Perspective-Taking in Referential Communication: Does Stimulated Attention to Addressees’ Perspective Influence Speakers’ Reference Production?

Damen, Debby; Wijst, Per van der; Amelsvoort, Marije van; Krahmer, Emiel

doi:10.1007/s10936-018-9602-7

Cited by 6 publications

(10 citation statements)

References 60 publications

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“…In this sense, explicit instructions to focus their attention on another person’s perspective did not help perceivers to inhibit their privileged perspective to increase their perspective-taking accuracy. These findings by Damen et al (2020) are in line with related studies ( Damen, van Amelsvoort, et al, 2019 ; Damen, van der Wijst, et al, 2019 ), evidencing that an explicit focus on or an explicit awareness of another person’s different perspective does not suffice to reduce perceivers’ tendency to overrely on their own knowledge and attentional status during perspective-taking. It is therefore still unknown how perceivers can be stimulated to sufficiently adjust the self-perspective.…”

Section: Introductionsupporting

confidence: 87%

Lifting the curse of knowing: How feedback improves perspective-taking

Damen

Amelsvoort

Wijst

et al. 2021

Quarterly Journal of Experimental Psychology

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People are likely to use their own knowledge as a frame of reference when they try to assess another person’s perspective. Due to this egocentric anchoring, people often overestimate the extent to which others share their point of view. This study investigated which type of feedback (if any) stimulates perceivers to make estimations of another person’s perspective that are less biased by egocentric knowledge. We allocated participants to one of three feedback conditions (no feedback, accuracy feedback, narrative feedback). Findings showed that participants who were given feedback adjusted their perspective-judgment more than those who did not receive feedback. They also showed less egocentric projection on future assessments. Participants adjusted their perspective within the same trial to the same degree for both feedback types. However, participants’ egocentric bias was only reduced when they received narrative feedback and not when they received accuracy feedback about their performance. Implications of these findings for theories of perspective-taking are discussed.

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Section: Introductionsupporting

confidence: 87%

Lifting the curse of knowing: How feedback improves perspective-taking

Damen

Amelsvoort

Wijst

et al. 2021

Quarterly Journal of Experimental Psychology

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“…Perspective-taking can be considered to be a vital process for social functioning (Davis, 1983). Ample research has shown, however, that perceivers of other minds often fail to appreciate the other’s different vantage point, even when the social context requires them to do so (Damen, van der Wijst, van Amelsvoort, & Krahmer, 2019; Wardlow Lane, Groisman, & Ferreira, 2006). The question whether and under what circumstances perceivers are able to successfully infer what is going on in the mind of others has received great scholarly attention.…”

mentioning

confidence: 99%

Can the curse of knowing be lifted? The influence of explicit perspective-focus instructions on readers’ perspective-taking.

Damen¹,

Wijst²,

Amelsvoort³

et al. 2020

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Perceivers of other minds often overestimate the similarity between their own and other people's perspectives. This egocentric projection during perspective-taking is argued to originate from perceivers' tendency to use their own perspective as a referential anchor from which they insufficiently adjust away to account for an alternative interpretation. We investigated whether an explicit focus on another person's point of view allows perceivers to make sufficient perspective-adjustments, thereby attenuating their egocentric projection. Findings showed that we successfully replicated Keysar's (1994) illusory transparency of intention effect (Experiment 1) and Epley, Keysar, Van Boven, and Gilovich's (2004) findings that confirm perceivers' egocentric anchoring and (insufficient) adjustment during perspective-taking (Experiment 2). We further showed that enhancing perceivers' attention to another person's perspective both prior (Experiment 1) and during (Experiment 2) perspective-taking did not diminish egocentric projection. Findings are discussed in light of the role of feedback in making accurate perspective-adjustments.

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“…The authors concluded that visual salience effects were due to adjustments that speakers make when they speak to an addressee. [41] did not find such adjustment to the addressee. Using a referential communication task, they showed that giving an explicit focus on addressee’s perspective did not influence reference production of the speaker.…”

Section: Discussionmentioning

confidence: 99%

The impact of shared knowledge on speakers’ prosody

2019

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How does the knowledge shared by interlocutors during interaction modify the way speakers speak? Specifically, how does prosody change when speakers know that their addressees do not share the same knowledge as them? We studied these effects in an interactive paradigm in which French speakers gave instructions to addressees about where to place a cross between different objects (e.g., You put the cross between the red mouse and the red house). We manipulated (i) whether the two interlocutors shared or did not necessarily share the same objects and (ii) the informational status of referents. We were interested in two types of prosodic variations: global prosodic variations that affect entire utterances (i.e., pitch range and speech rate variations) and more local prosodic variations that encode informational status of referents (i.e., prosodic phrasing for French). We found that participants spoke more slowly and with larger pitch excursions in the not-shared knowledge condition than in the shared knowledge condition while they did not prosodically encode the informational status of referents regardless of the knowledge condition. Results demonstrated that speakers kept track of what the addressee knew, and that they adapted their global prosody to their interlocutors. This made the task too cognitively demanding to allow the prosodic encoding of the informational status of referents. Our findings are in line with the idea that complex reasoning usually implicated in constructing a model of the addressee co-exists with speaker-internal constraints such as cognitive load to affect speaker’s prosody during interaction.

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Perspective-Taking in Referential Communication: Does Stimulated Attention to Addressees’ Perspective Influence Speakers’ Reference Production?

Cited by 6 publications

References 60 publications

Lifting the curse of knowing: How feedback improves perspective-taking

Lifting the curse of knowing: How feedback improves perspective-taking

Can the curse of knowing be lifted? The influence of explicit perspective-focus instructions on readers’ perspective-taking.

The impact of shared knowledge on speakers’ prosody

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