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I See What You Mean: How Attentional Selection Is Shaped by Ascribing Intentions to Others

Overview of attention for article published in PLOS ONE, September 2012
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Title
I See What You Mean: How Attentional Selection Is Shaped by Ascribing Intentions to Others
Published in
PLOS ONE, September 2012
DOI 10.1371/journal.pone.0045391
Pubmed ID
Authors

Eva Wiese, Agnieszka Wykowska, Jan Zwickel, Hermann J. Müller

Abstract

The ability to understand and predict others' behavior is essential for successful interactions. When making predictions about what other humans will do, we treat them as intentional systems and adopt the intentional stance, i.e., refer to their mental states such as desires and intentions. In the present experiments, we investigated whether the mere belief that the observed agent is an intentional system influences basic social attention mechanisms. We presented pictures of a human and a robot face in a gaze cuing paradigm and manipulated the likelihood of adopting the intentional stance by instruction: in some conditions, participants were told that they were observing a human or a robot, in others, that they were observing a human-like mannequin or a robot whose eyes were controlled by a human. In conditions in which participants were made to believe they were observing human behavior (intentional stance likely) gaze cuing effects were significantly larger as compared to conditions when adopting the intentional stance was less likely. This effect was independent of whether a human or a robot face was presented. Therefore, we conclude that adopting the intentional stance when observing others' behavior fundamentally influences basic mechanisms of social attention. The present results provide striking evidence that high-level cognitive processes, such as beliefs, modulate bottom-up mechanisms of attentional selection in a top-down manner.

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Mendeley readers

The data shown below were compiled from readership statistics for 177 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Germany 4 2%
United States 2 1%
United Kingdom 1 <1%
Netherlands 1 <1%
China 1 <1%
Poland 1 <1%
Unknown 167 94%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 59 33%
Student > Master 28 16%
Researcher 16 9%
Student > Doctoral Student 14 8%
Student > Bachelor 9 5%
Other 25 14%
Unknown 26 15%
Readers by discipline Count As %
Psychology 90 51%
Computer Science 13 7%
Neuroscience 9 5%
Philosophy 5 3%
Agricultural and Biological Sciences 3 2%
Other 22 12%
Unknown 35 20%