Connection‐based and object‐based grouping in multiple‐object tracking: A developmental study

Developmental research on Gestalt laws has previously revealed that, even as young as infancy, we are bound to group visual elements into unitary structures in accordance with a variety of organizational principles. Here, we focus on the developmental trajectory of both connection‐based and object‐based grouping, and investigate their impact on object formation in participants, aged 9–21 years old (N = 113), using a multiple‐object tracking paradigm. Results reveal a main effect of both age and grouping type, indicating that 9‐ to 21‐year‐olds are sensitive to both connection‐based and object‐based grouping interference, and tracking ability increases with age. In addition to its importance for typical development, these results provide an informative baseline to understand clinical aberrations in this regard.

Statement of contribution

What is already known on this subject?

• The origin of the Gestalt principles is still an ongoing debate: Are they innate, learned over time, or both?
• Developmental research has revealed how each Gestalt principle has its own trajectory and unique relationship to visual experience.
• Both connectedness and object‐based grouping play an important role in object formation during childhood.

What does this study add?

• The study identifies how sensitivity to connectedness and object‐based grouping evolves in individuals, aged 9–21 years old.
• Using multiple‐object tracking, results reveal that the ability to track multiple objects increases with age.
• These results provide an informative baseline to understand clinical aberrations in different types of grouping.

     

Which limb is it? Responses to vibrotactile stimulation in early infancy

This study focuses on how the body schema develops during the first months of life, by investigating infants’ motor responses to localized vibrotactile stimulation on their limbs. Vibrotactile stimulation was provided by small buzzers that were attached to the infants’ four limbs one at a time. Four age groups were compared cross‐sectionally (3‐, 4‐, 5‐, and 6‐month‐olds). We show that before they actually reach for the buzzer, which, according to previous studies, occurs around 7–8 months of age, infants demonstrate emerging knowledge about their body's configuration by producing specific movement patterns associated with the stimulated body area. At 3 months, infants responded with an increase in general activity when the buzzer was placed on the body, independently of the vibrator's location. Differentiated topographical awareness of the body seemed to appear around 5 months, with specific responses resulting from stimulation of the hands emerging first, followed by the differentiation of movement patterns associated with the stimulation of the feet. Qualitative analyses revealed specific movement types reliably associated with each stimulated location by 6 months of age, possibly preparing infants’ ability to actually reach for the vibrating target. We discuss this result in relation to newborns’ ability to learn specific movement patterns through intersensory contingency.

Statement of contribution

what is already known on infants’ sensorimotor knowledge about their own bodies

• 3‐month‐olds readily learn to produce specific limb movements to obtain a desired effect (movement of a mobile).
• infants detect temporal and spatial correspondences between events involving their own body and visual events.

what the present study adds

• until 4–5 months of age, infants mostly produce general motor responses to localized touch.
• this is because in the present study, infants could not rely on immediate contingent feedback.
• we propose a cephalocaudal developmental trend of topographic differentiation of body areas.

     

Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence

There is a growing appreciation that child functioning in different domains, levels, or systems are interrelated over time. Here, we investigate links between internalizing symptoms, externalizing problems, and academic attainment during middle childhood and early adolescence, drawing on two large data sets (child: mean age 8.7 at enrolment, n = 5,878; adolescent: mean age 11.7, n = 6,388). Using a 2‐year cross‐lag design, we test three hypotheses – adjustment erosion, academic incompetence, and shared risk – while also examining the moderating influence of gender. Multilevel structural equation models provided consistent evidence of the deleterious effect of externalizing problems on later academic achievement in both cohorts, supporting the adjustment‐erosion hypothesis. Evidence supporting the academic‐incompetence hypothesis was restricted to the middle childhood cohort, revealing links between early academic failure and later internalizing symptoms. In both cohorts, inclusion of shared‐risk variables improved model fit and rendered some previously established cross‐lag pathways non‐significant. Implications of these findings are discussed, and study strengths and limitations noted.

Statement of contribution

What is already known on this subject?

• Longitudinal research and in particular developmental cascades literature make the case for weaker associations between internalizing symptoms and academic performance than between externalizing problems and academic performance.
• Findings vary in terms of the magnitude and inferred direction of effects. Inconsistencies may be explained by different age ranges, prevalence of small‐to‐modest sample sizes, and large time lags between measurement points.
• Gender differences remain underexamined.

