This paper seeks to explore what happens when research methods predominantly reserved for the human animal are applied to study behavior of other animals. Specifically, we apply conversation analysis to investigate play fighting behavior of piglets in industrial-rearing conditions through three case studies. The analysis shows how play fighting is a mutually and continually (re-)established activity that relies on monitoring the other party’s continued willingness to engage. We show this orientation to continued willingness distinguishes the activity from more serious fighting. (...) Maintaining mutual willingness is sequentially achieved through mutually constructed opening and closing sequences, floor yielding, and locally negotiating the rules for play. The head toss, a known play marker for pigs, was used flexibly by these piglets. These findings add to or reframe findings from behavioral studies of pig play. In conclusion, applying conversation analysis to pig interaction proves not only possible but fruitful as an additional approach to methods in the field of animal communication. (shrink)

Research about explanation processes is gaining relevance because of the increased popularity of artificial systems required to explain their function or outcome. Following an interactive approach, not only explainers, but also explainees contribute to successful interactions. However, little is known about how explainees actively guide explanation processes and how their involvement relates to learning. We explored the occurrence and type of explainees’ questions in 20 adult — adult explanation dialogues about unknown present and absent objects. Crucially, we related the question (...) types to the explainees’ subsequent recall of the unknown object labels. We found that explainees asked different types of questions, especially about the object’s label and facts. Questions about the object’s function were asked more when objects were present. In addition, requests for labelling were linked to better recall. The results contribute to designing explainable AI that aims to provide relevant and adaptive explanations and to further experimental approaches to study explanations. (shrink)

Objectives This study aimed to understand stakeholders’ views on design choices associated with socially assistive robots for people with dementia. Methods Semi-structured interviews were conducted with 14 informal carers, one formal carer, one care centre manager, and one person with dementia. Individual semi-structured interviews lasted 45 minutes and were conducted online via the Microsoft Teams app or telephone. Interview transcripts were thematically analysed. Results Thematic analysis resulted in four main themes: physical design characteristics, functional features and abilities, data management and (...) operational practicalities. Animal-like robots for companionship were likely to be accepted by people with dementia. Telepresence and service robots integrated into smart networks were viewed as communication and safety tools. Integrating multiple robots and smart devices could provide the level of functionality required to care for people with dementia. (shrink)

Eye contact constitutes a strong social signal in humans and affects various attentional processes. However, eye contact with another human evokes different responses compared with a direct gaze of an image on a screen. The question of interest is whether this holds also for eye contact with a robot. Previous experiments with physically present iCub humanoid robot showed that eye contact affects participants’ orienting of attention. In the present study, we investigated whether a robot’s eye contact on the screen could (...) show similar effects. Specifically, in two experiments we examined the impact of eye contact on the gaze-cueing effect (orienting of attention in response to a directional gaze shift) while we varied the timing of the events within a trial sequence. Our results showed that the robot’s eye contact did not modulate the gaze-cueing effect (gaze-cueing effect present in all conditions), thereby suggesting that eye contact gaze presented in a 2D format on the screen has less impact on observers than its 3D embodied version in a physically present robot. Overall, our findings stress the importance of embodied interactions for understanding the mechanisms of social cognition. (shrink)

Dog play bows are recognized as indicating play motivation in dog-dog play, but have never been examined in dog-human play. Twenty-seven dogs and 26 humans engaged in interspecific interactions with familiar and unfamiliar cross-species partners to play; videotapes of the resulting 50 play interactions were examined for play bows. Fifty play bows were detected, enacted by 10 dogs playing with their owner, 6 of whom also enacted play bows with an unfamiliar player. Play bows occurred only infrequently before or after (...) pauses (or non-play activities) by the dog or the human, or before escape during play. Play bows appeared to be integral to dogs’ play activities, usually when the dog was playing object-keepaway and tug o’ war, or the dog was reacting to the human engaging in frustration games like object-keepaway or fakeout. Play bows appear to be multi-purpose actions indicating play motivation within dog-human play. (shrink)

