Why is interaction so simple? This article presents a theory of interaction based on the use of shared representations as “coordination tools” (e.g., roundabouts that facilitate coordination of drivers). By aligning their representations (intentionally or unintentionally), interacting agents help one another to solve interaction problems in that they remain predictable, and offer cues for action selection and goal monitoring. We illustrate how this strategy works in a joint task (building together a tower of bricks) and discuss its requirements from a (...) computational viewpoint. (shrink)

People walk, build, paint and otherwise act together with a purpose in myriad ways. What is the relation between the actions people perform in acting together with a purpose and the outcome, or outcomes, to which their actions are directed? We argue that fully characterising this relation will require appeal not only to intention, knowledge and other familiar philosophical paraphernalia but also to another kind of representation involved in preparing and executing actions, namely motor representation. If we are right, motor (...) representation plays a central role in the story of acting together. (shrink)

What enables individuals to act together? Recent discoveries suggest that a variety of mechanisms are involved. But something fundamental is yet to be investigated. In joint action, agents represent a collective goal, or so it is often assumed. But how, if at all, are collective goals represented in joint action and how do such representations impact performance? To investigate this question we adapted a bimanual paradigm, the circle-line drawing paradigm, to contrast two agents acting in parallel with two agents performing (...) a joint action. Participants were required to draw lines or circles while observing circles or lines being drawn. The findings indicate that interpersonal motor coupling may occur in joint but not parallel action. This suggests that participants in joint actions can represent collective goals motorically. (shrink)

Starting from Proust’s distinction between the self-attributive and self-evaluative views on metacognition, this paper presents a third view: self-mindshaping. Based on the notion of mindshaping as the core of social cognition, the self-mindshaping view contends that mindshaping abilities can be turned on one’s own mind. Against the self-attributive view, metacognition is not a matter of accessing representations to metarepresent them but of giving shape to those representations themselves. Against the self-evaluative view, metacognition is not blind to content but relies heavily (...) on it. We characterize our view in terms of four issues that, according to Proust, distinguish the previous approaches, namely, whether metacognitive mechanisms are the same as those employed to access other minds, whether metacognitive control requires conceptual representation, whether metacognition is propositional, and whether metacognitive access is linked to mental action. After describing some of the mechanisms for self-mindshaping, we show how this view regards metacognition as grounded on social interaction mechanisms, conceptually driven, possibly, but not necessarily, propositional, and engaged in the practical regulation of mental states. Finally, we examine the prospects for the primacy of self-mindshaping as the primary metacognitive function. We argue that self-attributive processes typically subserve the practical goals emphasized by the mindshaping view, and that the evaluative role played by procedural metacognition can be grounded on social cues rather than on experiential feelings. Even if this is not enough to claim the primacy of self-mindshaping, it still appears as a third kind of metacognition, not reducible to the other two. (shrink)

The prevailing assumption in literary studies tends to be that a ‘we’ narrative voice is either that of an individual purporting to speak for a group, or that of a collective of people whose perspectives have coalesced into a unified one. Recent work on social agency across the cognitive humanities suggests another way of understanding what might be conveyed by such a ‘we’. Social cognition research shows that individuals can have their capacities changed and enhanced when they interact with others, (...) and suggests that ‘we-representations’ in the individual mind may result from the transformative effects of interaction. In this paper, we draw on a specific instance of storytelling in the plural, William Faulkner’s ‘A Rose for Emily’, to articulate a theory of this ‘individual we’, and to show its potential in refining our understanding of ‘we’ narratives. We also propose that in future research the interdisciplinary study of the ‘we’ could engage with insights from literature as well as from philosophy and science. (shrink)

Imitation research has focused on turn‐taking contexts in which one person acts and one person then copies that action. However, people also imitate when engaging in joint actions, where two or more people coordinate their actions in space and time in order to achieve a shared goal. We discuss how the various constraints imposed by joint action modulate imitation, and the close links between perception and action that form the basis of this phenomenon. We also explore how understanding imitation in (...) the context of joint action yields new insights into cultural phenomena such as teaching and innovation. (shrink)

Through the mental alignment that sustains social interactions, the minds of individuals are shared. One interpretation of shared intentionality involves the ability of individuals to perceive features of the action scene from the perspective of the group (the ). This first-person plural approach in social cognition is distinct from and preferable to the second-person approach proposed in the target article.