What does this study add?

• The present study used cross‐lagged models to examine longitudinal associations in age groups (middle child and adolescence) in a large‐scale British sample.
• The large sample size not only allows for improvements on previous measurement models (e.g., allowing the analysis to account for nesting, and estimation of latent variables) but also allows for examination of gender differences.
• The findings clarify the role of shared‐risk factors in accounting for associations between internalizing, externalizing, and academic performance, by demonstrating that shared‐risk factors do not fully account for relationships between internalizing, externalizing, and academic achievement. Specifically, some pathways between mental health and academic attainment consistently remain, even after shared‐risk variables have been accounted for.
• Findings also present consistent support for the potential impact of behavioural problems on children's academic attainment.
• The negative relationship between low academic attainment and subsequent internalizing symptoms for younger children is also noteworthy.

     

Packaging of healthy and unhealthy food products for children and parents: The relative influence of licensed characters and brand names

• Using a sample of 43 7–8‐year olds and their parents, we examined the extent to which children's judgments about food products are influenced by the same factors as their parents'. The factors manipulated were healthiness of product, brand name familiarity, and use of licensed cartoon characters (children) or celebrity endorsers (parents). Brand name familiarity was a more important factor than familiar cartoon characters or celebrity endorsers on food product evaluations. Parents and girls but not boys rated healthy products higher than unhealthy ones (e.g., breakfast cereal vs. pastries). However, parents placed greater weight on healthiness when choosing products for themselves than when choosing for their children. Discussion focuses on the promotion of healthy eating habits in children.

Copyright © 2010 John Wiley & Sons, Ltd.     

Friendships in middle childhood: Links to peer and school identification,and general self-worth

Children's friendships are important for well-being and school adjustment, but few studies have examined multiple indices of friendships together in middle childhood. The current study surveyed 7- to 11-year-olds (n = 314) about their friendships, best friendships, friendship quality and indices of self-worth, identification with peers, and identification with school. Peer relationships were positively related to self-worth, but not identification with peers or school. Best friendship quality moderated the relationship between number of reciprocated friendship nominations and self-worth. Children with a reciprocated best friend had higher friendship quality and peer identification than others. Where best friendship was reciprocated, the relationship with identification with peers was mediated via positive friendship quality. The results suggest that friendship reciprocity is particularly relevant for children's self-worth and identification with peers. The findings are discussed in relation to the importance of fostering the development of reciprocated friendships.

Statement of contribution

What is already known on this subject?

• Friendships are related to well-being, school relations, and how young people feel about their peers at school.
• Friendship quality may be important in moderating the relationship between peer relations and adjustment.

What does this study add?

• Various aspects of friendships are studied simultaneously with younger children than much previous research.
• Reciprocated best friendships were better quality than partial or non-reciprocated best friendships.
• Friendship reciprocity was most relevant for children's self-worth and peer identification.

     

Theory‐of‐Mind development and early sibling relationships after the birth of a sibling: Parental discipline matters

This study investigated relations among children's Theory‐of‐Mind (ToM) development, early sibling interactions, and parental discipline strategies during the transition to siblinghood. Using a sample of firstborn children and their parents (N = 208), we assessed children's ToM before the birth of a sibling and 12 months after the birth, and sibling interactions (i.e., positive engagement and antagonism) and parental discipline strategies (i.e., child‐centred and parent‐centred discipline) at 4 and 8 months in the first year of siblinghood. Structural equation modelling analyses revealed that children's ToM before the birth of the sibling predicted children's positive engagement with the infant sibling, whereas children's antagonistic behaviours towards the infant sibling negatively predicted children's ToM at 12 months, but only when mothers used low levels of child‐centred discipline. These findings emphasize the role of parents in the development of young children's social‐cognitive understanding in the context of early sibling interactions.

Highlights

• This study investigated relations among firstborns' Theory‐of‐Mind (ToM), early sibling relationships, and parental discipline during the first year of siblinghood.
• Multigroup analyses showed that ToM predicted higher sibling positive engagement, and early sibling antagonism predicted poorer ToM when mothers used low child‐centred discipline.
• Parental discipline plays an important role in the development of young children's social understanding and sibling relationships as early as the first year of siblinghood.

