Actions Of Others Research Articles

Learning in Interactive Decision-Making: The Interplay Between Cognitive Abilities and the Strategic Environment.

A remarkable feature of human intelligence is the ability to optimize our decisions based on the potential actions of others. This ability, i.e., strategic sophistication, is crucial in strategic interactions, where we need to predict others' actions (first-order beliefs), anticipate others' beliefs about our own possible actions (second-order beliefs), and optimize decisions based on such beliefs. While behavioral research has highlighted systematic departures from theoretically optimal behavior in strategic interactions, little is known about the possibility of enhancing strategic sophistication. In particular, no studies investigated whether and how the interaction between exogenous factors (i.e., the learning environment) and endogenous factors (i.e., individual cognitive abilities) shapes learning in strategic settings. In a novel mouse-tracking study, we manipulate the learning environment and test its interaction with individual cognitive abilities in determining context-specific and transfer of learning in interactive games. Choice and process data reveal that the interplay between individual cognitive abilities and the learning environment does modulate participants' learning. The learning environment determines what is learned and whether acquired knowledge is applied in similar contexts and transferred to novel settings. Moreover, learning success in different strategic environments depends on individual cognitive abilities. In particular, higher levels of cognitive reflection are necessary to learn sophisticated strategic behavior (i.e., forming second-order beliefs) and transfer acquired knowledge to more complex strategic environments after receiving relevant feedback. However, higher cognitive reflection levels are insufficient to prevent the misapplication of procedures learned in a specific environment to other strategic contexts with substantial structural differences. Our results provide novel insights into the factors that promote or hamper learning in interactive decision-making.

Modeling of sliding contact of a system of asperities and coated viscoelastic half-space

Problem of sliding of a periodic system of asperities along the boundary of a viscoelastic half-space with a coating is under consideration. The coating is modeled by a layer with flexural rigidity. The solution is based on reducing the problem to the contact of a limited system of asperities with the action of others being replaced by distributed pressure; the accuracy of such approach is evaluated. The numerical-analytical solution is based on double integral Fourier transforms, the boundary element method and the iterative procedure. The influence of the shape of asperities, sliding velocity, and coating thickness on the deformation component of the friction force and on the effect of mutual influence of asperities was analyzed. To identify the effect of mutual influence, a comparison was made of the results (distribution of contact pressure and friction force) obtained for multiple contacts and for the isolated asperity. For comparison, the results of solving a similar problem for viscoelastic half-space without a coating were obtained and analyzed.

Behaviorally-relevant features of observed actions dominate cortical representational geometry in natural vision.

We effortlessly extract behaviorally relevant information from dynamic visual input in order to understand the actions of others. In the current study, we develop and test a number of models to better understand the neural representational geometries supporting action understanding. Using fMRI, we measured brain activity as participants viewed a diverse set of 90 different video clips depicting social and nonsocial actions in real-world contexts. We developed five behavioral models using arrangement tasks: two models reflecting behavioral judgments of the purpose (transitivity) and the social content (sociality) of the actions depicted in the video stimuli; and three models reflecting behavioral judgments of the visual content (people, objects, and scene) depicted in still frames of the stimuli. We evaluated how well these models predict neural representational geometry and tested them against semantic models based on verb and nonverb embeddings and visual models based on gaze and motion energy. Our results revealed that behavioral judgments of similarity better reflect neural representational geometry than semantic or visual models throughout much of cortex. The sociality and transitivity models in particular captured a large portion of unique variance throughout the action observation network, extending into regions not typically associated with action perception, like ventral temporal cortex. Overall, our findings expand the action observation network and indicate that the social content and purpose of observed actions are predominant in cortical representation.

Herding Bias And Investment Performance

One fundamental question remain unanswered, are investments free from behavioural biases? This study sought to evaluate the effects of herding bias on investment performance. The study was guided by the herding theory. The study results indicate that herding behaviour has a statistically significant influence on investment performance. This means that investors imitating the observed actions of others or the movements of the market instead of following her own beliefs and available information.

