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Ensemble coding of faces occurs in children and develops dissociably from coding of individual faces 下载免费PDF全文
Gillian Rhodes Markus Neumann Louise Ewing Samantha Bank Ainsley Read Laura M. Engfors Rachel Emiechel Romina Palermo 《Developmental science》2018,21(2)
Ensemble coding allows adults to access useful information about average properties of groups, sometimes even in the absence of detailed representations of individual group members. This form of coding may emerge early in development with initial reports of ensemble coding for simple properties (size, numerosity) in young children and even infants. Here we demonstrate that ensemble coding of faces, which provides information about average properties of social groups, is already present in 6–8‐year‐old children. This access to average information increases with age from 6 to 18 years and its development is dissociable from age‐related improvements in the coding of individual face identities. This dissociation provides the first direct evidence that distinct processes underlie ensemble and individual coding of face identity, evidence that has been lacking from adult studies. More generally, our results add to the emerging evidence for impressively mature sensitivity to statistical properties of the visual environment in children. They indicate that children have access to gist information about social groups that may facilitate adaptive social behaviour. 相似文献
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Else E. de Vries Marina Verlinden Jolien Rijlaarsdam Vincent W. V. Jaddoe Frank C. Verhulst Louise Arseneault Henning Tiemeier 《Journal of abnormal child psychology》2018,46(7):1481-1496
Family adversity has been associated with children’s bullying behaviors. The evidence is, however, dominated by mothers’ perceptions of the family environment and a focus on mothers’ behaviors. This prospective population-based study examined whether children’s bullying behaviors were associated with mother- and father-reported family adversity, assessed before and after child birth. Peer-nominations were used to assess bullying behaviors of 1298 children in elementary school (mean age 7.5 years). The following paternal risk factors were prospectively associated with children’s bullying behaviors: (1) father-reported prenatal family distress, (2) fathers’ hostility at preschool age, and (3) fathers’ harsh disciplinary practices at preschool age, but effect sizes were relatively small. The effect of maternal risk factors was less consistent, only mother-reported family distress in childhood was associated with children’s bullying behaviors. The associations were independent of background family risk factors (i.e., life stress, contextual factors, and other background factors such as parental education and risk taking record) and early childhood externalizing problems. Moreover, our results indicated that father-reported family adversity predicted children’s bullying behaviors over and above the background family risk factors, early childhood externalizing problems and mother-reported family adversity. We also demonstrated that the association of fathers’ prenatal hostility and family distress with subsequent bullying behavior of their child at school was partly mediated by fathers’ harsh disciplinary practices at preschool age. Our findings highlight the importance of fathers’ behaviors in the development of children’s bullying behaviors. 相似文献
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Cox T Oliver A Rial-González E Tomás JM Griffiths A Thompson L 《The Spanish journal of psychology》2006,9(1):94-102
The paper describes the development of a short Spanish-language version of the General Well-Being Questionnaire (GWBQ; Cox and Gotts, 1987), based on the 12 items of its Worn Out scale. Research has shown the English-version Worn Out scale to be sensitive to aspects of the design and management of work. This study aimed to test its cross-cultural consistency in a Spanish-language workplace context. The data were collected from a sample of 229 workers in Valencia (Spain). Confirmatory Factor Analyses showed the factorial validity, reliability, and concurrent validity of the new Spanish version to be adequate. The sensitivity of the new measure to safety behavior and the reporting of accidents was also assessed and shown to be good. The new questionnaire extends the usefulness of the parent questionnaire to occupational health psychology research in the Spanish language by offering a short assessment tool appropriate for workplace studies. 相似文献
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Subjects typically experience the temporal interval immediately following a saccade as longer than a comparable control interval. One explanation of this effect is that the brain antedates the perceptual onset of a saccade target to around the time of saccade initiation. This could explain the apparent continuity of visual perception across eye movements. This antedating account was tested in three experiments in which subjects made saccades of differing extents and then judged either the duration or the temporal order of key events. Postsaccadic stimuli underwent subjective temporal lengthening and had early perceived onsets. A temporally advanced awareness of saccade completion was also found, independently of antedating effects. These results provide convergent evidence supporting antedating and differentiating it from other temporal biases. 相似文献
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Dr Karen Salmon Fern Champion Margaret-Ellen Pipe Louise Mewton Skye McDonald 《Memory (Hove, England)》2013,21(5):485-499
We investigated the influence of preparation provided by parents on preschoolers’ recall. One day before children participated in a staged novel event, parents discussed the event with their child either with (verbal+photos) or without (verbal) photographs. Parents and children in a control condition read an unrelated story. Then 8–10 days later the children were interviewed about the event. Children in the verbal+photos condition recalled significantly more than those in the control condition. Parental preparation style (e.g., evaluations, hypothetical language) was associated with the child's contributions to the preparatory discussion, but no aspect of parent or child style or content was associated with children's verbal recall. Similarly, there were no significant associations between children's performance on a task of episodic future thinking, and their preparatory discussion or recall, although episodic future thinking was strongly associated with language ability. The potential underlying mechanisms and theoretical implications are discussed. 相似文献