Children's understanding of ambiguous idioms and conversational perspective-taking

The aim of this study was to test the hypothesis that conversational perspective-taking is a determinant of unfamiliar ambiguous idiom comprehension. We investigated two types of ambiguous idiom, decomposable and nondecomposable expressions, which differ in the degree to which the literal meanings of the individual words contribute to the overall idiomatic meaning. We designed an experiment to assess the relationship between the acquisition of figurative comprehension and conversational perspective-taking. Our sample of children aged 5-7 years performed three conversational perspective-taking tasks (language acts, shared/unshared information, and conversational maxims). They then listened to decomposable and nondecomposable idiomatic expressions presented in context before performing a multiple-choice task (figurative, literal, and contextual responses). Results indicated that decomposable idiom comprehension was predicted by conversational perspective-taking scores and language skills, whereas nondecomposable idiom comprehension was predicted solely by language skills. We discuss our findings with respect to verbal and pragmatic skills.     

Cortical functional connectivity is associated with the valence of affective states

The study investigates the relationships between the valence of affective states and the cortical patterns of functional connectivity. The information flow rate and direction were estimated by means of Directed Transfer Function (DTF), a multivariate method based on Granger causality. It was calculated on EEG activity recorded during mental imagery tasks. As a result, three regions were revealed as main network hubs, where the information outflow changed specifically with valence: the anterior orbitofrontal cortex, and the right posterior and right temporal area. The role of these structures in synchronizing the cortical affective network as well as in mediating different aspects of emotional state is discussed.     

Sensitivity to stimulus similarity is associated with greater sustained attention ability

Sustained attention is critical for tasks where perceptual information must be continuously processed, like reading or driving; however, the cognitive processes underlying sustained attention remain incompletely characterized. In the experiments that follow, we explore the relationship between sustaining attention and the contents and maintenance of task-relevant features in an attentional template. Specifically, we administered the gradual onset continuous performance task (gradCPT), a sensitive measure of sustained attention, to a large web-based sample (N>20,000) and a smaller laboratory sample for validation and extension. The gradCPT requires participants to respond to most stimuli (city scenes – 90 %) and withhold to rare target images (mountain scenes – 10 %). By using stimulus similarity to probe the representational content of task-relevant features—assuming either exemplar- or category-based feature matching—we predicted that RTs for city stimuli that were more “mountain-like” would be slower and “city-like” mountain stimuli would elicit more erroneous presses. We found that exemplar-based target-nontarget (T-N) similarity predicted both RTs and erroneous button presses, suggesting a stimulus-specific feature matching process was adopted. Importantly, individual differences in the degree of sensitivity to these similarity measures correlated with conventional measures of attentional ability on the gradCPT as well as another CPT that is perceptually less demanding. In other words, individuals with greater sustained attention ability (assessed by two tasks) were more likely to be influenced by stimulus similarity on the gradCPT. These results suggest that sustained attention facilitates the construction and maintenance of an attentional template that is optimal for a given task.     

Children's emotions and memory for affective narrative content

The present study was an investigation of effects of emotional states on children's learning and memory for a short narrative. Happy, sad, or neutral moods were induced in 72 second-grade boys and girls by a standard affect induction procedure. This mood induction was accomplished either before or after they heard a story in which two protagonists encountered a variety of experiences having an affective character. For half of the subjects, the initial story event had a positive affective valence, and for half it was negative. Children's memory for events in the narrative was assessed immediately afterward, using measures offo free recall, cued recall, and recognition. Children recalled more affective content than neutral content, and boys recalled more than girls. Valence of the initial story item and sex of subject influenced the relationship between mood state and memory for story events. Under some conditions, positive moods reduced recognition accuracy for positive material. The findings suggest that simple patterns of mood-influenced memory found in previous studies are modified by factors such as characteristics of the learner and the organization of the material to be learned. The relationship between mood and memory thus appears to be more complex than previously recognized.This experiment was supported in part by a grant from the National Science Foundation (BNS-8308147) to John C. Masters. The authors wish to thank Bill Harris, Suzanne Chabaud, and Saneya Hassan for assistance in data collection and coding.     

The interactive effects of affective demeanor, cognitive processes, and perspective-taking focus on helping behavior

The author manipulated affective demeanor (positive or negative) and cognitive processes (positive or negative) displayed by a target person, along with the perspective-taking focus (affect or cognitions) of participants, to assess the unique and interactive effects of those variables on the participants' helping behavior, operationalized as time volunteered to help other students. An ethnically diverse sample (N = 109) of U.S. working adults (mean age = 31.56 years, SD = 8.21) viewed a videotape of a female target talking about returning to college. Participants adopting an affective perspective-taking focus volunteered more time than did those who adopted a cognitive perspective-taking focus. Also, a significant interaction between participants' perspective-taking focus and target's affective demeanor revealed that participants who focused on the target's feelings and who viewed a warm, cheerful target volunteered more time than did the other groups. Moreover, a significant interaction between participants' perspective-taking focus and target's cognitive processes revealed that the participants who focused on the target's feelings and who viewed a confused and unfocused target volunteered more time than did the other groups. The author also discusses the relationship between empathy, personal distress, and helping.     