A Potential Game Approach to Target Assignment in Heterogeneous Manned/Unmanned Aerial Team With Incomplete Information

This brief proposes a potential game method in a dis-tributed manner to address the target assignment problem with incomplete information in heterogeneous manned/unmanned aer-ial teams. Firstly, a heterogeneous system is formulated as a graph and different utility functions are designed to characterize the util-ities of the two kinds of members. Secondly, a local information matrix is developed for each member to infer the actions of others. Finally, an improved learning algorithm is proposed to achieve the optimal solution. Simulation results show the feasibility and effec-tiveness of the potential game approach with information esti-mates.

Behaviorally-relevant features of observed actions dominate cortical representational geometry in natural vision.

We effortlessly extract behaviorally relevant information from dynamic visual input in order to understand the actions of others. In the current study, we develop and test a number of models to better understand the neural representational geometries supporting action understanding. Using fMRI, we measured brain activity as participants viewed a diverse set of 90 different video clips depicting social and nonsocial actions in real-world contexts. We developed five behavioral models using arrangement tasks: two models reflecting behavioral judgments of the purpose (transitivity) and the social content (sociality) of the actions depicted in the video stimuli; and three models reflecting behavioral judgments of the visual content (people, objects, and scene) depicted in still frames of the stimuli. We evaluated how well these models predict neural representational geometry and tested them against semantic models based on verb and nonverb embeddings and visual models based on gaze and motion energy. Our results revealed that behavioral judgments of similarity better reflect neural representational geometry than semantic or visual models throughout much of cortex. The sociality and transitivity models in particular captured a large portion of unique variance throughout the action observation network, extending into regions not typically associated with action perception, like ventral temporal cortex. Overall, our findings expand the action observation network and indicate that the social content and purpose of observed actions are predominant in cortical representation.

Performance monitoring of improvisation and score-playing in a turn-taking piano duet: An EEG study using altered auditory feedback.

In music ensemble performance, perception-action coupling enables the processing of auditory feedback from oneself and other players. However, improvised actions may affect this coupling differently from predetermined actions. This study used two-person EEG to examine how pianists responded to altered pitch feedback to their own or their partner's actions while they alternated scores or improvised melodies. Feedback-related negativity (FRN) response for self-action was greater in scored than improvised conditions, indicating the enhanced action encoding by playing the score. However, subsequent P3a and P3b responses for self-action were not different across score and improvisation. Further, the P3b response was greater when the two pianists exchanged similar types of melodies (i.e., both improvised or both scores) compared with different types of melodies, suggesting that later cognitive processes may be associated with the task relevance or level of jointness. The presence of the FRN and P3 complex in self-generated improvised action points to the dynamic nature of performance monitoring even without preconceived action plans. In contrast, the FRN and P3 complex in partner-generated improvised actions were subdued compared to the baseline, likely due to the unpredictable nature of the improvised actions of others. Finally, we found a tendency that higher trait empathy was associated with smaller self-action FRN, possibly implying musicians' prioritization of joint goals. Overall, our results suggest that improvisation in a musical turn-taking task may be distinct from score-playing for the earlier processes of performance monitoring, whereas later processes might involve updating a joint representation of the musical context.

DyNamic Interactive Anticipation-Time for a Paradigmatic Shift.

Everyday human interactions require observers to anticipate the actions of others (e.g., when walking past another in a corridor or choosing where to hit a ground stroke in tennis). Yet, experimental paradigms that aim to examine anticipation continue to use simplistic designs that are not interactive and therefore fail to account for the real-life, social nature of these interactions. Here we propose a fundamental, paradigmatic shift toward a "dynamic interactive anticipation" paradigm that models real-life interactions. We propose that it will change the way behavioral experimentalists study anticipation and spark theory development by unravelling the mechanisms underlying anticipation in real-time interactions.

Adults and Children Engage in Subtle and Fine-Grained Action Interpretation and Evaluation in Moral Dilemmas.

Understanding the actions of others is fundamental for human social life. It builds on a grasp of the subjective intentionality behind behavior: one action comprises different things simultaneously (e.g., moving their arm, turning on the light) but which of these constitute intentional actions, in contrast to merely foreseen side-effects (e.g., increasing the electricity bill), depends on the description under which the agent represents the acts. She may be acting intentionally only under the description "turning on the light," but did not turn on the light in order to increase the electricity bill. In preregistered studies (N = 620), we asked how adults and children engage in such complex subjective action interpretation and evaluation in moral dilemmas. To capture the deep structure of subjects' representations of the intentional structures of actions, we derived "act trees" from their response patterns to questions about the acts. Results suggest that people systematically distinguish between intended main and merely foreseen side-effects in their moral and intentionality judgments, even when main and side-effects were closely related and the latter were harmful. Additional experimental conditions suggest that, when given ambiguous information, the majority of subjects assume that agents act with beneficial main intentions. This "good intention prior" was so strong that participants attributed good intentions even when the harmful action was no longer necessary to resolve the dilemma (Study 2). These methods provide promising new ways to investigate in more subtle and fine-grained ways how reasoners parse, interpret, and evaluate complex actions.

