Infants’ coding of location in continuous space

The ability to code location in continuous space is fundamental to spatial behavior. Existing evidence indicates a robust ability for such coding by 12 months, but systematic evidence on earlier origins is lacking. A series of studies investigated 5-month-olds’ ability to code the location of an object hidden in a sandbox, using a looking-time paradigm. In Experiment 1, after familiarization with a hiding-and-finding sequence at one location, infants looked longer at an object being disclosed from a location 12 inches (30 cm) away than at an object emerging from the hiding location, showing they were able to code location in continuous space. In Experiment 2, infants reacted with greater looking when objects emerged from locations 8 inches (20 cm) away from the hiding location, showing that location coding was more finely grained than could be inferred based on the first study. In Experiment 3, infants were familiarized with an object shown in hiding-and-finding sequences at two different locations. Infants looked longer at objects emerging 12 inches (30 cm) away from the most recent hiding location than to emergence from the other location, showing that infants could code location even when events had previously occurred at each location. In Experiment 4, after familiarization with two objects with different shapes, colors, and sounding characteristics, shown in hiding-and-finding sequences in two locations, infants reacted to location violations as they had in Experiment 3. However, they did not react to object violations, that is, events in which the wrong object emerged from a hiding location. Experiment 5 also found no effect of object violation, even when the infants initially saw the two objects side by side. Spatiotemporal characteristics may play a more central role in early object individuation than they do later, although further study is required.     

Infants’ perception of object–surface interplays

Twelve‐ and 18‐month‐old infants participated in a study designed to investigate the quality of their manual action when relating an object to the surface on which it is explored. Specifically, infants’ perception‐action routines were observed when they were presented with multiple objects (wooden scoop, Velcro block, and crayon) on surfaces of varying properties (paper, sand, and Velcro) to determine if sensory feedback or perceptual awareness steered their exploration of the available materials. Infants were observed to selectively tailor their manual actions across conditions, apparently guided by a perceived awareness of the fit between their manual dexterity and the environmental arrangement.     

Infants’ responsiveness to maternal speech and singing

Infants who were 6 months of age were presented with extended audiovisual episodes of their mother's infant-directed speech or singing. Cumulative visual fixation and initial fixation of the mother's image were longer for maternal singing than for maternal speech. Moreover, movement reduction, which may signal intense engagement, accompanied visual fixation more frequently for maternal singing than for maternal speech. The stereotypy and repetitiveness of maternal singing may promote moderate arousal levels, which sustain infant attention, in contrast to the greater variability of speech, which may result in cycles of heightened arousal, gaze aversion, and re-engagement. The regular pulse of music may also enhance emotional coordination between mother and infant.     

Infants’ responsiveness to pictorial depth cues in preferential-reaching studies: A meta-analysis

The findings of numerous preferential-reaching studies suggest that infants first respond to pictorial depth cues between 5 and 7 months of age. However, three recent preferential-reaching studies have found evidence of responsiveness to pictorial depth cues in 5-month-olds. We investigated these apparently contradictory results by conducting meta-analyses of the data from 5-month-olds who participated in preferential-reaching studies. The data from 16 samples, comprising 475 infants 5–5.5 months of age, were integrated. The results showed that the infants responded more consistently to depth relationships specified by pictorial cues under monocular than under binocular viewing conditions (p < .001), indicating that 5-month-old infants respond to pictorial depth cues. This effect remained significant (p < .001) when the individual experiments that had found significant results were omitted from the analysis. Although the majority of experiments were unable to find evidence of pictorial depth perception individually, this ability was clearly revealed when their results were combined.     

Infants’ responses to objects representing levels of word knowledge and categorical information

The effects of differing levels of word knowledge on infants’ sequential touching behaviors were investigated in two studies. In both, parent report was used to assess three levels of word knowledge: known, frontier, and unknown. In the first study, 14-month-old infants sequentially touched objects consistent with parents’ reports of their word knowledge. In the second study, 20-month-old infants sequentially touched objects by both conceptual category and reported level of word knowledge. It appears that even infants, like adults, can make distinctions among objects on the basis of their knowledge about the objects’ labels.     

Infants’ developing expectations of possible and impossible tool-use events between ages 8 and 12 months

Infants’ developing causal expectations for the outcome of a simple tool-use event from ages 8 to 12 months were investigated. Causal expectations were studied by comparing infants’ developing tool-use actions (i.e. as tool-use agents) with their developing perceptual reactions (i.e. as tool-use observers) to possible and impossible tool-use events. In Experiment 1, tool-use actions were studied by presenting infants, ages 8 and 12 months, with tool-use object-retrieval problems. In Experiment 2, a second age-matched sample of infants watched a comparable series of possible and impossible tool-use events in which a tool was used to retrieve a goal-object. Two core related findings were made. First, infants’ causal action and causal perception develop in parallel. In both action and perception, supporting tool-use develops before surrounding tool-use. Second, infants’ tool-use action develops before their causal perception of comparable tool-use events. The findings support the constructivist hypothesis that infants’ causal actions may develop before and inform their causal perceptions.     

