Vexing,Veiled, and Inequitable: Social Distancing and the “Rights” Divide in the Age of COVID-19

Abstract

Although unprecedented in scope and beyond all our life experiences, sweeping social distancing measures are not without historical precedent. Historically, racism, stigma, and discrimination resulted in grossly inequitable application of disease containment measures. But history also provides examples in which broad measures enjoyed remarkable public support. When it comes to COVID-19, blame and division continue to shape containment responses. But the COVID-19 pandemic also resonates with moments in which there was broad social support for containment precisely because lockdowns or stay at home orders are, on the surface, remarkably equitable. Yet even in a context in which a majority of Americans support social distancing, small but coordinated conservative groups are challenging social distancing as a matter of individual rights. In sharp contrast, vulnerable populations, who bear the heaviest burden of disease, have claimed a right to social distancing as a matter of protection.     

Perception of the symmetrical patterning of human gait by infants

Two experiments tested 3- and 5-month-old infants' sensitivity to properties of point-light displays of human gait. In Experiment 1, infants were tested for discrimination of point-light displays of a walker and a runner, which, although they differed in many ways, were equivalent with regard to the phasing of limb movements. Results revealed that 3-month-old, but not 5-month-old, infants discriminated these displays. In Experiment 2, the symmetrical phase-patterning of the runner display was perturbed by advancing two of its limbs by 25% of the gait cycle. Both 3- and 5-month-old infants discriminated the walker display from this new phase-shifted runner display. These findings suggest that 3-month-old infants respond to the absolute and relative motions within a single limb, whereas 5-month-old infants respond primarily to the relations between limbs and, in particular, to the bilateral symmetry between the limbs.     

Rebellious teens? Genetic and environmental influences on the social attitudes of adolescents

Genetic and environmental influences in social attitudes were investigated in adopted and nonadopted children (N = 654) and their biological and adoptive relatives in the Colorado Adoption Project. Conservatism and religious attitudes were measured in the children annually from ages 12 to 15 and in the parents during the 12-year-old visit. Multivariate genetic model fitting indicated that both conservatism and religious attitudes are strongly influenced by shared-family environmental factors throughout adolescence. In contrast to previous findings from twin studies, which suggest that genetic influence on social attitudes does not emerge until adulthood, the present study detected significant genetic influence in conservatism as early as age 12. There was no evidence of genetic influence, however, on religious attitudes during adolescence.     

Infants' formation and use of categories to segregate objects

Four- and-a-half-month-old infants' (N = 100) category formation and use was studied in a series of five experiments. For each experiment, the test events featured a display composed of a cylinder and a box. Previous research showed that this display is not clearly parsed as a single unit or as two separate units by infants of this age. Immediately prior to testing, infants were shown a set of category exemplars. Knowledge about this category could help infants disambiguate the test display, which contained a novel exemplar of this category. Clear interpretation of the test display as composed of two separate units (as indicated by infants' longer looking at the move-together than at the move-apart test event) was taken as evidence of category formation and use. In Experiments 1 and 5, infants' prior experience with a set of three different boxes that were similar to the test box facilitated their segregation of the test display. Experiment 2 showed that three different exemplars are necessary: prior experience with any two of the three boxes used in Experiment 1 did not facilitate infants' segregation of the test display. Experiment 3 showed that variability in the exemplar set is necessary: prior experience with three identical boxes did not facilitate infants' segregation of the test display. Experiment 4 showed that under these conditions of very brief prior exposure, similarity between the exemplar set and test box is necessary: prior experience with three different boxes that were not very similar to the test box did not facilitate infants' segregation of the test display. Together, these findings suggest that: (a) number of exemplars, variability, and similarity in the exemplar set are important for infants' category formation, and (b) infants use their category knowledge to determine the boundaries of the objects in a display.     

The effect of school-based kindergarten transition policies and practices on child academic outcomes

This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low- and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a .21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families.