Cognitive Representations of Social Relationships and their Developmental Origins.

In the human mind, what is a social relationship, and what are the developmental origins of this representation? I consider findings from infant psychology and propose that our representations of social relationships are intuitive theories built on core knowledge. I propose three central components of this intuitive theory. The purpose of the first component is to recognize whether a relationship exists, the purpose of the second is to characterize the relationship by categorizing it into a model and to compute its strength (i.e., intensity, pull, or thickness), and the purpose of the third is to understand how to change relationships through explicit or implicit communication. I propose that infants possess core knowledge on which this intuitive theory is built. This paper focuses on the second component and considers evidence that infants characterize relationships. Following Relational Models Theory (A. P. Fiske, 1992, 2004) I propose that from infancy humans recognize relationships that belong to three models: communal sharing (where people are 'one'), authority ranking (where people are ranked), and equality matching (where people are separate, but evenly balanced). I further propose that humans, and potentially infants, recognize a relationship's strength which can be thought of as a continuous representation of obligations (the extent to which certain actions are expected), and commitment (the likelihood that people will continue the relationship). These representations and the assumption that others share them allow us to form, maintain, and change social relationships throughout our lives by informing how we interpret and evaluate the actions of others and plan our own.

Revisiting the conceptualisation and implications of medicine's 'hidden curriculum'.

In medical training and practice, our professional attributes, attitudes, perceptions, character traits and identities are fundamentally shaped by our lived experiences and observations in clinical and para-clinical settings instead of being inculcated through formal curriculum or classroom teaching. For instance, clinical acumen, communication skills and bedside manners are learnt through role modelling and experiential learning in the course of clinical rotations. Likewise, one's attitudes, professional behaviours and inclinations are often also influenced by direct/indirect observations of the actions of others in the medical fraternity in various clinical and non-clinical settings. This is also what is often termed as the 'hidden curriculum' of medicine. In this article, we sought to provide a practical conceptualisation of the hidden curriculum in medical training, which we describe as lived experiences and personal observations of medical trainees and residents in clinical and para-clinical spaces, which shape their perceptions of the medical profession (vocational identity and purpose), patients (patient-physician relationship) and colleagues (intra- and inter-professional relationships), with downstream implications on physician well-being and clinical decision-making. Although this idea of a 'hidden curriculum' has conventionally carried predominantly negative connotations in medical literature, we suggest that it is an inevitable part of medical education and practice, which, through deliberate regulation, can potentially be shaped to create more positive and meaningful effects in the professional development of medical trainees.

Relevansi Etika Politik Peter L. Berger bagi Pembangunan Pariwisata di Indonesia

This paper aims to discuss the relevance of the political ethics of Peter L. Berger's development to the development and development of tourism in Indonesia in general and NTT in particular in Labuan Bajo, West Manggarai. The development and development of tourism in Indonesia aims to increase the quality and quantity of tourism destinations and create a tourism industry capable of driving the national economy. This has been carried out properly according to its purpose. However, there are several tourism developments in NTT which in the end only give rise to domination, resource grabbing, marginalization, subordination, exploitation and violence in its various forms. Peter L. Berger through his book Pyramid of Sacrifice, suggests a moral dimension, namely the problem of costs that may exist in political policies. A politician must take into account the consequences of his actions for others, especially cost considerations, namely the calculus of pain and the calculus of meaning. It is interesting that tourism development also creates a new context for the work of the Catholic church's pastoral ministry. Therefore, the Catholic church is required to actively participate in directing tourism development in order to ensure that all people can access and enjoy prosperity and justice together. The method used in this paper is the method of literature and the contribution of this paper to the welfare of the nation and state in all dimensions of life.