Poorer sleep quality is associated with lower emotion-regulation ability in a laboratory paradigm

Theoretical models suggest a positive relationship between sleep quality and individuals' ability to regulate emotion. However, few studies have empirically tested this hypothesised link using standardised laboratory measures of emotion-regulation ability. The present research examined the relationship between sleep quality and the ability to implement a type of emotion regulation that has particularly important implications for psychological health: cognitive reappraisal (cognitively reframing an emotional event so as to dampen its impact). To do so, 156 participants (86 male) reported on their past week's sleep quality. Their ability to implement cognitive reappraisal (CRA) was then measured with a standardised laboratory challenge. Participants with poorer self-reported sleep quality exhibited lower CRA, even after controlling for fourteen potential key confounds (e.g., age, negative affect, mood disorder symptoms, stress). This finding is consistent with the idea that poorer sleep quality impairs individuals' ability to engage in the crucial task of regulating negative emotions.     

Egocentrism and ego resiliency: personality characteristics associated with perspective-taking from early childhood to adolescence

In this study we examined the longitudinal relation between ego resiliency and egocentrism. Measures of Level 1 and Level 2 egocentrism were administered to one hundred eleven 3 1/2-year-old children. Independent personality evaluations were available on these children at ages 3, 4, 7, 11, and 14 in the form of Q-sort ratings by independent sets of teachers and examiners. The relation between egocentrism and ego resiliency was observed to depend on level of egocentrism, as well as on sex of subject. In the sample of girls, both Level 1 and Level 2 egocentrism were negatively correlated with ego resiliency concurrently at age 3, but no long-term implications of egocentrism emerged. In the sample of boys, Level 1 egocentrism was consistently negatively associated with ego resiliency from early childhood (age 3) into adolescence (age 14). However, Level 2 egocentrism displayed no concurrent nor any dependable longitudinal relation with ego resiliency. The discussion focuses on possible interpretations of the relation between egocentrism and ego resiliency and on the sex differences in the pattern of longitudinal results.     

Benefits of cultural exposure and development of Korean perspective-taking ability for transracially adopted Korean children

This study investigated the benefits of cultural exposure for transracially adopted (TRA) Korean children's developmental understanding of being Korean. Fifty TRA Korean children living in the United States were interviewed to assess their understanding of the implications of their Korean status for peer relations and personal identities, using a model of perspective-taking ability (PTA). Results showed cultural exposure and chronological age were significant predictors of children's PTA for being Korean. Cultural exposure had a slightly stronger relationship with PTA development for younger children than older ones. Comparison with another sample suggested that nonadopted native Korean children in the United States for an average of 25 months achieved levels of PTA at earlier ages did TRA children but that level of cultural exposure mediated these age differences.     

Simple geometric shapes are implicitly associated with affective value

Growing evidence suggests that the underlying geometry of a visual image is an effective mechanism for conveying the affective meaning of a scene or object. Indeed, even very simple context-free geometric shapes have been shown to signal emotion. Specifically, downward-pointing V??s are perceived as threatening and curvilinear forms are perceived as pleasant. As these shapes are thought to be primitive cues for decoding emotion, we sought to assess whether they are evaluated as affective even without extended cognitive processing. Using an Implicit Association Test to examine associations between three shapes (downward- and upward-pointing triangles, circles) and pleasant, unpleasant, and neutral scenes, in two studies we found that participants were faster to categorize downward-pointing triangles as unpleasant compared to neutral or pleasant. These findings were specific to downward-pointing shapes containing an acute angle. The present findings support the hypothesis that simple geometric forms convey emotion and that this perception does not require explicit judgment.     

Early static standing is associated with prolonged standing induced low back pain

Previous research points to the lack of movement during prolonged standing as a pre-disposing factor to low back pain (LBP). Such movements could be at the level of the lumbar spine or at the foot–ground interface. The primary purpose of this in vivo study was to determine if there were differences in magnitude, region, and frequency of movement patterns between non-pain developers (non-PDs) and standing induced pain developers (PDs). Thirty-two participants reported their LBP development using a visual analog scale over 2-h of prolonged standing. Time-varying lumbar spine kinematics were used to assess the magnitude and frequency of lumbar spine fidgets and shifts. Ground reaction forces were used to assess the magnitude and frequency of whole body weight transfers and anterior–posterior center of pressure movements. Fourteen of 32 participants (43.75%) were categorized as PDs. The first 15 min of standing distinguished the two pain groups, as non-PD performed a higher frequency of lumbar spine flexion/extension fidgets and large body weight transfers. Both of these differences may be pre-disposing factors for transient LBP development, as they both occurred prior to PDs reaching the 10 mm visual analog scale threshold for LBP classification.     

