What the voice reveals: within- and between-category stereotyping on the basis of voice

The authors report research that attempts to shift the traditional focus of visual cues to auditory cues as a basis for stereotyping. Moreover, their approach examines whether gender-signaling vocal cues lead not only to between-category but also to within-category gender stereotyping. Study 1 showed that both men and women vary within category in how feminine their voices sound and that perceptions of vocal femininity are highly consensual. Furthermore, the measured acoustic characteristics that differed between gender were also related to perceptions of within-gender femininity. Subsequent studies demonstrated that variability in vocal femininity affects gender stereotyping when the targets are all of the same gender (Study 2) and when the targets are of different genders (Study 3). In the latter case, evidence of both category-based and feature-based stereotyping was found. Mediation analyses showed that the relationship between acoustics and stereotyping was in part due to femininity.     

Developmental Changes in Strategies for Gathering Evidence About Biological Kinds

How do people gather samples of evidence to learn about the world? Adults often prefer to sample evidence from diverse sources—for example, choosing to test a robin and a turkey to find out if something is true of birds in general. Children below age 9, however, often do not consider sample diversity, instead treating non-diverse samples (e.g., two robins) and diverse samples as equivalently informative. The current study (N = 247) found that this discontinuity stems from developmental changes in standards for evaluating evidence—younger children chose to learn from samples that best approximate idealized views of what category members are supposed to be like (e.g., the fastest cheetahs), with a gradual shift across age toward samples that cover more within-category variation (e.g., cheetahs of varying speeds). These findings have implications for the relation between conceptual structure and inductive reasoning, and for the mechanisms underlying inductive reasoning more generally.     

Children’s attention to sample composition in learning,teaching and discovery

Two studies compared children’s attention to sample composition – whether a sample provides a diverse representation of a category of interest – during teacher‐led and learner‐driven learning contexts. In Study 1 (n = 48), 5‐year‐olds attended to sample composition to make inferences about biological properties only when samples were presented by a knowledgeable teacher. In contrast, adults attended to sample composition in both teacher‐led and learner‐driven contexts. In Study 2 (n = 51), 6‐year‐olds chose to create diverse samples to teach information about biological kinds to another child, but not to discover new information for themselves, whereas adults chose to create diverse samples for both teaching and information discovery. Results suggest that how children approach the interpretation and selection of evidence varies depending on whether learning occurs in a pedagogical or a non‐pedagogical context.     

Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth

Children who hear large amounts of diverse speech learn language more quickly than children who do not. However, high correlations between the amount and the diversity of the input in speech samples makes it difficult to isolate the influence of each. We overcame this problem by controlling the input to a computational model so that amount of exposure to linguistic input (quantity) and the quality of that input (lexical diversity) were independently manipulated. Sublexical, lexical, and multi-word knowledge were charted across development (Study 1), showing that while input quantity may be important early in learning, lexical diversity is ultimately more crucial, a prediction confirmed against children’s data (Study 2). The model trained on a lexically diverse input also performed better on nonword repetition and sentence recall tests (Study 3) and was quicker to learn new words over time (Study 4). A language input that is rich in lexical diversity outperforms equivalent richness in quantity for learned sublexical and lexical knowledge, for well-established language tests, and for acquiring words that have never been encountered before.     

I am not an animal: mortality salience, disgust, and the denial of human creatureliness

The present research investigated the need to distinguish humans from animals and tested the hypothesis derived from terror management theory that this need stems in part from existential mortality concerns. Specifically, the authors suggest that being an animal is threatening because it reminds people of their vulnerability to death; therefore, reminding people of their mortality was hypothesized to increase the need to distance from animals. In support, Study 1 revealed that reminders of death led to an increased emotional reaction of disgust to body products and animals. Study 2 showed that compared to a control condition, mortality salience led to greater preference for an essay describing people as distinct from animals; and within the mortality salient condition but not the control condition, the essay emphasizing differences from other animals was preferred to the essay emphasizing similarities. The implications of these results for understanding why humans are so invested in beautifying their bodies and denying creaturely aspects of themselves are discussed.     

