The cross-modal matching of brightness to loudness by children

According to Stevens' explanation of cross-modal matching, the recruitment-like effects of masking seen in intramodal loudness judgements should be reflected in a brightness-to-loudness matching task. In an experiment with child observers, this failed to occur. The results are explicable in terms of category mediation of the cross-modal, but not the intramodal, task. In support of this account, it is shown that cross-modal judgements are unaffected by explicit category mediation. However, intramodal judgements, explicitly mediated in the same way, produce a pattern of results similar to those obtained in the cross-modal task. The experiments suggest that cross-modal matching does not provide a useful test of loudness recruitment in the bilaterally hearing impaired.     

Going beyond the facts: Young children extend knowledge by integrating episodes

The major question posed in this research was whether 4- and 6-year-olds productively extend their knowledge by integrating information acquired in separate episodes. The vehicle was a read-aloud activity during which children were presented with a novel fact in each of two passages. In Experiment 1, both age groups showed evidence of integration between the passages. For the 6-year-olds, the evidence came in the form of responses to open-ended questions. The 4-year-olds recognized the correct answers but did not generate them in the open-ended question format. The 6-year-olds who generated the correct answers also were likely to recall both of the individual facts presented in the passages. In Experiment 2, we tested whether the 4-year-olds’ integration performance would improve if their memory for the individual facts improved. Extra exposure to the individual facts resulted in higher levels of integration performance in both recall and recognition testing. The roles of memory and other potential sources of age-related differences in integration performance are discussed.     

Reorientation in a small-scale environment by 3-, 4-, and 5-year-old children

Geometric features of surfaces and local information are constitutive elements of spatial representations. A number of studies in animals (rats) and human children (24 months old) have shown that in a rectangular environment with a reward hidden in one of the corners, geometric properties predominate over local cues for search strategies. In contrast, monkeys and human adults are able to take into account both types of information (geometric and local) to reorient. So far, all of the experiments have been conducted in the locomotor space involving a navigational task. In the present study, we examined whether similar search patterns are found using a tabletop model of a rectangular room. Three groups of children (3-, 4-, and 5-year-olds) and one group of adults were tested. Results show that geometric encoding appears only at 4 years of age, that is later than in the locomotor space. The joint use of geometry and local cues emerges at 5 years of age. These data show that similar types of processing are implemented in both manipulatory and locomotor space but not at the same time. The difference between locomotor and manipulatory tasks suggests that being immersed in the environment makes this separated processing easier than being confronted by a task for which the object is exterior to the participant.     

Age-progressed images may harm recognition of missing children by increasing the number of plausible targets

Age progression, often used to help find missing children, is a technique whereby an outdated photograph of an individual is used to generate an updated image of that individual. Despite its importance, few empirical psychological studies have tested the utility of age progression. The current studies had two purposes: (1) to empirically test the effectiveness of a computerized age-progression system (APRILage); and (2) to examine how the presentation of an age-progressed image changes observers’ decision-making strategies. Presenting participants with an age-progressed image in addition to an outdated image resulted in fewer target recognitions and more mistaken non-target ‘recognitions’ (Study 1; N = 135), led participants to assign fewer confidence points to the actual target and more confidence points to non-targets (Study 2; N = 231), and increased, rather than decreased, the number of plausible targets (Study 3; N = 88). Results are explained within a multidimensional face-space conceptualization of facial recognition.     

Tactile recognition of mirror images by children: intermanual transfer and rotation of the palm

In order to evaluate the importance of the axis of stimulus presentation, inter- and intramanual recognition of mirror pairs was studied with the stimulus materials aligned along the front/back axis (whereas in previous work the mirror pairs were aligned along the left/right axis). Children were allowed to feel shapes with the whole hand, with only four fingers (excluding the thumb), or with only the index finger. After learning with one hand, recognition was tested in experiment 1 with the other hand; after learning with one orientation of the hand (palm down or up), recognition was tested in experiment 2 with the other orientation (palm up or down) of the same hand; after learning with one coronal alignment of the hand (to the left or right), recognition was tested in experiment 3 with the other alignment (to the right or left), but without rotation, of the same hand. Significantly fewer intermanual recognition errors were made on mirror pairs with the materials oriented along the front/back axis than in previous work when oriented along the left/right axis. This supports the suggestion that such errors arise when the stimuli are oriented along the left/right axis during formation of the memory trace. The same trend was unexpectedly obtained for intramanual recognition errors (after rotation of the hand). These errors (after hand rotation) are largely due to coding with respect to the hand; they are reduced when the hand is not aligned with the body axis, since then coding can also occur in relation to the environment.     