As children grow, they increasingly encounter situations requiring them to follow multiple steps to manipulate objects or perform actions. This study examines how caregivers adjust their instructional behavior when a child fails to correctly execute part of a multi-step procedure. Thirty-two mothers demonstrated to their 2–3-year-old children how to use a novel toy with three action sequences. A motion capture system measured the movements of each mother’s hand during demonstrations to assess whether mothers modulated their motions during each manipulation phase. (...) Analyses revealed that mothers changed their demonstrations depending on their children’s imitation task performance. Specifically, mothers shortened their demonstrations for the parts that the children could perform and emphasized their movements for the parts that the children could not perform. This study reveal that, unlike in previous studies, infant-directed actions may contain strategies that are more understandable to children depending on the purpose of the action. (shrink)

Research on language evolution is an established subject area yet permeated by terminological controversies about which topics should be considered pertinent to the field and which not. By consequence, scholars focusing on language evolution struggle in providing precise demarcations of the discipline, where even the very central notions of evolution and language are elusive. We aimed at providing a data-driven characterisation of language evolution as a field of research by relying on quantitative analysis of data drawn from 697 reviews on (...) 255 submissions from the Joint Conference on Language Evolution 2022 (Kanazawa, Japan). Our results delineate a field characterized by a core of main research topics such as iconicity, sign language, multimodality. Despite being explored within the framework of language evolution research, only very recently these topics became popular in linguistics. As a result, language evolution has the potential to emerge as a forefront of linguistic research, bringing innovation to the study of language. We also see the emergence of more recent topics like rhythm, music, and vocal learning. Furthermore, the community identifies cognitive science, primatology, archaeology, palaeoanthropology, and genetics as key areas, encouraging empirical rather than theoretical work. With new themes, models, and methodologies emerging, our results depict an intrinsically multidisciplinary and evolving research field, likely adapting as language itself. (shrink)

This article reviews Pragmatics Online 9781138368415.

MyJay is an open-source robot designed to facilitate play between children with and without physical disabilities. The robot acts as a proxy for children with upper limb challenges, allowing them to participate in physical games with their peers. Our design was inspired by the FIRST Robotics Competition, which involves teleoperating robots to manipulate objects. Taking a user-centred perspective, we consulted therapists and conducted remote interviews with children with disabilities and their guardians at various stages of the design process. We then (...) conducted an in-person feasibility study with 18 typically developing children in a school setting. The study involved children teleoperating the robot to pick up and throw balls into a designated goal, and the interaction was evaluated using the user experience questionnaire and the Robotic Social Attributes Scale. The results of the study show great potential for MyJay to act as a play mediator in various scenarios, and the response from the children was positive. The ultimate aim of our research agenda is to pave the way towards creating more inclusive play environments through robot-mediated interactions, breaking barriers posed by physical limitations. (shrink)

Backchannel choices affect conversational development. Some backchannels invite interlocutors to continue to the next part of what they are saying and others invite them to elaborate on what they have just said. We tested how communicative modality (audiovisual, audio, text), environmental setting (wholly in-lab, partially in the wild), and conversational goals (on-task, off-task) influenced backchannel usage by participants. We found that backchannel production depends on modality, setting, and goals. For example, we found that specific backchannels played a more prominent role (...) in self-motivated dialogue. Knowledge of how backchannels are used has both theoretical and practical implications. (shrink)

Research on interaction in speaking assessment suggests that both verbal and nonverbal interaction are integral parts of the construct of interactional competence (Galaczi & Taylor, 2018; Plough et al., 2018; Young, 2011). However, little has been done to investigate which features significantly contribute to interactional competence scores. This study, therefore, examined which interaction features that raters noticed in individual scripted interview and paired discussion tasks to gain an insight into the interactional competence construct, providing validity evidence for an inclusion of (...) interactional competence in speaking assessment. Sixty-eight student performances were rated based on interaction rating scales. Exploratory factor analysis revealed four factors: nonverbal communication, topic management, interactional management, and interactive listening. Logistic regressions showed that while raters attended to more topic management features in the individual scripted interview task, they noticed more interactional management features in the paired discussion task. Simple regressions showed that nonverbal communication and topic management features predicted interactional competence scores in the individual scripted interview task, whereas nonverbal communication, topic management, interactional management, and interactive listening features were predictors of scores in the paired discussion task. The findings suggest that both nonverbal and verbal interaction features are important in the interactional competence construct with the paired task providing test-takers with more opportunities to demonstrate their interactional ability. (shrink)