The ability to tickle oneself is associated with level of psychometric schizotypy in non-clinical individuals

A recent study (Lemaitre et al., 2016, Consciousness and Cognition, 41, 64–71) found that non-clinical individuals who scored highly on a psychometric scale of schizotypy were able to tickle themselves. The present study aimed to extend this finding by investigating whether the ability to tickle oneself was associated with level of psychometric schizotypy considered as a continuous variable. One hundred and eleven students completed the Schizotypal Personality Questionnaire (SPQ). A mechanical device delivered tactile stimulation to participants’ palms. The device was operated by the experimenter (External) or the participant (Self). Participants were asked to rate the intensity, ticklishness and pleasantness of the stimulation. A significant association was observed between participants’ tactile self-suppression (External minus Self) and their score on the SPQ. These results suggest that the ability to suppress the tactile consequences of self-generated movements varies across the general population, and maps directly onto the personality dimension of schizotypy.     

Cross-cultural evaluation of ethnic perspective-taking ability: an exploratory investigation with U.S. Latino and Guatemalan Ladino children

Children's development of ethnic perspective-taking ability (EPTA) was evaluated across 2 samples. It was hypothesized that the EPTA construct would be related to ethnic cognitions (e.g., ethnic knowledge, ethnic self-identification) and nonethnic cognition (i.e., social cognition) and that there would be variance in the EPTA construct distinct from a closely related form of social perspective-taking ability (SPTA). In Sample 1, 2nd- and 6th-grade Latino children (i.e., children of Mexican descent in the United States) were administered interview measures of EPTA and SPTA and a questionnaire assessment of ethnic knowledge. The participants in Sample 2 were Guatemalan Ladinos, who are Spanish-speaking children generally of European descent and who represent a numerical minority (10%) in the region (Quiché) of Guatemala sampled but whose culture tends to be dominant politically, economically, and linguistically. Ladinos from Grades 2-6 were administered EPTA and SPTA interviews as well as prejudice and ethnic self-identification measures. Collectively, results from these 2 samples provide support for the potential usefulness of this construct: EPTA was significantly associated with SPTA across both samples, even after variance associated with developmental level was controlled, and EPTA uniquely predicted ethnic knowledge and ethnic self-identification scores in the U.S. and Guatemalan samples, respectively.     

The ability to regulate emotion is associated with greater well-being, income, and socioeconomic status

Are people who are best able to implement strategies to regulate their emotional expressive behavior happier and more successful than their counterparts? Although past research has examined individual variation in knowledge of the most effective emotion regulation strategies, little is known about how individual differences in the ability to actually implement these strategies, as assessed objectively in the laboratory, are associated with external criteria. In two studies, we examined how individual variation in the ability to modify emotional expressive behavior in response to evocative stimuli is related to well-being and financial success. Study 1 showed that individuals who can best suppress their emotional reaction to an acoustic startle are happiest with their lives. Study 2 showed that individuals who can best amplify their emotional reaction to a disgust-eliciting movie are happiest with their lives and have the highest disposable income and socioeconomic status. Thus, being able to implement emotion regulation strategies in the laboratory is closely linked to well-being and financial success.     

Children with low motor ability have lower visual-motor integration ability but unaffected perceptual skills

The purpose of this study was to examine perceptual, visual-motor abilities and intellectual skills in children with low, average and above average motor abilities. The participants were 144 children (aged 6-10 years) attending elementary school. Three groups of children were identified on the basis of their performance at the TGMD (Test of Gross Motor Development; [Ulrich, D.A. (1985). TGMD, Test of Gross Motor Development. Austin, Texas: PRO-ED. Edizione Italiana a cura di D. Ianes, TEST TGM. Test di valutazione delle abilita grosso-motorie. 1994, Trento: Edizioni Centro Studi Erickson]). Each child received an intelligence test (K-BIT; [Kaufman, A.S., & Kaufman, N.L. (1990). K-BIT. Kaufman Brief Intelligence Test. Circle Pines, MN: American Guidance Service]) and was evaluated for perceptual and visual-motor integration abilities (DTVP; [Hammill, D.D., Pearson, N.A., & Voress, J.K. (1993). Developmental Test of Visual Perception (2nd ed.). Austin, Texas: PRO-ED. Edizione Italiana a cura di D. Ianes, TEST TPV. Test di percezione visiva e integrazione visuo-motoria. Trento: Edizioni Centro Studi Erickson]). Results highlight a significant difference in visual-motor integration between children with high and low gross-motor abilities, in the absence of significant differences in perceptual skills or intellectual ability. The findings are discussed with reference to the concept of atypical brain development [Gilger, J.W., & Kaplan, B.J. (2001). Atypical brain development: A conceptual framework for understanding developmental learning disabilities. Developmental Neuropsychology, 20, 465].     

