2018
DOI: 10.1037/xhp0000505
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Distinct kinematic markers of demonstration and joint action coordination? Evidence from virtual xylophone playing.

Abstract: When performing joint actions, people modulate instrumental actions to provide additional information for a coactor (Pezzulo, Donnarumma, & Dindo, 2013). Similarly, demonstrators adjust instrumental actions to make them more informative for novice learners (Brand, Baldwin, & Ashburn, 2002). It is unknown whether the kinematic modulations performed to facilitate prediction in joint action coordination and the modulations performed to transmit information about the structure of novel actions are unique, or wheth… Show more

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Cited by 38 publications
(39 citation statements)
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“…When compared to interacting with other adults, child-directed (Brand et al, 2002) as well as robot-directed actions (Vollmer et al, 2009) are modulated by distinct kinematic features. Similar features may also be useful in differentiating between various adult interactive contexts, such as demonstration and joint action coordination (McEllin, Knoblich, & Sebanz, 2018). Clinicians may also benefit from such analysis, as pantomime production is often used when assessing aphasia (Goldenberg, Hermsdörfer, Glindemann, Rorden, & Karnath, 2007; Hermsdörfer, Li, Randerath, Goldenberg, & Johannsen, 2012).…”
Section: Discussionmentioning
confidence: 99%
“…When compared to interacting with other adults, child-directed (Brand et al, 2002) as well as robot-directed actions (Vollmer et al, 2009) are modulated by distinct kinematic features. Similar features may also be useful in differentiating between various adult interactive contexts, such as demonstration and joint action coordination (McEllin, Knoblich, & Sebanz, 2018). Clinicians may also benefit from such analysis, as pantomime production is often used when assessing aphasia (Goldenberg, Hermsdörfer, Glindemann, Rorden, & Karnath, 2007; Hermsdörfer, Li, Randerath, Goldenberg, & Johannsen, 2012).…”
Section: Discussionmentioning
confidence: 99%
“…An important goal for future research is to study which additional means experts use to provide a temporal scaffold for novices in teaching situations when novices also receive feedback from experts’ performance, and when experts and novices can also visually perceive each other’s actions. Some possible options include exaggerating movements ( McEllin, Knoblich, & Sebanz, 2017 ), reducing performance variability ( Vesper, van der Wel, Knoblich, & Sebanz, 2011 ), and relying on emerging leader-follower dynamics ( Konvalinka, Vuust, Roepstorff, & Frith, 2010 ). A further interesting question is whether and when teachers strategically avoid adjusting to novices to maximize learning opportunities for their students.…”
Section: Discussionmentioning
confidence: 99%
“…higher in space (Hilliard & Cook, 2016) when conveying novel information. Instrumental actions intended to teach show similar kinematic modulation, including spatial (McEllin, Knoblich, & Sebanz, 2018;Vesper & Richardson, 2014) and temporal (McEllin et al, 2018) exaggeration. Evidence from our own lab corroborates these findings of spatial and temporal modulation in the production of both actions and gestures.…”
Section: Introductionmentioning
confidence: 95%