母亲男孩偏好和亲子沟通的关系:子女性别的调节作用

以653名小学五年级学生的母亲为被试,通过问卷法探讨了母亲男孩偏好和母子亲子沟通的关系,并考察子女性别在其中可能的调节作用。结果表明：（1）子女为非独生、流动儿童;受教育水平较低、家中有2个及以上孩子以及所测查的孩子排名第2及以上孩子的母亲具有较高水平的男孩偏好;（2）子女性别对于母亲男孩偏好和母子亲子沟通关系的调节作用显著。对女生而言,亲子沟通随着母亲男孩偏好的增加而显著下降;对男生而言,母亲男孩偏好并不能显著预测亲子沟通。结果揭示了母亲男孩偏好对于母女亲子沟通的负面影响,提示了在强调男女平等的背景下,男孩偏好依旧值得重视并着力改善,特别是在孩子人格塑造和习惯养成的关键时期,作为主要照料者的母亲更应得到关注。     

An Abbreviated Screening Instrument for Autism Spectrum Disorders

The reliability and validity of the Parent's Observations of Social Interactions (POSI), a new, seven‐item screening instrument for autism spectrum disorders (ASD), is examined in two substudies. In Study 1, parents of 217 children (18–48 months) evaluated at a developmental clinic completed intake questionnaires that included the POSI and the Modified Checklist for Autism in Toddlers (M‐CHAT) checklist. POSI and M‐CHAT scores were compared to clinical evaluation results to assess reliability and validity. In Study 2, parents of 232 children (16–36 months) from both primary care and subspecialty settings completed the POSI, the M‐CHAT, and a report of their child's diagnoses. POSI and M‐CHAT scores were compared to reported diagnoses to assess reliability and validity. In both studies, the POSI demonstrated adequate internal reliability (Cronbach α = 0.83 and 0.86, respectively). In Study 1, POSI sensitivity (89%) was higher than that for the M‐CHAT (71%; p < .05); specificities were not significantly different (POSI: 54%, M‐CHAT: 62%). In Study 2, sensitivity (83%) compared favorably to that for the M‐CHAT (50%), although specificity was lower (75 vs. 84%). Despite its brevity, the POSI demonstrated good internal reliability and comparable sensitivity/specificity to the M‐CHAT checklist in two independent populations. If results are reproduced in larger, more diverse samples, the POSI may provide an efficient method for ASD screening in young children.     

Cross-sectional and longitudinal relations among peer-reported trustworthiness, social relationships, and psychological adjustment in children and early adolescents from the United Kingdom and Canada

Trustworthiness was examined in children and early adolescents from two countries. In Study 1,505 children in the fifth and sixth school years in the United Kingdom (mean age = 9 years 7 months) were tested across an 8-month period. In Study 2,350 sixth- through eighth-grade Canadian children and early adolescents (mean age = 12 years 11 months) were tested across a 1-year period. Participants completed measures assessing trustworthiness (ratings of promise and secret keeping by peer group and also by best friend in Study 1), assertiveness (Study 1), prosocial behavior (Study 2), social relationships (friendships and peer preference), and psychological adjustment (self-esteem, depressive symptoms, and loneliness). Peer-reported trustworthiness was positively associated with, and predicted changes across time in, the number of friendships. The observed relations were found to be statistically independent of peer preference and peer-reported assertiveness or prosocial behavior. Trustworthiness was found to be positively associated with peer preference (Study 1 and Study 2) and psychological adjustment (Study 1).     

Affect Intensity and Risk Preference in Life-Saving Decisions

The current studies investigated the influence of affect intensity on risk preference in life-saving decisions. Results from 4 experiments found that people are more risk-seeking when affect intensity is higher. This effect occurs in both gain and loss framing conditions (Study 2 and Study 3) and is robust in both between-subject design (Studies 1–3) and within-subject design (Study 4). The effect holds for saving human lives (Study 1 and Study 4), as well as for saving animal lives (Study 2 and Study 3). The results generalize from laboratory hypothetical settings (Studies 1–3) to simulations of a fire emergency (Study 4). Finally, the results from American samples (Studies 1–3) are replicated using a Chinese sample (Study 4). In addition, Study 5 demonstrates that the manipulations used in these experiments have an effect on affect intensity while not influencing alternative explanatory variables. The effect size for risk preference rises and falls with the effect size for manipulations.     

An analysis of procedures that affect response variability

Response variability is sensitive to antecedent and consequent manipulations. Researchers have investigated inducement, direct production through reinforcement, and stimulus control of response variability. Recently, researchers have shown that lag reinforcement schedules reliably increase variability but may also produce higher‐order stereotypy. There has been limited investigation of appropriate variability levels and alternation between repetition and variation. In a three‐part study, we evaluated levels of variability across a group of children, the effects of various procedures on producing response variability and novelty, and the use of schedule‐correlated stimuli for producing rapid alternation between repetition and variation. In Study 1, there was a nearly bimodal distribution of children emitting either low or high variability. In Study 2, for most children, fixed lag 4 and variable lag 4 schedules produced the highest levels of variability and novelty. In Study 3, responding was brought under control of schedule‐correlated stimuli, allowing for rapid alternation between repetition and variation.     