Sing that tune: Infants’ perception of melody and lyrics and the facilitation of phonetic recognition in songs

To better understand how infants process complex auditory input, this study investigated whether 11-month-old infants perceive the pitch (melodic) or the phonetic (lyric) components within songs as more salient, and whether melody facilitates phonetic recognition. Using a preferential looking paradigm, uni-dimensional and multi-dimensional songs were tested; either the pitch or syllable order of the stimuli varied. As a group, infants detected a change in pitch order in a 4-note sequence when the syllables were redundant (experiment 1), but did not detect the identical pitch change with variegated syllables (experiment 2). Infants were better able to detect a change in syllable order in a sung sequence (experiment 2) than the identical syllable change in a spoken sequence (experiment 1). These results suggest that by 11 months, infants cannot “ignore” phonetic information in the context of perceptually salient pitch variation. Moreover, the increased phonetic recognition in song contexts mirrors findings that demonstrate advantages of infant-directed speech. Findings are discussed in terms of how stimulus complexity interacts with the perception of sung speech in infancy.     

Infants’ expressive behaviors to mothers and unfamiliar partners during face-to-face interactions from 4 to 10 months

Changes in the organization of infant looking, facial expressions, and vocalizations were examined over age (4, 7, and 10 months) and with different social partners. Although infants at all ages accompanied smiling with looking at both mothers and unfamiliar partners, 7- and 10-month infants accompanied vocalization with looking only when they were with mothers. Seven- and 10-month-olds vocalized with unfamiliar partners only when they were smiling at the same time. When mothers stopped talking, infants reduced smiling significantly at all ages, yet vocalized more at 10 months. In the second half of the first year, there are fundamental changes in the coordination of infant expressive behaviors that reveal a keen attunement to variations in maternal behavior and the familiarity of social partners.     

Categorization,categorical perception,and asymmetry in infants’ representation of face race

The present study examined whether 6‐ and 9‐month‐old Caucasian infants could categorize faces according to race. In Experiment 1, infants were familiarized with different female faces from a common ethnic background (i.e. either Caucasian or Asian) and then tested with female faces from a novel race category. Nine‐month‐olds were able to form discrete categories of Caucasian and Asian faces. However, 6‐month‐olds did not form discrete categories of faces based on race. In Experiment 2, a second group of 6‐ and 9‐month‐olds was tested to determine whether they could discriminate between different faces from the same race category. Results showed that both age groups could only discriminate between different faces from the own‐race category of Caucasian faces. The findings of the two experiments taken together suggest that 9‐month‐olds formed a category of Caucasian faces that are further differentiated at the individual level. In contrast, although they could form a category of Asian faces, they could not discriminate between such other‐race faces. This asymmetry in category formation at 9 months (i.e. categorization of own‐race faces vs. categorical perception of other‐race faces) suggests that differential experience with own‐ and other‐race faces plays an important role in infants’ acquisition of face processing abilities.     

Gender Differences in Supervisors’ Use of Performance Feedback1

This study examined whether male and female supervisors differed in their delivery of performance feedback to subordinates. Male and female subjects supervised 2 confederate subordinates whose performance was stable and either above or below average. Supervisors regularly checked each subordinate's performance and could deliver one of several feedback messages. A MANOVA was performed on frequency of specific negative, general negative, specific positive, general positive, and neutral feedback messages, followed by step down analyses to isolate which dependent variables contributed uniquely. Male and female supervisors were distinguished by their use of specific negative feedback. Males were more likely to provide such messages to poorly performing subordinates, a result consistent with suggestions that males are characterized by a more directive leadership style.     

Neither ‘Good’ in Terms of ‘Better’ nor ‘Better’ in Terms of ‘Good’

In this paper, I argue against defining either of ‘good’ and ‘better’ in terms of the other. According to definitions of ‘good’ in terms of ‘better’, something is good if and only if it is better than some indifference point. Against this approach, I argue that the indifference point cannot be defined in terms of ‘better’ without ruling out some reasonable axiologies. Against defining ‘better’ in terms of ‘good’, I argue that this approach either cannot allow for the incorruptibility of intrinsic goodness or it breaks down in cases where both of the relata of ‘better’ are bad.     

Interactional Influence in the Structuring of Media Use in Groups Influence in Members’Perceptions of Group Decision Support System Use

The aim of this study is to examine the ways in which individuals’perceptions of media use are influenced by others. Traditional theories of media use have proposed that perceptions of media use are shaped by individuals’demographic characteristics and the media's characteristics. However, three recent theories—critical mass theory, social influence model of media use, and adaptive structuration theory—suggest that individuals’perceptions of media emerge as a result of their interaction with others in their social network. Results from a longitudinal study of 30 group decision support system (GDSS) groups and 25 non-GDSS groups over a 3-week period indicate that interactional influence was a better predictor of individuals’perceptions of media use than were individuals’demographic characteristics or characteristics of the media.     

Still Not ‘Good’ in Terms of ‘Better’

Erik Carlson puts forward a new way of defining monadic value predicates, such as ‘good’, in terms of dyadic value relations, such as ‘better’. Earlier definitions of this kind have the unwanted feature that they rule out some reasonable axiologies by conceptual fiat. Carlson claims that his definitions do not have this drawback. In this paper, I argue that they do.     

‘But Do Not Use The Rotted Names’: Theological Adequacy and Homosexuality

The Christian evaluation of homosexuality is based primarily on a model which can view homosexuality only as aberrational. From a Christian theological point of view this model articulates an inadequate vision of the dignity of human being. In its deliberations on the process of church, Vatican Council II implicitly developed a relational-progressive model for understanding the salvific engagement of the complete gift of Godlife and creation. This model, in turn, provides a new basis for understanding human dignity and evaluating homosexuality. Viewed from this perspective homosexuality is able to be considered a sacramental embodiment of Godlife.