Cognition, but not sensation, mediates age-related changes in the ability to monitor the environment

The objective of the study was to determine which age-related changes in sensation and cognition are associated with age-related changes in the ability to monitor the environment. To that end, a proxy measure of the ability to monitor the environment (useful field of view, UFOV) and measures of sensation and cognition were collected from young adult (N = 61) and older adult subjects (N = 79). Although UFOV performance was expected to be mediated primarily by cognition rather than by sensation, it was somewhat unexpected to find no reliable associations between UFOV and sensory functioning beyond those of age and cognition.     

Degrading phonetic information affects matching of audiovisual speech in adults,but not in infants

Infants and adults are well able to match auditory and visual speech, but the cues on which they rely (viz. temporal, phonetic and energetic correspondence in the auditory and visual speech streams) may differ. Here we assessed the relative contribution of the different cues using sine-wave speech (SWS). Adults (N = 52) and infants (N = 34, age ranged in between 5 and 15 months) matched 2 trisyllabic speech sounds (‘kalisu’ and ‘mufapi’), either natural or SWS, with visual speech information. On each trial, adults saw two articulating faces and matched a sound to one of these, while infants were presented the same stimuli in a preferential looking paradigm. Adults’ performance was almost flawless with natural speech, but was significantly less accurate with SWS. In contrast, infants matched the sound to the articulating face equally well for natural speech and SWS. These results suggest that infants rely to a lesser extent on phonetic cues than adults do to match audio to visual speech. This is in line with the notion that the ability to extract phonetic information from the visual signal increases during development, and suggests that phonetic knowledge might not be the basis for early audiovisual correspondence detection in speech.     

Fingertip force,surface geometry,and the perception of roughness by active touch

Ss made magnitude estimates of the perceived roughness of grooved metal plates under conditions of active touch with controlled finger force. The wider the grooves in the plate, the narrower the lands between the grooves, or the greater the finger force, the greater was the perceived roughness. Increase in finger force also slightly increased the slope of the magnitude estimation function, suggesting not only that the roughness of a uniform surface but also the contrasts in the roughness of differing parts of a patterned surface would be altered by changes in the manner of feeling the surface. An analogous effect has been reported in vision, in that increases in illumination increase the apparent contrast of a surface.     

Coding responses and the generalization of matching to sample in children.

Two experiments studied the conditions of stimulus control necessary for the generalization of relational matching to sample. Matching required the selection of comparison shapes rotated 90 degrees clockwise from the orientation of the corresponding sample. In Experiment 1, five children were taught to: (a) code the orientations of samples, (b) transform sample codings to account for the 90 degree rotation, and (c) repeat the transformed sample coding response to a comparison. High levels of generalization occurred with a set of novel stimuli for which stable sample-coding responses were initially available. In another novel set, where stable sample-coding responses were not initially available, low levels of generalized matching were recorded. Matching performance improved after stable coding responses were trained. In Experiment 2, two children and three adults were trained in a form of the matching task that produced poor generalization despite the presence of stable sample-coding responses. Retraining to modify the stimulus control exerted by these coding responses produced an immediate improvement in generalized matching to sample. Results suggest that the generalization of matching is dependent on structure of stimulus control that the component responses exert on each other.     

Use of landmark features and geometry by children and adults during a two-dimensional search task

Three- to six-year-old children (n = 28) and adults (n = 46) participated in a two-dimensional search task that included geometry and feature conditions. During each of 24 trials, participants watched as a cartoon character hid behind one of three landmarks arranged in a triangle on a computer screen. The landmarks and character then disappeared and reappeared in the same or a new position on the screen. During feature condition trials participants could use unique features of the landmarks to locate the hidden character, while during geometry trials participants could only use the geometry of the triangle. In both conditions, adults’ performance was near ceiling while children’s performance was significantly worse. Children’s performance was worse in the geometry condition than in the feature condition but search accuracy improved with age for both types of information. Findings are considered in the context of the broader literature on spatial cognition and development.     

