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Communication in action: Planning and interpreting communicative demonstrations.

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This study introduces a computational model for understanding how people use actions to communicate beliefs and intentions. It distinguishes between instrumental and belief-directed planning to explain social learning and human communication.

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Social Cognition

Background:

  • Theory of mind (ToM) is crucial for interpreting behavior based on unobservable mental states.
  • Individuals can strategically modify actions to influence others' mental representations, termed communicative demonstrations.
  • Existing models lack a computational account for generating and interpreting these demonstrations within decision-making.

Purpose of the Study:

  • To develop a computational framework for generating and interpreting communicative demonstrations.
  • To differentiate between instrumental and belief-directed planning in social interaction.
  • To extend formal pragmatics and pedagogy models to value-guided decision-making.

Main Methods:

  • Developed a computational model distinguishing instrumental and belief-directed planning.
  • Integrated this model with formal pragmatics and pedagogy.
  • Applied the framework to value-guided decision-making contexts.

Main Results:

  • The model explains how individuals modify intentional behavior to convey knowledge about environmental reward or causal structures.
  • It accounts for infant and child imitation data, differentiating literal from pragmatic interpretations.
  • The analysis provides insights into belief-directed intentionality and mentalizing.

Conclusions:

  • The proposed computational account offers a novel understanding of communicative demonstrations.
  • It highlights the interplay between instrumental and belief-directed planning in social cognition.
  • This framework illuminates sociocognitive mechanisms underlying human communication, culture, and sociality.