Gradual improvement in fine-grained sensitivity to triadic gaze after 6 years of age

The current research compared the ability of adults and children to determine where another person is looking in shared visual space (triadic gaze). In Experiment 1, children (6-, 8-, 10-, and 14-year-olds) and adults viewed photographs of a model fixating a series of positions separated by 1.6° along the horizontal plane. The task was to indicate whether the model was looking to the left or right of one of three target positions (midline, 6.4° left, or 6.4° right). By 6 years of age, thresholds were quite small (M=1.94°) but were roughly twice as large as those of adults (M=1.05°). Thresholds decreased to adult-like levels around 10 years of age. All age groups showed the same pattern of higher sensitivity for central targets than peripheral targets and of misjudging gaze toward peripheral targets as farther from midline than it really was. In subsequent experiments, we evaluated possible reasons for the higher thresholds in 6- and 8-year-olds. In Experiment 2, the thresholds of 6-year-olds did not improve when the range of deviations from the target position that the model fixated covered a much wider range. In Experiment 3, 8-year-olds were less sensitive than adults to small shifts in eye position even though the task required only matching faces with the same eye position and not determining where the person was looking. These findings suggest that by 6 years of age, children are quite sensitive to triadic gaze, which may support inferences about others' interests and intentions. Subsequent improvements in sensitivity involve, at least in part, an increase in sensitivity to eye position.     

A forced-choice adaptive procedure for measuring auditory thresholds in children

A modification of the two-down/one-up tracking procedure was used to estimate thresholds of audibility in 46 children (ages 3 to 6 years) and 10 adults. A two-alternative forced-choice version (26 children, 5 adults) of this method was successful in estimating thresholds of audibility in 5-year-olds, but not in 3- and 4-year-olds. A single-interval version of the procedure was successful in estimating thresholds of audibility for all the children. Measures from the children of between- and within-subjects variability, psychometric functions, and response bias all indicate that the procedure enables one to estimate thresholds that are in close agreement with those obtained from adults and with results of other investigators.     

Expectancy in melody: tests of children and adults

Melodic expectancies among children and adults were examined. In Experiment 1, adults, 11-year-olds, and 8-year-olds rated how well individual test tones continued fragments of melodies. In Experiment 2, 11-, 8-, and 5-year-olds sang continuations to 2-tone stimuli. Response patterns were analyzed using 2 models of melodic expectancy. Despite having fewer predictor variables, the 2-factor model (E. G. Schellenberg, 1997) equaled or surpassed the implication-realization model (E. Narmour, 1990) in predictive accuracy. Listeners of all ages expected the next tone in a melody to be proximate in pitch to the tone heard most recently. Older listeners also expected reversals of pitch direction, specifically for tones that changed direction after a disruption of proximity and for tones that formed symmetric patterns.     

Perceiving subjective contours during early childhood

The perception of subjective contours in visual displays that characteristically produce them among adults was studied for children between 3 and 6 years. Evidence for visually creating subjective contours was derived in two ways: (a) by means of direct perception, and (b) by means of recognition of the typically completed shape from among members of a matching series. With both procedures, there were significant age-related contours. A majority of 3-year-olds showed at least one instance of figural completion based on direct perception, and their average recognition performance was 60%. By 5 years, all children provided a clear indication that they had completed at least one figure by means of subjective contours, and their recognition accuracy was 100%. The overall findings provide age-related information that must be accounted for by theories of perceptual development; in particular, those dealing with pictorial perception.     

Perception of the duration of auditory and visual stimuli in children and adults

This experiment investigated the effect of modality on temporal discrimination in children aged 5 and 8 years and adults using a bisection task with visual and auditory stimuli ranging from 200 to 800 ms. In the first session, participants were required to compare stimulus durations with standard durations presented in the same modality (within-modality session), and in the second session in different modalities (cross-modal session). Psychophysical functions were orderly in all age groups, with the proportion of long responses (judgement that a duration was more similar to the long than to the short standard) increasing with the stimulus duration, although functions were flatter in the 5-year-olds than in the 8-year-olds and adults. Auditory stimuli were judged to be longer than visual stimuli in all age groups. The statistical results and a theoretical model suggested that this modality effect was due to differences in the pacemaker speed of the internal clock. The 5-year-olds also judged visual stimuli as more variable than auditory ones, indicating that their temporal sensitivity was lower in the visual than in the auditory modality.     

