Perceived physical and social causality in animated motions: spontaneous reports and ratings

Michotte argued that we perceive cause-and-effect, without contributions from reasoning or learning, even in displays of two-dimensional moving shapes. Two studies extend this line of work from perception of mechanical to social causality. We compared verbal reports with structured ratings of causality to gain a better understanding of the extent to which perceptual causality occurs spontaneously or depends on instruction or context. A total of 120 adult observers (72 in the main experiment, 48 in an initial experiment) saw 12 (or 8) different computer animations of shape A moving up to B, which in turn moved away. Animations factorially varied the temporal and spatial relations of the shapes, and whether they moved rigidly or in a non-rigid, animal-like manner. Impressions of social as well as physical causality appeared in both free reports and ratings. Perception of physical causality was stronger than perception of social causality, particularly in free reports. No differences of this nature appear in infants and children, so the asymmetry may reflect learnt knowledge. Physical causality was relatively unspecific initially, but discrimination of causal and delayed control events improved with exposure to multiple events. Experience seems to affect the causal illusion even over a short timeframe; the idea of 'one-trial causality' may be somewhat misleading. Regardless of such effects on the absolute level of responses, the different measures showed similar patterns of variation with the spatio-temporal configuration and type of motion. The good fit of ratings and reports validates much recent work in this area.     

Face distinctiveness and delayed testing: differential effects on performance and confidence

The author investigated the effect of delayed testing on participants' memory for distinctive and typical faces. Participants viewed distinctive and typical faces and were then tested for recognition immediately or after a delay of 3, 6, or 12 weeks. Consistent with prior research, analysis of measure of sensitivity (d') showed that participants performed better on distinctive rather than typical faces, and memory performance declined with longer retention intervals between study and testing. Furthermore, the superior performance on distinctive faces had vanished by the 12-week test. Contrary to d' data, however, an analysis of confidence scores indicated that participants were still significantly more confident on trials depicting distinctive faces, even with a 12-week delay between study and recognition testing.     

The belief in a just world and immanent justice reasoning in adults

Deciding that negative experiences are punishment for prior misdeeds, even when plausible causal links are missing, is immanent justice (IJ) reasoning (Piaget, 1932/1965). Three studies examined a just world theory analysis of IJ reasoning in adults (Lerner, 1980). Studies 1 and 2 varied the valence of a target person's behavior prior to them experiencing an unrelated negative (car accident, Study 1) or positive (lottery win, Study 2) outcome. Participants viewed the outcomes as the result of prior behavior most when they fit deservingness expectations (good person won the lottery, bad person injured in automobile accident), suggesting that just world concerns influenced IJ reasoning. The lottery-winning finding (Study 2) also extends IJ reasoning to positive experiences. A third study found that a manipulation of just world threat in one context (prolonged or ended suffering of an HIV victim) influenced IJ responses in a subsequent unrelated context (automobile accident scenario).     

Turning a deaf ear to fear: impaired recognition of vocal affect in psychopathic individuals

The processing of emotional expressions is fundamental for normal socialization and interaction. Reduced responsiveness to the expressions of sadness and fear has been implicated in the development of psychopathy (R. J. R. Blair, 1995). The current study investigates the ability of adult psychopathic individuals to process vocal affect. Psychopathic and nonpsychopathic adults, defined by the Hare Psychopathy Checklist-Revised (PCL-R; R. D. Hare, 1991), were presented with neutral words spoken with intonations conveying happiness, disgust, anger, sadness, and fear and were asked to identify the emotion of the speaker on the basis of prosody. The results indicated that psychopathic inmates were particularly impaired in the recognition of fearful vocal affect. These results are interpreted with reference to the low-fear and violence inhibition mechanism models of psychopathy.     

Use of a structured investigative protocol enhances young children's responses to free-recall prompts in the course of forensic interviews

One hundred alleged victims of child sexual abuse (ages 4-12 years; M = 8.1 years) were interviewed by police investigators about their alleged experiences. Half of the children were interviewed using the National Institute of Child Health and Human Development's structured interview protocol, whereas the other children--matched with respect to their age, relationship with the alleged perpetrator, and seriousness of the alleged offenses--were interviewed using standard interview practices. Protocol-guided interviews elicited more information using open-ended prompts and less information using option-posing and suggestive questions than did standard interviews; there were no age differences in the amount of information provided in response to open-ended invitations. In 89% of the protocol interviews, children made their preliminary allegations in response to open-ended prompts, compared with 36% in the standard interviews.     

Neurological and developmental effects of HIV and AIDS in children and adolescents

HIV-related encephalopathy is an important problem in vertically infected children with HIV. Infected infants may manifest early, catastrophic encephalopathy, with loss of brain growth, motor abnormalities, and cognitive dysfunction. Even without evidence of AIDS, infected infants score lower than serorevertors on developmental measures, particularly language acquisition. Children with perinatal or later transfusion-related infection generally are roughly comparable developmentally to their peers until late in their course. Symptoms similar to adult AIDS dementia complex are occasionally seen in adolescents with advanced AIDS, including dementia, bradykinesia, and spasticity. Opportunistic CNS infections such as toxoplasmosis and progressive multifocal leukoencephalopathy are less common in children and adolescents than in adults. Increasing evidence suggests that aggressive antiretroviral treatment may halt or even reverse encephalopathy. Neuroimaging changes may precede or follow clinical manifestations, and include early lenticulostriate vessel echogenicity on cranial ultrasound, calcifying microangiopathy on CT scan, and/or white matter lesions and central atrophy on MRI. Differential diagnosis of neurological dysfunction in an HIV-infected infant includes the effects of maternal substance abuse, other CNS congenital infections, and other causes of early static encephalopathy. Initial entry of HIV into the nervous system occurs very early in infection. The risk of clinical HIV encephalopathy increases with very early age of infection and with high viral loads. Virus is found in microglia and brain derived macrophages, not neurons. The neuronal effect of HIV is probably indirect, with various cytokines implicated. Apoptosis is the presumed mechanism of damage to neurons by HIV.     

Making children gesture brings out implicit knowledge and leads to learning

Speakers routinely gesture with their hands when they talk, and those gestures often convey information not found anywhere in their speech. This information is typically not consciously accessible, yet it provides an early sign that the speaker is ready to learn a particular task (S. Goldin-Meadow, 2003). In this sense, the unwitting gestures that speakers produce reveal their implicit knowledge. But what if a learner was forced to gesture? Would those elicited gestures also reveal implicit knowledge and, in so doing, enhance learning? To address these questions, the authors told children to gesture while explaining their solutions to novel math problems and examined the effect of this manipulation on the expression of implicit knowledge in gesture and on learning. The authors found that, when told to gesture, children who were unable to solve the math problems often added new and correct problem-solving strategies, expressed only in gesture, to their repertoires. The authors also found that when these children were given instruction on the math problems later, they were more likely to succeed on the problems than children told not to gesture. Telling children to gesture thus encourages them to convey previously unexpressed, implicit ideas, which, in turn, makes them receptive to instruction that leads to learning.