The Department of Cognitive Science
cordially invites you to the public defense of the PhD thesis
SELF-OTHER RELATIONS IN INTERPERSONAL SYNCHRONY
by
Elisa Wiedemann
Monday, SepteMber
15, 3
P.M. CET
Room D001 (CEU,
Quellenstrasse 51, 1100 Vienna)
Join Zoom Meeting
https://ceu-edu.zoom.us/j/96089305421?pwd=CA0j7jIIlMX1x9ePnD9xh3rVoYZMWa.1
Meeting ID: 960 8930 5421
Passcode: 032055
PRIMARY SUPERVISOR: Natalie Sebanz (CEU)
SECONDARY SUPERVISOR: Günther Knoblich (CEU)
Members of the Dissertation Committee:
Ernő Téglás, Chair, CEU
Professor
Tal Chen Rabinowitch,
University of Haifa as External examiner
Professor
Antonia Hamilton,
UCL as External examiner
*Anyone not affiliated with CEU wishing to attend in-person in Vienna
must RSVP here
to get access to the lecture hall.
ABSTRACT |This
thesis examines self-other relations in interpersonal synchrony. Taking an experimental approach, we investigated in a series of experiments whether performing the same movements at the same time as another person leads to an increase in self-other overlap,
thereby enhancing affiliation. We found that interpersonal synchrony affects perceived, but not motor-level self-other overlap, suggesting that it is likely a social recategorization of the self in relation to others that gives rise to the effects of interpersonal
synchrony. In a further qualitative study, we addressed the experience elicited by interpersonal synchrony in discrete and continuous movement contexts, finding that the experience of interpersonal coordination can be described as following a generic diachronic
structure made up of three phases: an initial phase of starting, a phase of (non-)adaptation, and a phase of stable coordination. We also found evidence for some structural variations, such as the addition of a phase of experimenting, as well as inter-individual
variation, particularly with respect to (non-)adaptation and experimenting. Finally, an experimental study with 18-month-olds considered the phenomenon of interpersonal synchrony in development, examining its effects of self-other alignment and its links to
toddlers’ development of a self concept. This study showed that interpersonal (a-)synchrony highlights the (dis-)similarity between self and other but that toddlers’ responses to it differ between measures and with their self-concept development. Overall,
the findings presented in this thesis suggest that interpersonal synchrony acts as a cue to group membership by prompting a social recategorization of the self in relation to one’s movement partner(s) and that the context in which interpersonal synchrony occurs
affects the way people experience the interaction.
Key words: interpersonal synchrony, joint action, subjective experience, development
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