Psychophysical design influences frequency discrimination performance in young children

We investigated how different psychophysical procedures affect frequency discrimination performance in children. Four studies used a design in which listeners heard two tone pairs and had to identify whether the first or second pair contained a higher frequency target tone. Thresholds for 6- and 7-year-olds were higher than those for 8- and 9-year-olds and adults. Two manipulations led to lower (better) thresholds in young children: (a) moving the standard comparison tone before the target tone and (b) using three target comparison tone pairs. It is suggested that young children benefit from designs that help cue them to when they need to attend to a target tone. The two-interval, forced-choice procedure that is widely used in studies of developmental disorders led to variable performance even in adults and did not give a realistic picture of the perceptual capabilities of children under 8 years of age.     

Age-related trends of stroop-like interference in animal size tests in 5- to 12-year-old children and young adults

Few studies have examined the development of Prepotent Response Inhibition (Nigg's interference control) from childhood to adulthood. This cross-sectional study examined differences in Prepotent Response Inhibition among children of 5 age groups: twenty 5- to 6-year-olds, twenty-one 7- to 8-year-olds, twenty-two 9- to 10-year-olds, eighteen 11- to 12-year-olds, and 24 young adults (18- to 24-year-olds). Participants were administered two Stroop-like tasks: the Real Animal Size Test described in 2009 by Catale and Meulemans, which requires that participants decide the real size of animals (big vs. small) displayed in a mismatching pictorial size; and the Pictorial Animal Size Test (an original test), which requires that participants report the pictorial size of the animals. Results showed clear differences between the tests. The Pictorial Animal Size Test elicited robust interference whereas the Real Animal Size Test elicited no interference. The Pictorial Animal Size Test also revealed the development of Prepotent Response Inhibition in children of 5–12 years and between children and young adults. These results were discussed with respect to differences in strengths of processing. The Pictorial Animal Size Test can be a useful tool for assessment of Prepotent Response Inhibition in children older than 5 years of age.     

Age-related changes in odor discrimination

Odor naming and recognition memory are poorer in children than in adults. This study explored whether such differences might result from poorer discriminative ability. Experiment 1 used an oddity test of discrimination with familiar odors on 6-year-olds, 11-year-olds, and adults. Six-year-olds were significantly poorer at discrimination relative to 11-year-olds and adults, who did not differ. Experiment 2 used the same procedure but with hard-to-name visual stimuli and compared only 6-year-olds with adults (as with the remaining experiments in this study). There was no difference in performance between these groups. Experiment 3 used the same procedure as Experiment 1 but with less familiar odors. Six-year-olds were significantly poorer at discrimination than adults. In Experiment 4 the researchers controlled for verbal labeling by using an articulatory suppression task, with the same basic procedure as in Experiment 1. Six-year-old performance was the same as for Experiment 1 and significantly poorer than that of adults. Impoverished olfactory discrimination may underpin performance deficits previously observed in children. These all may result from their lesser experience with odors, relative to adults.     

3-6岁儿童汉字字形认知的发展

以汉字、一般线条图、似字线条图和笔画组合为材料,采用字典判断任务考察3-6岁儿童汉字字形认知的发展特点。结果发现儿童辨别汉字与似字符号的能力随年龄增长显著提高。3岁儿童较难区分汉字与各类似字符号。4-5岁儿童对汉字笔画特征有了一定意识。6岁儿童对汉字组合模式的认识显著提高。笔画意识出现较早且发展速度较快,组合模式意识出现较晚且发展速度较慢。5岁和6岁是汉字字形认知发展的重要时期。     