Study preferences for exemplar variability in self-regulated category learning

Increasing exemplar variability during category learning can enhance classification of novel exemplars from studied categories. Four experiments examined whether participants preferred variability when making study choices with the goal of later classifying novel exemplars. In Experiments 1–3, participants were familiarised with exemplars of birds from multiple categories prior to making category-level assessments of learning and subsequent choices about whether to receive more variability or repetitions of exemplars during study. After study, participants classified novel exemplars from studied categories. The majority of participants showed a consistent preference for variability in their study, but choices were not related to category-level assessments of learning. Experiment 4 provided evidence that study preferences were based primarily on theoretical beliefs in that most participants indicated a preference for variability on questionnaires that did not include prior experience with exemplars. Potential directions for theoretical development and applications to education are discussed.     

Testing different interpretations for the mistaken belief that rays exit the eyes during vision

Research has shown that children and adults believe that emissions from the eye occur during the act of vision. Such beliefs are similar to ancient extramission theories of perception. In Study 1, the authors tested the idea that extramission beliefs might stem from people's thinking about what might occur during vision as opposed to what is necessary for seeing. Training participants to think about what is necessary for vision, however, had no effect on extramission responses. The results of Study 2 indicated that emphasizing the idea of visual input led to a decline in extramission responses and supported the hypothesis that extramission notions stem from the outer-oriented phenomenology of vision.     

The moral, epistemic, and mindreading components of children’s vigilance towards deception

Vigilance towards deception is investigated in 3- to-5-year-old children: (i) In Study 1, children as young as 3 years of age prefer the testimony of a benevolent rather than of a malevolent communicator. (ii) In Study 2, only at the age of four do children show understanding of the falsity of a lie uttered by a communicator described as a liar. (iii) In Study 3, the ability to recognize a lie when the communicator is described as intending to deceive the child emerges around four and improves throughout the fifth and sixth year of life. On the basis of this evidence, we suggest that preference for the testimony of a benevolent communicator, understanding of the epistemic aspects of deception, and understanding of its intentional aspects are three functionally and developmentally distinct components of epistemic vigilance.     

Young children perceive less humanness in outgroup faces

We investigated when young children first dehumanize outgroups. Across two studies, 5‐ and 6‐year‐olds were asked to rate how human they thought a set of ambiguous doll‐human face morphs were. We manipulated whether these faces belonged to their gender in‐ or gender outgroup (Study 1) and to a geographically based in‐ or outgroup (Study 2). In both studies, the tendency to perceive outgroup faces as less human relative to ingroup faces increased with age. Explicit ingroup preference, in contrast, was present even in the youngest children and remained stable across age. These results demonstrate that children dehumanize outgroup members from relatively early in development and suggest that the tendency to do so may be partially distinguishable from intergroup preference. This research has important implications for our understanding of children's perception of humanness and the origins of intergroup bias.     

An evaluation of the value of choice with preschool children

The current study examined the reinforcing effects of choosing among alternatives in a four-part evaluation. In the first study, initial-link responses in a concurrent-chains arrangement resulted in access to terminal links in which the completion of an academic task resulted in (a) the choice of a reinforcer (choice), (b) the delivery of an identical reinforcer (no choice), or (c) no material reinforcer (control). Three patterns of responding emerged: persistent preference for choice (3 participants); initial preference for choice, which did not persist (2 participants); and preference for no choice (1 participant). Additional evaluations determined if preference for choice could be enhanced (Study 2) or established (Study 3) by including more stimuli from which to choose. Choice-link selections systematically increased for all participants when more items were available from which to choose. Study 4 identified the precise value of the opportunity to choose by progressively increasing the response requirement during the choice terminal links for 3 children and determining the point at which these children stopped selecting the choice link. All children continued to select the choice link even when the work required in the choice link was much greater than that arranged in the no-choice link.     

