Effet de l'intensité sur la catégorisation des prototypes émotionnels faciaux chez l'enfant et l'adulte

This study examines whether the intensity of facial emotional prototypes influences the process of their categorization in children and young adults. Two facial prototypes, one of happiness and one of disgust, including action units of three different intensities, were shown to 30 children and 30 adults who were submitted to a categorization task. As predicted, categorization accuracy was found to increase, in general, as a function of the intensity of action units. Adults were better than children but only for the categorization of disgust when the action unit intensity was weak. The happiness prototype was better categorized than the disgust prototype, and two types of errors were clearly more frequent than the others in the categorization of the disgust prototype: disgust/anger and disgust/sadness. The results are discussed in relation to the regulative processes involved in the socialization of emotion.     

Does a prototypical argumentative schema exist? Text recall in 8 to 13 years olds

120 students in grades 3 to 7 (aged 8 to 13) heard an argumentative text and were immediately submitted to a free recall task. The results show that before grade 7, the subjects did not view the text as argumentative. The discussion centers on the relevancy of a prototypical argumentative schema in accounting for these findings.     

Scene congruency biases Binocular Rivalry

Contextual regularities, that is, objects’ tendency to appear with certain other objects, facilitate the processing of visual scenes and confer contextually incongruent objects with a special attentional status. This study was aimed at investigating the mechanisms underlying this attentional advantage using Binocular Rivalry (BR). In two experiments, congruent and incongruent images (e.g., a man drinking from a glass vs. a man “drinking” from a hairbrush) were pitted against each other, yielding a version of BR in which two objects rival within a given scene. Incongruent objects predominated in awareness longer than congruent ones. This effect stemmed from the fact that their dominance epochs lasted longer on the average than those of congruent objects, suggesting a difficulty to disengage attention from such objects. On the other hand, no support was found for the notion that incongruent objects also attract attention.     

On the status of location in visual attention

The authors propose a distinction between four issues underlying the debate on the status of location in visual selective attention. Three of them concern the representation within which attention operates. The grouping question focuses on whether or not this representation segments the visual field into perceptual groups. The space-invariance question focuses on whether it describes objects in spatio-topic or in space-invariant coordinates. Finally, the feature-coding question concerns whether or not it contains information about objects' non-spatial features. The last issue focuses on whether or not attention can be guided preattentively towards items possessing certain pre-specified physical properties other than location, and is referred to as the attentional-guidance question. A critical survey of the literature within the proposed framework is presented. Based on its conclusions, the status of location in current research is outlined, and avenues for further research are suggested.     

Nature and nurture in own-race face processing

A standard visual preference task was used to examine 3-month-olds' looking times at own-race versus other-race faces as a function of environmental exposure to faces from the two categories. Participants were Caucasian infants living in a Caucasian environment, African infants living in an African environment, and African infants living in a predominantly Caucasian environment. The results indicate that preference for own-race faces is present as early as 3 months of age, but that this preference results from exposure to the prototypical facial environment.     

Implicit learning of a repeated segment in continuous tracking: a reappraisal

Several prior studies (e.g., Shea, Wulf, Whitacre, & Park, 2001; Wulf & Schmidt, 1997) have apparently demonstrated implicit learning of a repeated segment in continuous-tracking tasks. In two conceptual replications of these studies, we failed to reproduce the original findings. However, these findings were reproduced in a third experiment, in which we used the same repeated segment as that used in the Wulf et al. studies. Analyses of the velocity and the acceleration of the target suggests that this repeated segment could be easier to track than the random segments serving as control, accounting for the results of Wulf and collaborators. Overall these experiments suggest that learning a repeated segment in continuous-tracking tasks may be much more difficult than learning from a repeated sequence in conventional serial reaction time tasks. A possible explanation for this difference is outlined.     

When "new" meets "old": configurations of adult attachment representations and their implications for marital functioning

Two studies addressed the implications of concordance versus discrepancy of attachment representations in individuals at 2 stages in their marital relationships. Engaged (n = 157) and dating (n = 101) couples participated in a multimethod 6-year longitudinal study of adult attachment. Individuals completed the Adult Attachment Interview (AAI), the Current Relationship Interview (CRI), and various questionnaires and were observed in interactions with partners. On the basis of AAI and CRI classifications, participants were placed in one of four groups: Secure-sub(AAI)/Secure-sub(CRI), Secure-sub(AAI)/Insecure-sub(CRI), Insecure-sub(AAI)/Secure-sub(CRI), or Insecure-sub(AAI)/Insecure-sub(CRI). Each of the configurations showed a particular pattern of behavior, feelings about relationships and the self, and likelihood of relationship breakup. The findings of the studies address important points about the protective effects of attachment security and have interesting implications for the extension of attachment theory into adulthood.     

Long-term plasticity of intrinsic excitability: learning rules and mechanisms

Spatio-temporal configurations of distributed activity in the brain is thought to contribute to the coding of neuronal information and synaptic contacts between nerve cells could play a central role in the formation of privileged pathways of activity. Synaptic plasticity is not the exclusive mode of regulation of information processing in the brain, and persistent regulations of ionic conductances in some specialized neuronal areas such as the dendrites, the cell body, and the axon could also modulate, in the long-term, the propagation of neuronal information. Persistent changes in intrinsic excitability have been reported in several brain areas in which activity is elevated during a classical conditioning. The role of synaptic activity seems to be a determinant in the induction, but the learning rules and the underlying mechanisms remain to be defined. We discuss here the role of synaptic activity in the induction of intrinsic plasticity in cortical, hippocampal, and cerebellar neurons. Activation of glutamate receptors initiates a long-term modification in neuronal excitability that may represent a parallel, synergistic substrate for learning and memory. Similar to synaptic plasticity, long-lasting intrinsic plasticity appears to be bidirectional and to express a certain level of input or cell specificity. These nonsynaptic forms of plasticity affect the signal propagation in the axon, the dendrites, and the soma. They not only share common learning rules and induction pathways with the better-known synaptic plasticity such as NMDA receptor dependent LTP and LTD, but also contribute in synergy with these synaptic changes to the formation of a coherent engram.