Attributing social meaning to animated shapes: A new experimental study of apparent behavior.
Attributing social meaning to animated shapes: A new experimental study of apparent behavior.
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DOI：
10.5406/amerjpsyc.133.3.0295
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Chabris CF
中科院分区：
文献类型：
--
作者：
Ratajska A;Brown MI;Chabris CF
在1944年，Heider和Simmel报告说，观察者可以将简单的动画几何形状视为具有情感，意图和其他社会属性的角色。这篇文章被引用超过3000次，对社会认知和社会智力的研究产生了广泛而持续的影响。然而，这一领域的许多研究人员继续使用原始的Heider和Simmel黑白白色视频。我们询问原始发现是否可以在75年后通过创建32个新的彩色动画形状视频来重现，这些视频旨在描绘各种社会情节，并测试它们是否可以唤起类似的自发社会归因。参与者（N = 66）观看了我们的视频，并被要求写的叙述，我们编码的不同类型的社会属性的标记。与Heider和Simmel一致，我们发现参与者自发地将社会意义归因于视频。我们观察到，对我们视频的反应也与对原始视频的反应相似，尽管只有13-23岁，描绘了更广泛的社会情节。参与者在回应中做出了多少社会归因，而视频在引发这种反应的程度上也各不相同。我们的一组动画形状视频可以在网上免费提供给所有研究人员使用，并形成了社会智力多项选择评估的基础。
In 1944, Heider and Simmel reported that observers could perceive simple animated geometric shapes as characters with emotions, intentions, and other social attributes. This work has been cited over 3000 times and has had wide and ongoing influence on the study of social cognition and social intelligence. However, many researchers in this area have continued to use the original Heider and Simmel black-and-white video. We asked whether the original findings could be reproduced 75 years later by creating 32 new colored animated shape videos designed to depict various social plots and testing whether they can evoke similar spontaneous social attributions. Participants (N = 66) viewed our videos and were asked to write narratives which we coded for indicia of different types of social attributions. Consistent with Heider and Simmel, we found that participants spontaneously attributed social meaning to the videos. We observed that responses to our videos were also similar to responses to the original video reported by, despite being only 13–23 s and portraying a broader range of social plots. Participants varied in how many social attributions they made in response, and the videos varied in how much they elicited such responses. Our set of animated shape videos is freely available online for all researchers to use and forms the basis of a multiple-choice assessment of social intelligence.
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