The interactive brain hypothesis.
The interactive brain hypothesis.
复制标题
DOI：
10.3389/fnhum.2012.00163
复制
发表时间：
2012
影响因子：
2.9
通讯作者：
De Jaegher H
中科院分区：
文献类型：
--
作者：
Di Paolo E;De Jaegher H
生成方法突出了人际互动在社会理解解释中的作用。这激发了，结合最近的兴趣，在神经科学研究涉及实际的互动，互动过程如何涉及社会理解的神经机制的问题。我们引入互动脑假说（IBH），以帮助映射的频谱之间的可能关系的社会互动和神经过程。该假说指出，互动经验和技能在社会大脑机制的发展和当前功能中发挥着促进作用，即使在没有即时互动的情况下也会发生社会理解。我们研究了这一假设对发展和神经生物学的证据和对比普遍的假设，读心术是至关重要的所有社会认知的合理性。我们描述了社会互动的元素，承担最直接的这一假设，并讨论了经验的可能性开放给社会神经科学。我们建议，协调动力学和社会理解之间的联系，可以通过研究协调状态之间的转换最好地把握。这些转变形成了互动过程的自组织的一部分，这些互动过程是社会参与动态的特征。这种自组织的模式和协同作用有助于解释个体如何相互理解。在互动过程中出现了各种角色扮演的可能性，决定了参与的范围。这一观点与直到最近一直指导社会神经科学研究的观察立场形成鲜明对比。我们还引入了互动准备的概念，以描述在具有社会意义的情况下（即使不是互动的）所召唤的实践和倾向。后一种观点将交互因素与更经典的观测情景联系起来。
Enactive approaches foreground the role of interpersonal interaction in explanations of social understanding. This motivates, in combination with a recent interest in neuroscientific studies involving actual interactions, the question of how interactive processes relate to neural mechanisms involved in social understanding. We introduce the Interactive Brain Hypothesis (IBH) in order to help map the spectrum of possible relations between social interaction and neural processes. The hypothesis states that interactive experience and skills play enabling roles in both the development and current function of social brain mechanisms, even in cases where social understanding happens in the absence of immediate interaction. We examine the plausibility of this hypothesis against developmental and neurobiological evidence and contrast it with the widespread assumption that mindreading is crucial to all social cognition. We describe the elements of social interaction that bear most directly on this hypothesis and discuss the empirical possibilities open to social neuroscience. We propose that the link between coordination dynamics and social understanding can be best grasped by studying transitions between states of coordination. These transitions form part of the self-organization of interaction processes that characterize the dynamics of social engagement. The patterns and synergies of this self-organization help explain how individuals understand each other. Various possibilities for role-taking emerge during interaction, determining a spectrum of participation. This view contrasts sharply with the observational stance that has guided research in social neuroscience until recently. We also introduce the concept of readiness to interact to describe the practices and dispositions that are summoned in situations of social significance (even if not interactive). This latter idea links interactive factors to more classical observational scenarios.
登录
查看更多内容
影响因子：
2.9
作者：
Cummins, Fred
通讯作者：
Cummins, Fred
影响因子：
9.2
作者：
Catmur, Caroline;Walsh, Vincent;Heyes, Cecilia
通讯作者：
Heyes, Cecilia
DOI：
10.1037/a0019256
发表时间：
2010-08-01
影响因子：
2.1
作者：
Cook, Richard;Press, Clare;Heyes, Cecilia
通讯作者：
Heyes, Cecilia
DOI：
10.1002/bs.3830010402
发表时间：
1956-01-01
期刊：
BEHAVIORAL SCIENCE
影响因子：
--
作者：
BATESON, G;JACKSON, DD;WEAKLAND, J
通讯作者：
WEAKLAND, J
影响因子：
2.4
作者：
De Jaegher, Hanne
通讯作者：
De Jaegher, Hanne