     

Heightened male aggression toward sexualized women following romantic rejection: The mediating role of sex goal activation

Research from a variety of disciplines suggests a positive relationship between Western cultural sexualization and women's likelihood of suffering harm. In the current experiment, 157 young men were romantically rejected by a sexualized or non‐sexualized woman then given the opportunity to blast the woman with loud bursts of white noise. We tested whether the activation of sexual goals in men would mediate the relationship between sexualization and aggressive behavior after romantic rejection. We also tested whether behaving aggressively toward a woman after romantic rejection would increase men's feelings of sexual dominance. Results showed that interacting with a sexualized woman increased men's sex goals. Heightened sex goal activation, in turn, predicted increased aggression after romantic rejection. This result remained significant despite controlling for the effects of trait aggressiveness and negative affect. The findings suggest that heightened sex goal activation may lead men to perpetrate aggression against sexualized women who reject them.

     

Consumer decision making in low‐income families: The case of conflict avoidance

• This paper explores consumer decision making in low‐income families. The focus is on the issue of conflict avoidance within the family when making consumption choices. Whereas previous studies have focused on conflict resolution strategies, this paper considers the ways in which families prevent conflict from arising in the first instance. These include individual control in purchasing and budgeting decisions, giving in to the requests of children and ensuring open communication about the family's financial situation. Importantly, the connections between the poverty narrative and the family decision making narrative are considered as the decision making strategies employed are not only aimed at avoiding conflict but also making experiences of poverty more manageable.

Copyright © 2009 John Wiley & Sons, Ltd.     

The consumption and disposition behaviour of voluntary simplifiers

• Voluntary simplicity is a lifestyle choice that has received increasing media attention over time. A defining characteristic of voluntary simplicity is reduced material consumption and the removal of clutter from one's life, thus suggesting the topic of disposition may inform our understanding of voluntary simplifier lifestyle behaviour. This paper explores the disposition activities of voluntary simplifiers in the context of their overall consumption behaviour using a series of in‐depth interviews with 12 current voluntary simplifiers. The findings show that disposition plays an important role in voluntary simplifier behaviour, especially during the initial stages of adopting the lifestyle. The consideration of future disposition activities was also found to influence the day‐to‐day consumption behaviour of participants.

Copyright © 2010 John Wiley & Sons, Ltd.     

Cognitive anthropology and the problem‐solving behaviour of green consumers

• This paper examines the contextual aspects of problem‐solving behaviour of ‘green’, environmentally oriented consumers. It is argued that by profiling the consumer in cognitive terms, a more robust understanding of green consumer behaviour can be provided.
• To illustrate this, we draw upon the cognitive anthropological concepts of practical thinking and bricolage. These are used to integrate ‘context’ into a model of cognition via qualitative, interview‐based research which examined how consumers assess the environmental friendliness of supermarket products.
• In order to increase external validity two respondent groups were compared, British and German consumers. Different levels of successful and unsuccessful practical thinking and bricolage were identified.

Copyright © 2006 John Wiley & Sons, Ltd.     

Effects of US‐based franchising in the developing world: a middle‐eastern consumer perspective

• This paper investigates the impact of US‐based franchising in the Middle Eastern context of Egypt. In a review of the franchise literature, micro‐ and macro‐level effects are identified and categorized across social, economic, cultural, political, and marketplace dimensions. A qualitative analysis using focus groups of Middle Eastern consumers was conducted. Clear evidence of “consumer agency” as a transformative force in the globalization process is revealed. In addition to confirming consumer agency findings from previous research, this study also indicates a sequential progression of product adoption over time along Eckhardt and Mahi's (2004) consumer agency categories. Managerial and theoretical implications are discussed.

Copyright © 2009 John Wiley & Sons, Ltd.     

Peer victimization and social‐emotional outcomes: The role of teacher and peer support

The relation between peer victimization, risk of social, emotional, and behavioral difficulties, and school‐based sources of social support for students in elementary and middle school were examined. Participants included 656 students in third to eighth grade from one school district. Results indicated that peer support mediated the relation between peer victimization and risk of social, emotional, and behavioral difficulties, but teacher support did not mediate this relation. Conditional indirect effects analyses revealed that the indirect effect of peer support varied as a function of school level (i.e., intermediate and middle school). The implications and limitations of the current study are discussed, as well as directions for future research.