Young children know that trying is not pretending: a test of the "behaving-as-if" construal of children's early concept of pretense

In 3 studies, young children were tested for their understanding of pretend actions. In Studies 1 and 2, pairs of superficially similar behaviors were presented to 26- and 36-month-old children in an imitation game. In one case the behavior was marked as trying (signs of effort), and in the other case as pretending (signs of playfulness). Three-year-olds, and to some degree 2-year-olds, performed the real action themselves (or tried to really perform it) after the trying model, whereas after the pretense model, they only pretended. Study 3 ruled out a simple mimicking explanation by showing that children not only imitated differentially but responded differentially with appropriate productive pretending to pretense models and with appropriate productive tool use to trying models. The findings of the 3 studies demonstrate that by 2 to 3 years of age, children have a concept of pretense as a specific type of intentional activity.     

Hyperactive and normal children and the error,latency, and double median split scoring procedures of the matching familiar figures test

To further evaluate the construct validity of Kagan's Matching Familiar Figures Test (MFF), three different scoring methods—the MFF error measure, the MFF latency measure, and Kagan's double median split—were used to compare learning disabled and behavior disordered boys at two age levels with their normal peers on the frequency with which they were designated as impulsive. In the comparison of 7-year-old and 12-year-old learning disabled boys with the normal children, the MFF error measure identified a greater frequency of the learning disabled boys as impulsive at both age levels. No differences occurred between the learning disabled and the normal boys at either age level on the latency measure. Kagan's double median split procedure differentiated only between the older learning disabled and the normal boys. Thus, combining the latency measure with the error measure detracted from the effectiveness of the error measure. None of the MFF scoring procedures differentiated between the behavior disordered and the normal boys at either age level. Although the findings tend to support the results of studies with normal children in indicating that the error measure is more sensitive than the latency measure, the failure of the error measure to designate a greater frequency of the severely behavior disordered boys as being impulsive than are their normal peers raises further questions about the construct validity of the MFF, regardless of the scoring procedure used.     

Memory for the spatial layout of the everyday physical environment: Differential rates of acquisition of different types of information

The hypothesis that the relative locations of the landmarks in a town is not accurately remembered before the paths between them have been learned was refuted in the present study showing that the reverse may in fact be true. In two of the three experiments carried out, undergraduates were found to give accurate estimates of the relative directions to different landmarks in an average-sized Swedish town (Umeå with about 80 000 residents), even if the subjects had been living there no more than two to four months. However, for some reason which could not be disentangled relative distance estimates turned out to be less accurate. In the third experiment, undergraduates who had lived for two months in the town by contrast hardly remembered which places among designated ones they would pass by the most direct path, whereas those who had been one year longer in the town were much better although not perfect. Finally, no sex differences were observed and there were no important differences depending on whether memory was tested for the central area of the town or for the whole town including the outskirts.     

Rate, probability and matching: comments on "The identities hidden in the matching laws, and their uses" by David Thorne

David Thorne's (2010) article, "The identities hidden in the matching laws, and their uses" performs a valuable service in pointing out alternative expressions of matching. However, some identities tend to obscure rather than illuminate empirical relationships. Three such problematic instances are discussed: interresponse time as a function of interval and ratio schedule parameters; probability equality as implying rate matching; the apparent simplicity of probabilistic functions, as opposed to response rate functions, of reinforcement rate.     

Delayed matching by fornix-transected monkeys: The sample, the push and the bait

In the acquisition event of ordinary delayed matching to sample the monkey sees a sample, displaces it, and finds a food reward underneath; subsequently the retention test consists of a choice between that sample and a distractor, and the strength of the memory laid down by the acquisition event may be assessed by the correctness of choice at the retention test. The present experiments varied the acquisition events and examined the effect of those variations on normal and fornix-transected monkeys' memory. One variation was to proceed as normally but never to bait the sample at acquisition; this variation allowed assessment of the role of the food reward in ordinary matching. Another was to present the sample, baited and to be displaced, as normally, but to present also the distractor, baited but not requiring to be displaced, in a second acquisition event; this “push-match” variation allowed assessment of memory for the displacement. The main result from normal monkeys was that matching to unbaited samples was learned much faster than matching to baited samples. Following fornix transection, final performance levels in matching to baited and to unbaited samples were unimpaired but push-match showed a permanent deficit. These results support earlier indications that fornix-transected monkeys have normal sensory memory but are deficient in the memory of instrumental responses.