Children’s voices through teachers’ stories

We understand our lives through narratives, and the form of these narratives is appropriate for understanding the actions of others, writes MacIntyre (1981). Meanwhile, narratives and our understanding of them also inform our understanding of our own actions. In this article, student kindergarten teachers share anecdotes from their teaching practice assignments. These preservice teachers (PSTs) relay stories that are serious and important from a child’s perspective, and which they themselves experienced as serious and important while spending time with children and listening to children’s voices. Our aim here is to give even very young children a voice in their own everyday lives and to discuss how PSTs might listen more closely to what children are saying. Our narrative analysis of stories (Van Manen, 1997, 2014; Clandinin, 2013) offered by Norwegian and Italian PSTs presents a range of perspectives on life management and a desire for conversation in children aged 2–8 years. The stories are told through the student kindergarten teachers’ voices, and they were shared with and reflected upon with the children’s in-service class teachers. The article sheds retrospective light on children’s telling of, and thinking about, stories.

Study of the functioning of mirror neurons in normal conditions, in neurological and psychiatric diseases: a systematic review of the literature

The mirror neuron system is a fundamental brain system of the brain that provides the ability to understand the actions of others and plays a key role in motor learning and empathy. In this review, we have thoroughly examined the internal and external factors that influence the functioning of the mirror neuron system. Issues such as difficulties in interpreting the mu rhythm and its relationship to theory of mind, which are particularly salient when analysing the mirror neuron system in the context of mental illness, have been identified. The role of the mirror neuron system in the formation of various mental disorders and neurological diseases has been considered. Additionally, a promising direction for future research is highlighted — the study of the mirror neuron system in the context of Parkinson's disease, focusing on the peculiarities of the functioning of the dopaminergic system of the mirror neuron system under normal conditions and in the presence of pathology. Prospective directions for further research are suggested, including the analysis of the mu-rhythm, the role of mentalization, studying the mirror neuron system in mental and neurological diseases.

ANALYTICAL STUDY THE METHOD OF DAKWA IN AN-NAHL 125-128 IN THE TESTAMENT OF MA’ALIM AL-TANZIL BY IMAM AlL-BAGHAWY

Da'wah is in principle an effort by someone to convey the teachings of Islam to others, both those who already believe in the truth of Islam, and those who do not have faith in the truth of Islam, both to individuals and groups. The purpose of this study is to find out how the tafsir Ma'alim Al-Tanzil analyzes Qs An-nahl verses 125-128 in the frame of the da'wah method and also to find out how the concept of the da'wah method in Qs An-nahl 125-128. This research is a literature study research. The sources of data used are primary and secondary data from the Qur'an and the book of tafsir Ma'alimu An-Tanzil by Imam Al-Baghawy, as well as previous data collected and reported by people outside the researcher and obtained from libraries, journals, articles and books related to the problem studied. The data will then be analyzed using the Tahlily method. The conclusion of the analytical study of the da'wah method in QS An-nahl verses 125-128 in the tafsir ma'alim al-manzil by Imam Al-Baghawy explains how to preach using the wisdom method based on the Qur'an wisely, then with the matzoh Hashanah method in the form of good advice, and with the method of yujadilu bill hiya ahsan, which is to argue in a good way without persecute who are opposed to debate. Then it is explained how to reward the actions of others without exaggerating them.

The relationship between cognitive emotion regulation strategies and emotional manipulation among health colleges students: a cross-sectional correlational study.

Emotional intelligence is commonly associated with career success. Employees with higher emotional intelligence tend to reap greater benefits. However, emotional manipulation has been reported as a dark side of emotional intelligence, which refers to the self-perceived ability to control the emotions and actions of others for self-benefit. Healthcare professionals with high emotional intelligence often improve the overall patient experience. However, their ability to manipulate emotions can have a detrimental impact on the quality of treatment. This cross-sectional correlational study assessed cognitive emotion regulation strategies (CER) and emotional manipulation among students of health colleges. Two instruments were used to collect the data: 1) the emotional manipulation scale and 2) the cognitive emotion regulation questionnaire. A total of 362 students from health colleges responded to the questionnaire. The students had a moderate tendency to use emotional manipulation (25.09 ± 6.79 out of 50). The most frequently used CER strategies included adaptive strategies such as positive reappraisal with a mean score of 7.45 ± 2.15 out of 10 and maladaptive strategies such as rumination with a mean score of 7.33 ± 2.23 out of 10. The emotional manipulation score had a small but statistically significant negative correlation with two adaptive CER strategies: positive refocusing (r = -0.146, p = 0.005) and focus on planning (r = -0.144, p = 0.006). This study sheds light on the relationship between CER strategies and emotional manipulation, suggesting that poor use of adaptive strategies is associated with emotional manipulation. This finding highlights the importance of designing interventional programs that improve the ability of health colleges students to regulate their cognitive and emotional responses, thus improving their overall well-being and performance as future healthcare workers.