Use of a task-oriented self-instruction method to support children in primary school with poor handwriting quality and speed

Two studies were conducted to investigate the effect of a task-specific self-instruction intervention to improve handwriting ability of children with poor handwriting quality in schools for regular education (Study 1) and children with poor handwriting quality in schools for special education (Study 2). Study 1 showed that children with poor handwriting quality who received handwriting intervention on an individual basis for three months improved on average more on quality of writing than control children without handwriting problems who did not receive intervention. In contrast, the control group improved more in speed of writing after the intervention period. At an individual level, three out of the seven children with poor handwriting quality before intervention were not classified as such anymore after the intervention period. Study 2 showed that after six months of intervention in a group setting children with poor handwriting quality improved their quality of writing more so than children with poor handwriting quality who had not received intervention. On speed of handwriting no significant group differences emerged. We conclude that the task-oriented self-instruction method applied in this study seems to improve especially the quality of handwriting, not speed, of children initially identified as having poor handwriting quality.     

Retributive versus compensatory justice: Observers' preference for punishing in response to criminal offenses

In the current paper, the author examines whether independent observers of criminal offenses have a relative preference for either retributive justice (i.e., punishing the offender) or compensatory justice (i.e., compensating the victim for the harm done). In Study 1, results revealed that participants recommended higher sums of money if a financial transaction was framed as offender punishment (i.e., the offender would pay money to the victim) than if it was framed as victim compensation (i.e., the victim would receive money from the offender). In Study 2, participants were asked to gather information about court trials following three severe offenses to evaluate whether justice had been done in these cases. Results revealed that participants gathered more information about offender punishment than about victim compensation. In Study 3 these findings were extended by investigating whether observers' relative preference for punishing is moderated by emotional proximity to the victim. Results revealed that the relative preference for punishing only occurred among participants who did not experience emotional proximity to the victim. It is concluded that observers prefer retributive over compensatory justice, provided that they do not feel emotionally close to the victim. Copyright © 2009 John Wiley & Sons, Ltd.     

Infants are sensitive to within-category variation in speech perception

Previous research on speech perception in both adults and infants has supported the view that consonants are perceived categorically; that is, listeners are relatively insensitive to variation below the level of the phoneme. More recent work, on the other hand, has shown adults to be systematically sensitive to within category variation [McMurray, B., Tanenhaus, M., & Aslin, R. (2002). Gradient effects of within-category phonetic variation on lexical access, Cognition, 86 (2), B33-B42.]. Additionally, recent evidence suggests that infants are capable of using within-category variation to segment speech and to learn phonetic categories. Here we report two studies of 8-month-old infants, using the head-turn preference procedure, that examine more directly infants' sensitivity to within-category variation. Infants were exposed to 80 repetitions of words beginning with either /b/ or /p/. After exposure, listening times to tokens of the same category with small variations in VOT were significantly different than to both the originally exposed tokens and to the cross-category-boundary competitors. Thus infants, like adults, show systematic sensitivity to fine-grained, within-category detail in speech perception.     

Understanding the impact of mortality-related health-risk information: a terror management theory perspective

Four studies explored the effects of providing mortality-related health-risk information from a terror management theory perspective. Study 1 (N = 48) revealed that exposure to information about the mortality-related risks of driving made mortality salient for young male drivers. Studies 2 (N = 60) and 3 (N = 139) demonstrated that young male drivers who perceived driving (fast) to be beneficial for self-esteem reported higher intentions to take driving risks (Study 2) and drive fast (Study 3) after exposure to such information compared to controls. Study 3 further demonstrated that the inclusion of a prime to behave responsibly eliminated this effect. Study 4 (N = 92) revealed that exposure to this prime alongside the mortality-related information generated increased accessibility of responsibility-related constructs and reduced accessibility of mortality-related constructs among young male drivers. The implications of these findings for terror management theory are discussed.     

Beyond “Lots of Hugs and Kisses”: Expressions of Parental Love From Parents and Their Young Children in Two‐Parent,Financially Stable Families

Given that parental love is essential for children's optimal development, the current study gathered examples of how parental love was demonstrated within parent–child relationships. Fifty‐eight two‐parent, financially stable families consisting of a mother, father, and young child (3–7 years old) from the Midwest were interviewed regarding how they demonstrated or perceived parental love. Results from an inductive thematic analysis revealed considerable variability in how parental love was demonstrated, with five themes emerging that overlapped between parents and their children: playing or doing activities together, demonstrating affection, creating structure, helping or supporting, and giving gifts or treats. Some gendered patterns among these themes were found with mothers emphasizing physical and verbal affection and fathers highlighting their more prominent role as playmates. The lay examples provided by parents and children in this exploratory study extend previous conceptualizations of parental love and underscore the importance of parents being attuned and responsive to the specific needs of their children.