h_GpFlsA. RESEARCH HIGHLIGHTS: This study is the first to show that rhythmic coordination, a form of non-linguistic interaction, can affect children's performance in a subsequent linguistic task. Eye-movement data revealed that children's perspective-taking in language processing was facilitated by prior asynchronous and antiphase synchronous musical interactions, but not by synchronous coordination. The results challenge the common "similar is better" view, suggesting that maintaining self-other distinction may benefit social interactions that involve representing individual differences.

Causal connectives as indicators of source information: Evidence from the visual world paradigm.

Causal relations can be presented as subjective, involving someone's reasoning, or objective, depicting a real-world cause-consequence relation. Subjective relations require longer processing times than objective relations. We hypothesize that the extra time is due to the involvement of a Subject of Consciousness (SoC) in the mental representation of subjective information. To test this hypothesis, we conducted a Visual World Paradigm eye-tracking experiment on Dutch and Chinese connectives that differ in the degree of subjectivity they encode. In both languages, subjective connectives triggered an immediate increased attention to the SoC, compared to objective connectives. Only when the subjectivity information was not expressed by the connective, modal verbs presented later in the sentence induced an increase in looks at the SoC. This focus on the SoC due to the linguistic cues can be explained as the tracking of the information source in the situation models, which continues throughout the sentence.