Scopophilia and object loss.

The study of a case of voyeuristic perversion and of some previously published cases of simple scopophilia suggests that fear of object loss early in life may be an important factor predisposing one to a propensity for voyeurism. The increased need to maintain visual contact with the object and to incorporate it visually leads to a hypercathexis of the visual function which is at the base of voyeurism. This need later becomes sexualized, while still retaining its pregenital connotations. Although object loss was apparently significant in the case of the patient described in this paper, it is not necessarily a factor in all cases of perverse voyeurism and, when present, may be considered as only one element in its pathogenesis.     

Psychic trauma and traumatic object loss

Psychoanalysis began with the concept of psychic trauma, which was subsequently not clearly differentiated from traumatic object loss or from unconscious conflict and fantasy. Psychic trauma is investigated in relation to unconscious conflict, with and without concurrent object loss. The syndromes of PTSD, uncomplicated by object loss, of traumatic bereavement, and of relatively nontraumatic bereavement, though often interwoven and inseparable, are all different. The significance of the loss, sociocultural factors, and group process influence individual responses to trauma and traumatic bereavement. There are specific neurobiological and psychological sequelae of traumatic experience. Clinical applications are noted.     

Developmental science and the media. Early brain development

Media coverage of early brain development not only has focused public attention on early childhood but also has contributed to misunderstanding of developmental neuroscience research. This article critically summarizes current research in developmental neuroscience that is pertinent to the central claims of media accounts of early brain development, including (a) scientific understanding of formative early experiences, (b) whether critical periods are typical for brain development, (c) brain development as a lifelong process, (d) biological hazards to early brain growth, and (e) strengths and limits of current technology in developmental brain research. Recommendations are offered for strengthening the constructive contributions of research scientists and their professional organizations to the accurate and timely coverage of scientific issues in the media.     

Early discrimination among small object collections

Two studies are presented which examine the young child's ability to discriminate between two small object collections on the basis of numerosity and to maintain that discrimination across changes in number-related cues. A transfer procedure and counting tasks were also included. In Study 1, 2-, 3-, and 4-year-olds were reinforced for choosing either a two- or three-item array when length-density cues were manipulated across two training phases of 20 trials each. Training was followed by a transfer task in which one- and four-item arrays were displayed. Most 2-year-olds were able to learn the discrimination while at the same time displaying little quantitative ability. Further, their transfer responses were transpositional in nature. In Study 2, 2-year-olds were given a similar discrimination task in which numerosity was contrasted simultaneously with length-density and area-brightness cues. Again, most children learned the discrimination and transferred that learning on the basis of relational cues.     

Developmental considerations in the study of childhood depression

Although a great deal of research has been conducted examining biological and psychological factors related to adult depression, relatively little attention has been given to the study of depression in children. The purpose of the present article is to illustrate the importance of considering normal developmental processes in the study of childhood depression. Epidemiological data, diagnostic issues, and methods of assessment in childhood depression are discussed from a developmental perspective, and the role of developmental issues in both the manifestation of depression and its assessment is outlined. Four major theories of depression—biological, psychoanalytic, behavioral, and cognitive—are presented, and developmental issues are discussed in relation to each theory's formulation of the etiology, maintenance, and treatment of depression. Finally, alternative methodologies for the study of childhood depression are considered, and directions for future research, particularly for investigations examining the relationship between childhood and adult depression, are advanced.     

Gender differences in autobiographical memory: Developmental and methodological considerations

Gender differences have surfaced in inconsistent ways in autobiographical memory studies. When apparent, researchers find gender differences such that women report more vivid memory experiences than men and women include more details about emotions, about other people, and about the meaningfulness of their memories. Specifically, females include more emotion, more elaboration, and a greater sense of connectedness to others in their narratives, and we consider the possible connection between these tendencies and women’s advantage on a number of autobiographical and episodic memory tasks. However, not all studies of autobiographical memory find gender differences. We propose that gender differences in autobiographical memory development and interpersonal socialization contribute to the differences found, and that gender differences can be attributed, at least in part, to the influence of conversations with parents when autobiographical memory skills are developing. An examination of studies in which gender differences are not found suggests that specific instructions, context, gender salience, and the type of autobiographical memory measure used can mitigate gender differences. We conclude by outlining future directions for research, including longitudinal studies and experiments designed to systematically examine gender in autobiographical memory for its own sake.     

Early activation of object names in visual search

In a visual search experiment, participants had to decide whether or not a target object was present in a fourobject search array. One of these objects could be a semantically related competitor (e.g.,shirt for the targettrousers) or a conceptually unrelated object with the same name as the target—for example,bat (baseball) for the targetbat (animal). In the control condition, the related competitor was replaced by an unrelated object. The participants’ response latencies and eye movements demonstrated that the two types of related competitors had similar effects: Competitors attracted the participants’ visual attention and thereby delayed positive and negative decisions. The results imply that semantic and name information associated with the objects becomes rapidly available and affects the allocation of visual attention.     

