Prior research indicated that information processing isinfluenced by the proximity of the hands to information:visuospatial processing is fostered near the hands, whereastextual processing might not be affected or even inhibitednear the hands. This study investigated how the proximity ofthe hands to digital information in pop-ups influenceslearning outcomes on multi-touch devices. Depending on thedistance between the information in the pop-ups and thehands of the users there were three conditions: (1) all pop-upsopened near the hands, (2) all pop-ups opened far from thehands, and (3) pop-ups with visuospatial information openednear the hands, whereas pop-ups with textual informationopened far from the hands (mixed condition). Results showedbetter learning outcomes when visuospatial pop-ups arepresented near the hands, whereas there was no difference inlearning outcomes between near and far presented textualpop-ups. Results and implications for multi-touch designs arediscussed.

The application of artificial intelligence (AI) for text generation in creative domains raises questions regarding the credibility of AI-generated content. In two studies, we explored if readers can differentiate between AI-based and human-written texts (generated based on the first line of texts and poems of classic authors) and how the stylistic qualities of these texts are rated. Participants read 9 AI-based continuations and either 9 human-written continuations (Study 1, N=120) or 9 original continuations (Study 2, N=302). Participants' task was to decide whether a continuation was written with an AI-tool or not, to indicate their confidence in each decision, and to assess the stylistic text quality. Results showed that participants generally had low accuracy for differentiating between text types but were overconfident in their decisions. Regarding the assessment of stylistic quality, AI-continuations were perceived as less well-written, inspiring, fascinating, interesting, and aesthetic than both human-written and original continuations. Keywords: Cognition, Artificial Intelligence, Literature, NLP, GPT-2

This study investigates whether making and observing(human) gestures facilitates learning about non-humanbiological movements and whether correspondence betweengesture and to-be-learned movement is superior to non-correspondence. Functional near-infrared spectroscopy wasused to address whether gestures activate the human mirror-neuron system (hMNS) and whether this activation mediatesthe facilitation of learning. During learning, participantsviewed the animations of the to-be-learned movements twice.Depending on the condition, the second viewing wassupplemented with either a self-gesturing instruction (Y/N)and/or a gesture video (corresponding/non-corresponding/no).Results showed that high-visuospatial-ability learners showedbetter learning outcomes with non-corresponding gestures,whereas those gestures were detrimental for low-visuospatial-ability learners. Furthermore, the activation of the inferior-parietal cortex (part of the hMNS) tended to predict betterlearning outcomes. Unexpectedly, making gestures did notinfluence learning, but cortical activation differed for learnerswho self-gestured depending on which gesture they observed.Results and implications are discussed.