     

Aggression is associated with greater subsequent alcohol consumption: A shared neural basis in the ventral striatum

Alcohol use and abuse (e.g., binge drinking) are among the most reliable causes of aggressive behavior. Conversely, people with aggressive dispositions (e.g., intermittent explosive disorder) are at greater risk for subsequent substance abuse. Yet it remains unknown why aggression might promote subsequent alcohol use. Both aggressive acts and alcohol use are rewarding and linked to greater activity in neural reward circuitry. Through this shared instantiation of reward, aggression may then increase subsequent alcohol consumption. Supporting this mechanistic hypothesis, participants’ aggressive behavior directed at someone who had recently rejected them, was associated with more subsequent beer consumption on an ad‐lib drinking task. Using functional MRI, both aggressive behavior and beer consumption were associated with greater activity in the bilateral ventral striatum during acts of retaliatory aggression. These results imply that aggression is linked to subsequent alcohol abuse, and that a mechanism underlying this effect is likely to be the activation of the brain's reward circuitry during aggressive acts.

     

Child care quality and Dutch 2‐ and 3‐year‐olds' socio‐emotional outcomes: Does the amount of care matter?

High amounts of early child care have sometimes been linked to higher levels of behaviour problems, while high‐quality child care has more often been related to fewer behaviour problems and more social competence. The current study investigated whether the level of centre emotional and behavioural support (child care quality) interacted with the amount of child care in predicting children's socio‐emotional behaviour. Participants were 417 children (mean age = 27 months) from 61 Dutch daycare centres. The amount of daycare ranged from 1 to 5 days per week (M = 2.3 days). Multi‐level analyses showed that, independent of the amount of daycare, high levels of centre emotional and behavioural support were related to more caregiver‐rated social competence 1 year later. In addition, children spending 3.5 days or more in highly supportive daycare centres showed the lowest levels of parent‐rated externalizing behaviour 1 year later. The findings emphasize (a) that the combined effects of the amount and quality of child care are important and (b) that high‐quality early child care is related to children's socio‐emotional development. Further policy, practice, and research implications are discussed.

Highlights

• We studied in a Dutch sample how the amount and quality of daycare interacted in relation to children's socio‐emotional outcomes.
• High levels of daycare quality were related to more teacher‐rated social competence.
• Children spending 3.5 days or more in highly supportive daycare centers showed less parent‐rated externalizing behavior.

     

Early risk pathways to physical versus relational peer aggression: The interplay of externalizing behavior and corporal punishment varies by child sex

Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine how these pathways differed by sex. Participants were 193, 3‐year‐old boys (39%) and girls who were reassessed following the transition to kindergarten (5.5 years) and preadolescence (10.5 years). A series of autoregressive, cross‐lagged path analyses were conducted to examine the relationships between child externalizing problems and corporal punishment at ages 3 and 5.5 years, and their association with physical and relational aggression at age 10.5. Multiple group analysis was used to determine whether pathways differed by sex. Three developmental pathways were identified: (i) direct associations between stable childhood externalizing problems and later physical aggression; (ii) a direct pathway from early corporal punishment to preadolescent relational and physical peer aggression; and (iii) an indirect pathway from early corporal punishment to later physical aggression via continuing externalizing problems in middle childhood. Child sex moderated the nature of these pathways, as well as the direction of association between risk and outcome variables. These data advance our understanding of the etiology of distinct forms of peer aggression and highlight the potential for more efficacious prevention and intervention efforts in the early childhood years.

     

Does change in perceptions of peer teen dating violence predict change in teen dating violence perpetration over time?

Research has previously demonstrated that perceptions of peer's teen dating violence (TDV) is associated with one's own perpetration of TDV, although little research has examined whether this relationship is consistent across developmental time periods (i.e., mid‐to‐late adolescence). The present study examined whether changes in perceptions of peer's TDV predicted change in one's own perpetration of TDV in a sample of ethnically diverse adolescents from ages 15 to 18 (N = 1,042). Parallel process modeling demonstrated that decreases in perceptions of peer's TDV predicted decreases in TDV perpetration over time, and this relationship was more pronounced for males than females. These findings lend further support to the need for TDV prevention and intervention programs to include peer influence in their programs.