Developmental changes in visual object recognition between 18 and 24 months of age

Two experiments examined developmental changes in children's visual recognition of common objects during the period of 18 to 24 months. Experiment 1 examined children's ability to recognize common category instances that presented three different kinds of information: (1) richly detailed and prototypical instances that presented both local and global shape information, color, textural and featural information, (2) the same rich and prototypical shapes but no color, texture or surface featural information, or (3) that presented only abstract and global representations of object shape in terms of geometric volumes. Significant developmental differences were observed only for the abstract shape representations in terms of geometric volumes, the kind of shape representation that has been hypothesized to underlie mature object recognition. Further, these differences were strongly linked in individual children to the number of object names in their productive vocabulary. Experiment 2 replicated these results and showed further that the less advanced children's object recognition was based on the piecemeal use of individual features and parts, rather than overall shape. The results provide further evidence for significant and rapid developmental changes in object recognition during the same period children first learn object names. The implications of the results for theories of visual object recognition, the relation of object recognition to category learning, and underlying developmental processes are discussed.     

Early Developmental Screening for Children in Foster Care

Limited data exist about the ideal timing of developmental screening for young children entering foster care, and current best practice recommends screening by 1 month into care to prioritize resources for evaluation. Therefore, we aimed to: (1) compare detection rates for potential developmental delay (DD) at foster care entry before and after implementation of a developmental screen and (2) examine accuracy of developmental screening when performed at entry and 1 month into care. Charts of 124 children <6 years evaluated for an initial foster care health assessment (IFCHA) were reviewed to determine baseline detection rates for potential DD. The Parents’ Evaluation of Developmental Status (PEDS) screening tool was then prospectively administered to 167 children <6 years during their IFCHA to determine detection rates. One month following the IFCHA, caregivers were re-contacted, and the screen was re-administered. Accuracy of the initial PEDS screen was compared to the 1 month PEDS screen by calculation of sensitivity and specificity. At baseline, potential DD was detected in 34 % of children at the IFCHA compared to 46 % after implementation of the PEDS (P = 0.041). Compared to the 1 month screen, the early screen had a sensitivity of 75 % and specificity of 88 %. Use of a developmental screening tool at foster care entry increased detection of potential DD, and the results remained consistent with screening 1 month later. These results support use of a developmental screen for children in foster care and suggest that screening be performed as early as possible to expedite necessary evaluations and referrals.     

The resilience of object predictions: Early recognition across viewpoints and exemplars

Recognition of everyday objects can be facilitated by top-down predictions. We have proposed that these predictions are derived from rudimentary image information, or gist, extracted rapidly from the low spatial frequencies (LSFs) (Bar Journal of Cognitive Neuroscience 15: 600–609, 2003). Because of the coarse nature of LSF representations, we hypothesized here that such predictions can accommodate changes in viewpoint as well as facilitate the recognition of visually similar objects. In a repetition-priming task, we indeed observed significant facilitation of target recognition that was primed by LSF objects across moderate viewpoint changes, as well as across visually similar exemplars. These results suggest that the LSF representations are specific enough to activate accurate predictions, yet flexible enough to overcome small changes in visual appearance. Such gist representations facilitate object recognition by accommodating changes in visual appearance due to viewing conditions, and help generalize from familiar to novel exemplars.     

Early perception-action coupling: eye movements and the development of object perception

We investigated the scanning strategies used by 2- to 3.5-month-old infants when viewing partly occluded object displays. Eye movements were recorded with a corneal reflection system as the infants observed stimuli depicting two rod parts above and below an occluding box. Stimulus parameters were chosen on the basis of past research demonstrating the importance of motion, occluder width, and edge alignment to perception of object unity. Results indicated that the infants tailored scanning to display characteristics, engaging in more extensive scanning when unity perception was challenged by a wide occluder or misaligned edges. In addition, older infants tended to scan the lower parts of the displays more frequently than did younger infants. Exploration of individual differences, however, revealed marked contrasts in specific scanning styles across infants. The findings are consistent with views of perceptual development stressing the importance of information processing skills and self-directed action to the acquisition of object knowledge.     

Empirical and clinical assessments of children's object relations and object representations.

A series of investigations that assess children's object representations using the Rorschach Mutuality of Autonomy (MOA) Scale are reviewed. The scale is viewed as a summary measure of a child's repertoire of previous interpersonal interactions. It has been effective in delineating qualitative aspects of a number of child psychopathological syndromes, in documenting short-term object representational shifts in children undergoing surgery, and in foretelling key paradigms in child psychotherapy. This effectiveness provides empirical support for the hypothesized salience of object representations as an integral facet of personality and affirms Escalona's (1968) contention that capturing a child's phenomenological experience enhances our capacity to predict later outcome.