Object processing in visual perception and action in children and adults

We investigated whether 6- and 7-year-olds and 9- and 10-year-olds, as well as adults, process object dimensions independent of or in interaction with one another in a perception and action task by adapting Ganel and Goodale's method for testing adults (Nature, 2003, Vol. 426, pp. 664-667). In addition, we aimed to confirm Ganel and Goodale's results in adults to reliably compare their processing strategies with those of children. Specifically, we tested the abilities of children and adults to perceptually classify (perception task) or grasp (action task) the width of a rectangular object while ignoring its length. We found that adults process object dimensions in interaction with one another in visual perception but independent of each other in action, thereby replicating Ganel and Goodale's results. Children processed object dimensions interactively in visual perception, and there was also some evidence for interactive processing in action. Possible reasons for these differences in object processing between children and adults are discussed.     

Liking and identifying emotionally expressive music: age and gender differences

Adults and children 5, 8, and 11 years of age listened to short excerpts of unfamiliar music that sounded happy, scary, peaceful, or sad. Listeners initially rated how much they liked each excerpt. They subsequently made a forced-choice judgment about the emotion that each excerpt conveyed. Identification accuracy was higher for young girls than for young boys, but both genders reached adult-like levels by age 11. High-arousal emotions (happiness and fear) were better identified than low-arousal emotions (peacefulness and sadness), and this advantage was exaggerated among younger children. Whereas children of all ages preferred excerpts depicting high-arousal emotions, adults favored excerpts depicting positive emotions (happiness and peacefulness). A preference for positive emotions over negative emotions was also evident among females of all ages. As identification accuracy improved, liking for positively valenced music increased among 5- and 8-year-olds but decreased among 11-year-olds.     

Development of visual attention: a stereoscopic view

Five-year-olds, 8-year-olds, and adults (20 each) tachistoscopically viewed random-dot stereograms containing either uniform depth or an elevated disk whose perimeter fell 1.5 degrees, 2.5 degrees, or 4 degrees beyond fixation. When subjects were forewarned as to the size of the disk to look for (precued trials), signal detection improved (d' increased) for all three groups, and 5-year-olds improved the most. Without forewarning (self-cued trials), the 5-year-olds performed more poorly than the other two groups, which performed alike. Although young children are able to allocate their visual attention selectively, they do not appear to deploy it as quickly or as effectively as their elders when the focus of attention is theirs to choose.     

The width of the auditory filter in children

Because young children have poorer auditory temporal resolution than older children, they ought to have, according to the inverse relation between temporal and frequency resolution, narrower auditory filters than older children. Therefore, the auditory filters of two 6-year-olds, two 10-year-olds, and two adults were measured by having them detect a 400-ms sinusoid (500, 1000, or 3000 Hz) centered in a spectral notch in a band of noise. The signal power for 71% correct was determined as a function of notch width with the two-alternative, forced-choice procedure. The principal results showed a significant decrease in signal power with age and a significant interaction between age and notch width. The best-fitting parameters of a model of the auditory filter showed that the filter was significantly wider for the 6-year-olds than for the 10-year-olds or the adults.     

Developmental changes in the processing of hierarchical shapes continue into adolescence

The present study was designed to trace the normal development of local and global processing of hierarchical visual forms. We presented pairs of hierarchical shapes to children and adults and asked them to indicate whether the two shapes were the same or different at either the global or the local level. In Experiments 1 (6-year-olds, 10-year-olds, adults) and 2 (10-year-olds, 14-year-olds, adults), we presented stimuli centrally. All age groups responded faster on global trials than local trials (global precedence effect), but the bias was stronger in children and diminished to the adult level between 10 and 14 years of age. In Experiment 3 (10-year-olds, 14-year-olds, adults), we presented stimuli in the left or right visual field so that they were transmitted first to the contralateral hemisphere. All age groups responded faster on local trials when stimuli were presented in the right visual field (left hemisphere); reaction times on global trials were independent of visual field. The results of Experiment 3 suggest that by 10 years of age the hemispheres have adult-like specialization for the processing of hierarchical shapes, at least when attention is directed to the global versus local level. Nevertheless, their greater bias in Experiments 1 and 2 suggests that 10-year-olds are less able than adults to modulate attention to the output from local versus global channels-perhaps because they are less able to ignore distractors and perhaps because the cerebral hemispheres are less able to engage in parallel processing.     