드라마 등장인물에 대한 개인 평가어 연구: 체계기능언어학의 평가어 이론의 관점

Objectives The purpose of this paper is to analyze Appraisal, one of the theories of discourse meaning analysis in Systemic Functional Linguistics(SFL), in relation to the Appraisal patterns of specific individuals. In SFL, this is called Signature. Methods Therefore, this paper focuses on the Signature of 11 characters in the entire script of episode 1 in <What is Love?>. The specific work was conducted in two stages. First, lexical evaluators (I), which examines the types and frequency of Affect, Judgment, Appreciation, and Graduation; and second, grammatical evaluators (II), which examines the number of sentences, types of Mood, types of addressee deference and Engagement words. Results To summarize the results of the above two steps, (A) Need-dissatisfaction type Sim-ae is overwhelmingly frequent in Affect, Judgement, Appreciation, Graduation, and Engagement. She expresses all kinds of lexical evaluatives in a bold way. (B) Repressed and perverse type Sun-ja uses about half as many evaluatives as Sim-ae, but with very different ups and downs. Affect, which express how she feels, and Graduation, which control the intensity of her speech, are high, but Judgement, which evaluates the actions of others, and Appreciation, which express social respect or social approval of a given situation, are low. (C) Paternalistic and assertive Isa-jang is good at utilizing Judgement and Graduation, and is relatively low in Affect and Appreciation. (D) indecisive Park-isa rarely uses Jedgement. He uses the other evaluative words, Affect, Appreciation, Graduation, moderately frequently and appropriately. (E) Women are more likely than men to use Engagement for both setting(‘case-open’) and settled(‘case-closed’). Conclusions The study of Appraisal has a wide range of applications and is a highly scalable area of research. It is expected that the study of Signature can also find some generalizable patterns of Appraisal system if the analysis target is broader.

Effect of Parent-Initiated Support on Career Calling Among Chinese Kindergarten Teachers: Basic Psychological Need Satisfaction as Mediator.

Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers' career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers' career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT). Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers' career calling. The results revealed a positive effect of parent-initiated support on teachers' career calling. Teachers' global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers' specific autonomy and relatedness need satisfaction were non-significant. These findings suggest that parent-initiated support is an important job resource for kindergarten teachers' development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers' experience of career calling.

THE IMPORTANCE OF NONVERBAL MESSAGES IN INTERCULTURAL CLASSROOM

This paper discusses the importance of non-verbal communication in the intercultural classroom. Communication involves the presentation of ideas and feelings to others. People communicate because they want to influence the understanding of others, the attitude and the actions of others whether they agree or not on the issue. In addition, communication is also a two-way process in which both parties must respond to any information that is communicated. Without realizing it, non-verbal communication is complementary to verbal communication. This non-verbal communication is an important message form as it can interpret the emotion, personality, purpose and social status of a person.

Toricelli-Based Defensive Riding Training for Peer Educators of SMKN 1 Banjarbaru Students

Defensive riding training is a strategy that helps motorcyclists to always be in control and not be surprised by the actions of others. SMK Negeri 1 Banjarbaru, a school with many students using motorbikes for transportation, is located in an area with high-traffic accidents. This activity aims to provide students with an understanding of how to drive defensively and Toricelli-based. The method of implementing the service is to form peer educators, as many as six people from students aged 17 or this year aged 17, given education and training on Toricelli-based defensive riding training. The organizer evaluates knowledge through a pre-post test. The evaluation results showed increased knowledge about defensive riding training in students of SMKN 1 Banjarbaru.The role of peer educators of SMKN 1 Banjarbaru students can continue to remind their peers of the importance of safe driving culture, so that the role of peer educators does not only stop when this activity ends.