Higher chronic psychological stress is associated with blunted affective responses to strenuous resistance exercise: RPE,pleasure, pain

The aim of this study was to determine whether mental stress moderates perceptions of muscular pain, exertion, pleasure and arousal during a bout of strenuous resistance exercise. Two hundred and ten undergraduate students recruited from resistance exercise classes were screened with the Perceived Stress Scale (PSS). Fifty-seven individuals (age = 20.1 ± 1.2 y) were invited to complete the Undergraduate Stress Questionnaire (USQ), a measure of life event stress, and fitness testing. They later performed a two-phase, acute heavy-resistance exercise protocol: first phase: 10-repetition maximum (RM) leg press test; second phase: six sets at 80–100% of 10-RM. During exercise, participants responded to the Feeling Scale (pleasure), Felt Arousal Scale, Omni-RPE and the Pain Intensity Scale. Affective responses and heart rate were analyzed with a hierarchical linear modeling (HLM) growth curve analysis. USQ moderated the trajectories of affective responses and heart rate during exercise. Higher stress (USQ) levels were significantly related to lower rise in RPE (time², p = .002; time³, p < .001) and heart rate (time², p < .001; time³, p < .001). USQ had a main effect on pleasure and arousal (p values < .001), in which higher levels of stress were related to less affect. Models using the PSS scale produced similar results. PSS, but not USQ, interacted with time to predict pain (time², p = .048; time³, p = .024). Relationships held even after adjusting for covariates, such as depression. Future research should determine if differential responses to exercise by stress have implications for behavioral interventions and mental health outcomes.     

Children's ability to infer utterance veracity from speaker informedness

Children between the ages of 3 years 7 months and 6 years 5 months experienced a contradiction between what they knew or guessed to be inside a box and what they were told by an adult. The authors investigated whether children believed what they were told by asking them to make a final judgment about the box's content. Children tended to believe utterances from speakers who were better informed than they themselves were and to disbelieve those from less well-informed speakers, with no age-related differences. This behavior implies an understanding of the speaker's knowledge and suggests that children can learn from oral input while being appropriately skeptical of its truth. Children also gave explicit knowledge judgments on trials on which no utterances were given. Performance on knowledge trials was less accurate than, and unrelated to, performance on utterance trials. Research on children's developing explicit theory of mind needs to be broadened to include behavioral indexes of understanding the mind.     

Mother‐child interaction is associated with neurocognitive outcome in extremely low gestational age children

Early mother‐child interaction is one of the factors suggested to have an impact on neurocognitive development of extremely low gestational age (ELGA) children. Our aim was to examine associations of mother‐child interaction with neurocognitive outcome, neurological impairments and neonatal brain injuries in ELGA children. A prospective study of 48 ELGA children, born before 28 gestational weeks (26.3 ± 1.2 weeks, birth weight 876 g ± 194 g), and 16 term controls. Brain MRI was performed at term‐equivalent age. At two years of corrected age, the mother‐child interaction was assessed in a structured play situation using the Erickson Scales and Mutually Responsive Orientation Scales. Neurocognitive outcome was assessed with Griffiths Mental Developmental Scales (GMDS) and Bayley Scales of Infant and Toddler Development ‐ Third Edition (BSID‐III) and with Hempel neurological examination. Among ELGA children, higher quality of dyadic relationship and maternal sensitivity, responsiveness, and supportiveness were associated with positive neurocognitive outcome measured both with GMDS and BSID‐III (adjusted p < 0.05). This association remained after adjusting for mother's educational level. Neurological impairments at two years, white matter or gray matter abnormalities in MRI at term‐equivalent age, and grade III‐IV intraventricular hemorrhage during the neonatal period were not associated with mother‐child interaction. This study emphasizes the importance of the quality of mother‐child interaction after extremely preterm birth for neurocognitive development. Neonatal brain injury and neurological impairments were not associated with worse parent‐child interaction after two years.     

Children's number processing is context dependent

The aim of this paper was to test the hypothesis of a context dependence of number processing in children. Fifth-graders were given two numbers presented successively on screen through a self-presentation procedure after being asked either to add or subtract or compare them. We considered the self-presentation time of the first number as reflecting the complexity of the encoding for a given planned processing. In line with Dehaene's triple-code model, self-presentation times were longer for additions and subtractions than for comparisons with two-digit numbers. Alternative interpretations of these results in terms of more cognitive effort or more mental preparation in the case of addition and subtraction than comparison are discussed and ruled out.