Age and sex differences in the cooperative and noncooperative behavior of pairs of American children

Game playing behavior of same and mixed sex pairs of 5-, 8-, and 11-year-old American children was compared, using a game in which cooperative behavior maximized reward. Pairs of 8- and 11-year-old children were relatively more cooperative and attained significantly more Joint Reward Goals than 5-year-old pairs. Older pairs were not maximally cooperative, however, in terms of all the dependent measures; in adjusting for initial differences on practice trials, 5-year-olds and 8-year-olds took less time than the 11-year-olds, and 11-year-old pairs of boys took significantly more time than all other pairs. In addition, cooperative behavior increased across trials, especially for the 11-year-old children.     

Children's understanding of nonverbal expressions of pride

To chart the developmental path of children's attribution of pride to others, we presented children (4 years 0 month to 11 years 11 months of age, N=108) with video clips of head-and-face, body posture, and multi-cue (both head-and-face and body posture simultaneously) expressions that adults consider to convey pride. Across age groups, 4- and 5-year-olds did not attribute pride to any expression presented, 6- and 7-year-olds attributed pride only to the multi-cue expression, and 8- to 11-year-olds attributed pride to both the head-and-face and multi-cue expressions. Children of all ages viewed the postural expression as anger rather than pride. Developmentally, pride is first attributed only when several cues are present and only later when a single cue (head-and-face) is present.     

Components of verbal learning in children: Analysis by selective reminding

Free recall verbal learning by 5- and 8-year-old children was analyzed by selectively reminding them only of items not recalled on the preceding trial (instead of continuing to present the entire list before each recall trial) to show learning by retrieval from long-term storage without presentation. Concurrent analysis of long-term storage, consistent and random retrieval from long-term storage, and recall from short-term storage indicates that, while 5-year-olds showed slower acquisition than 8-year-olds, lower recall by 5-year-olds also was due to less effective retrieval from longterm storage. Repeated retrieval, without any further presentation after an item has been recalled just once, indicates that lower recall by 9-year-old children than by adults also reflects retrieval difficulty, since these children showed storage and retention of almost as many items as adults by eventual spontaneous retrieval without further presentation.     

Age and Sex Differences in the Cooperative and Noncooperative Behavior of Pairs of American Children

Game playing behavior of same and mixed sex pairs of 5-, 8-, and 11-year-old American children was compared, using a game in which cooperative behavior maximized reward. Pairs of 8- and 11-year-old children were relatively more cooperative and attained significantly more Joint Reward Goals than 5-year-old pairs. Older pairs were not maximally cooperative, however, in terms of all the dependent measures; in adjusting for initial differences on practice trials, 5-year-olds and 8-year-olds took less time than the 11-year-olds, and 11-year-old pairs of boys took significantly more time than all other pairs. In addition, cooperative behavior increased across trials, especially for the 11-year-old children.     

Influence of intensity on children’s sensitivity to happy, sad, and fearful facial expressions

Most previous studies investigating children’s ability to recognize facial expressions used only intense exemplars. Here we compared the sensitivity of 5-, 7-, and 10-year-olds with that of adults (n = 24 per age group) for less intense expressions of happiness, sadness, and fear. The developmental patterns differed across expressions. For happiness, by 5 years of age, children were as sensitive as adults even to low intensities. For sadness, by 5 years of age, children were as accurate as adults in judging that the face was expressive (i.e., not neutral), but even at 10 years of age, children were more likely to misjudge it as fearful. For fear, children’s thresholds were not adult-like until 10 years of age, and children often confused it with sadness at 5 years of age. For all expressions, including even happy expressions, 5- and 7-year-olds were less accurate than adults in judging which of two expressions was more intense. Together, the results indicate that there is slow development of accurate decoding of subtle facial expressions.