     

Is bad intent negligible? Linking victim justice sensitivity,hostile attribution bias,and aggression

The hostile attribution bias (HAB) is a well‐established risk factor for aggression. It is considered part of the suspicious mindset that may cause highly victim‐justice sensitive individuals to behave uncooperatively. Thus, links of victim justice sensitivity (JS) with negative behavior, such as aggression, may be better explained by HAB. The present study tested this hypothesis in N = 279 German adolescents who rated their JS, HAB, and physical, relational, verbal, reactive, and proactive aggression. Victim JS predicted physical, relational, verbal, reactive, and proactive aggression when HAB was controlled. HAB only predicted physical and proactive aggression. There were no moderator effects. Injustice seems an important reason for aggression irrespective of whether or not it is intentionally caused, particularly among those high in victim JS. Thus, victim JS should be considered as a potential important risk factor for aggression and receive more attention by research on aggression and preventive efforts.

     

Gender differences in intimate‐conflict initiation and escalation tendencies

According to gender motivation theory, men are driven by a desire to enhance their status; whereas, women are motivated by a desire to reduce risk, and the behavioral expressions of those motivations are context‐dependent. In order to test this theory in the context of intimate relationships, this study compared men's and women's escalatory tendencies in the initial development of intimate conflict. These tendencies were conceptualized in terms of four attributes: two attributes that represent response intention (decision and style) and two others that represent motivations for that intention (putting one's partner in his or her place and avoiding conflict). These attributes were measured in the context of five hypothetical situations. Each of those scenarios involved potential escalation of intimate conflict, following an intimate partner's aggressive verbal demand. The study involved a convenience sample of 403 male and female participants. The findings show that, in the initial steps of intimate‐conflict development, women tend toward escalation more than men. The findings also show that the escalatory tendency, as conceptualized and measured using the examined scenarios, corresponds to actual behavior exhibited in the resolution of common issues in the couples' lives. These findings reinforce gender motivation theory.

     

Adolescents' responses to online peer conflict: How self‐evaluation and ethnicity matter

For parents, online platforms where their children interact with others often feel like a “black box” in terms of what exactly is happening. In this study, we developed an ecologically valid online computer game in which a (computer‐generated) peer teammate tried to provoke frustration, in order to examine (a) adolescents' responses and (b) how indices of self‐evaluation (i.e., sense of coherence and self‐esteem) and demographic variables (i.e., gender and ethnicity) matter to these responses. Like gender, being a member of a minority or majority group may influence how provocations by peers are interpreted, influencing how one responds. Fifteen‐year‐old Dutch and Moroccan‐Dutch adolescents (N = 167) completed self‐reports and played the online computer game. The game indeed elicited frustration, with increased self‐reported anger. Moreover, expressions of displeasure were much more common during and after provocation than before provocation. Crucially, perceived self‐evaluation mattered; higher levels of sense of coherence but lower levels of self‐esteem (only in Moroccan‐Dutch group) contributed to fewer expressions of displeasure. Gender did not play a moderating role. Our findings provide initial insights into individual differences in adolescents' responses in an online peer‐conflict situation.

Highlights

• We studied Dutch and Moroccan-Dutch adolescents' responses during online peer provocation and how self-evaluation and demographic variables matter.
• Provocation by the (computer-generated) peer teammate increased expressions of displeasure.
• More sense of coherence but less self-esteem was associated with fewer expressions of displeasure, but ethnicity moderated the effect with self-esteem.

     

Sensory stimuli and e‐tailers

• This paper examines the use of sensory stimuli in the creation of store atmosphere in the online context. Parsons ( 2002 ) shows that online shoppers are motivated by many of the same non‐functional aspects of shopping as physical store shoppers (eg Tauber, 1972 ; Sheth, 1983 ), including sensory stimulation from aural and visual stimuli. This study investigates what customers desire from a virtual store atmosphere, and conducts an audit of the 15 top e‐tailers as ranked by Nielsen/NetRatings ( 2001 ) using the extant set of stimuli/responses established from the physical store literature. Findings suggest a strong desire from customers for sensory stimuli, with only partial matching by e‐tailers, and a surprising lack of differentiation among competitors. Examination of purchase responses to actual stimuli suggests a need for e‐tailers to match consumers' desires.

Copyright © 2006 John Wiley & Sons, Ltd.