Action experience in infancy predicts visual-motor functional connectivity during action anticipation

Despite substantial evidence indicating a close link between action production and perception in early child development, less is known about how action experience shapes the processes of perceiving and anticipating others’ actions. Here, we developed a novel approach to capture functional connectivity specific to certain brain areas to investigate how action experience changes the networks involved in action perception and anticipation. Nine- and-12-month-old infants observed familiar (grasping) and novel (tool-use) actions while their brain activity was measured using EEG. Infants’ motor competence of both actions was assessed. A link between action experience and connectivity patterns was found, particularly during the anticipation period. During action anticipation, greater motor competence in grasping predicted greater functional connectivity between visual (occipital alpha) and motor (central alpha) regions relative to global levels of whole-brain EEG connectivity. Furthermore, visual and motor regions tended to be more coordinated in response to familiar versus novel actions and for older than younger participants. Critically, these effects were not found in the control networks (frontal-central; frontal-occipital; parietal-central; parietal-occipital), suggesting a unique role of visual-motor networks on the link between motor skills and action encoding.

Highlights

• Infants’ motor development predicted functional connectivity patterns during action anticipation.
• Faster graspers, and older infants, showed a stronger ratio of visual-motor neural coherence.
• Overall whole-brain connectivity was modulated by age and familiarity with the actions.
• Measuring inter-site relative to whole-brain connectivity can capture specific brain-behavior links.
• Measures of phase-based connectivity over time are sensitive to anticipatory action.

     

Children's social wariness toward a different-race stranger relates to individual differences in temperament

When children first meet a stranger, there is great variation in how much they will approach and engage with the stranger. While individual differences in this type of behavior—called social wariness—are well-documented in temperament research, surprisingly little attention has been paid to the social groups (such as race) of the stranger and how these characteristics might influence children's social wariness. In contrast, research on children's social bias and interracial friendships rarely examines individual differences in temperament and how temperament might influence cross-group interactions. The current study bridges the gap across these different fields of research by examining whether the racial group of an unfamiliar peer or adult moderates the association between temperament and the social wariness that children display. Utilizing a longitudinal dataset that collected multiple measurements of children's temperament and behaviors (including parent-reported shyness and social wariness toward unfamiliar adults and peers) across early childhood, we found that 2- to 7-year-old children with high parent-reported shyness showed greater social wariness toward a different-race stranger compared to a same-race stranger, whereas children with low parent-reported shyness did not. These results point to the importance of considering racial group membership in temperament research and the potential role that temperament might play in children's cross-race interactions.

Research Highlights

• Previous research on temperament has not considered how the race of strangers could influence children's social wariness.
• We find evidence that 2- to 7-year-old children with high parent-reported shyness show greater social wariness toward a different-race stranger compared to a same-race stranger.
• These results point to the importance of considering racial group membership in temperament research.
• Our findings also suggest temperament may play a role in children's cross-race interactions.

     

The Use of Stereotypical Gender Information in Constructing a Mental Model: Evidence from English and Spanish

Four experiments were carried out to investigate how general knowledge about the stereotypical gender of participants in a text influences comprehension. A self-paced reading task was used to present short texts comprising one, two, or three sentences. The first sentence of each text introduced a stereotypically masculine or feminine participant (e.g. doctor, nurse), or a neutral one. The last sentence introduced a pronoun (he/she) that could match or mismatch the gender of the referent. The first experiment, which was carried out in English, showed that reading times for the last sentence were longer when there was a mismatch than when there was a match between the gender of the pronoun in the last sentence and the stereotypical gender of the referent in the first sentence. In contrast to English, the gender of the participant can be disambiguated by a preceding article ( el / la ) in Spanish. The results of the second, third, and fourth experiments, which were carried out in Spanish, showed that reading times for the first sentences were longer when there was a mismatch than when there was a match between the gender of the article and the stereotypical gender of the participant. However, reading times for the last sentences did not differ. Overall, the results suggest that information about the stereotypical gender of the participants in a text is incorporated into the representation as soon as it becomes available, and that it affects the ease with which the text is understood.     

Anxiety and Performance: The Processing Efficiency Theory

Abstract

Anxiety often impairs performance of “difficult” tasks (especially under test conditions), but there are numerous exceptions. Theories of anxiety and performance need to address at least two major issues: (1) the complexity and apparent inconsistency of the findings; and (2) the conceptual definition of task difficulty. Some theorists (e.g. Humphreys & Revelle, 1984; Sarason, 1988) argue that anxiety causes worry, and worry always impairs performance on tasks with high attentional or short-term memory demands. According to the processing efficiency theory, worry has two main effects: (1) a reduction in the storage and processing capacity of the working memory system available for a concurrent task; and (2) an increment in on-task effort and activities designed to improve performance. There is a crucial distinction within the theory between performance effectiveness (= quality of performance) and processing efficiency (= performance effectiveness divided by effort). Anxiety characteristically impairs efficiency more than effectiveness.     

Enhancing Interpretability in Factor Analysis by Means of Mathematical Optimization

Abstract

Exploratory Factor Analysis (EFA) is a widely used statistical technique to discover the structure of latent unobserved variables, called factors, from a set of observed variables. EFA exploits the property of rotation invariance of the factor model to enhance factors’ interpretability by building a sparse loading matrix. In this paper, we propose an optimization-based procedure to give meaning to the factors arising in EFA by means of an additional set of variables, called explanatory variables, which may include in particular the set of observed variables. A goodness-of-fit criterion is introduced which quantifies the quality of the interpretation given this way. Our methodology also exploits the rotational invariance of EFA to obtain the best orthogonal rotation of the factors, in terms of the goodness-of-fit, but making them match to some of the explanatory variables, thus going beyond traditional rotation methods. Therefore, our approach allows the analyst to interpret the factors not only in terms of the observed variables, but in terms of a broader set of variables. Our experimental results demonstrate how our approach enhances interpretability in EFA, first in an empirical dataset, concerning volumes of reservoirs in California, and second in a synthetic data example.     

Time course of attentional bias to emotional scenes in anxiety: Gaze direction and duration

Pictures of emotionally neutral, positive, and negative (threat‐ or harm‐related) scenes were presented for 3 seconds, paired with nonemotional control pictures. The eye fixations of high and low trait anxiety participants were monitored. Intensity of stimulus emotionality was varied, with two levels of perceptual salience for each picture (colour vs. greyscale). Regardless of perceptual salience, high anxiety was associated with preferential attention: (a) towards all types of emotional stimuli in initial orienting, as revealed by a higher probability of first fixation on the emotional picture than on the neutral picture of a pair; (b) towards positive and harm stimuli in a subsequent stage of early engagement, as shown by longer viewing times during the first 500 ms following onset of the pictures; and with (c) attention away from (i.e., avoidance) harm stimuli in a later phase, as indicated by shorter viewing times and lower frequency of fixation during the last 1000 ms of picture exposure. This suggests that the nature of the attentional bias varies as a function of the time course in the processing of emotional pictures.