Naming Faces: The Effects of Facial Distinctiveness and Surname Frequency

The effects of the frequency of a surname in the population and of the distinctiveness of a face on the latency to name famous faces were explored. Distinctive faces were named more quickly than were typical faces. Celebrities with low-frequency surnames were named faster than celebrities with high-frequency surnames, but only if their faces were distinctive. Subsequent experiments showed that the effect of surname frequency could not be attributed to differences in the articulatory onsets of the surnames and was not present in a task that did not require a naming response. Experiments in which surnames were taught to previously unfamiliar faces showed that familiar surnames (e.g. the surnames of celebrities) were produced more rapidly than were unfamiliar surnames. If familiar surnames were taught, no effect of surname frequency was observed. It is concluded that lexical access to peoples' names is frequency sensitive—surnames shared by few individuals are accessed faster than are high-frequency surnames. However, when learning names to unfamiliar faces, familiar surnames (i.e. the surnames of people already known to the subject) are learned and accessed more quickly than unfamiliar surnames.     

The effect of experimenter's intention on the child's understanding of conservation

Two experiments tested McGarrigle and Donaldson's (1975) claim that the intentionality of the experimenter's action in performing the transformation in number conservation tasks misleads competent children into performance errors. In the first experiment, their naughty teddy paradigm for presenting ‘accidental’ transformations was replicated and extended by including transformations that altered number as well as ones that left number unchanged. Results with 5-year-olds showed that the naughty teddy procedure promoted inappropriate conservation with additions as well as appropriate conservation with length changes for small numbers of items (four). With larger numbers (seven) the naughty teddy effect was not apparent at all. It was concluded that the children were distracted by the teddy bear so they tended to judge the final display according to appearance-based strategies, such as counting, subitizing, and length. A new paradigm was devised to test the McGarrigle and Donaldson (1975) hypothesis more adequately. Intentionality was bypassed by giving th children explicit reason to doubt the validity of the experimenter's intention as a cue to the required answer. Conservation tasks were set in the context of a game in which the experimenter was said to be trying to trick the child. The child had to be on guard for the tricks. Results showed that, even under these conditions, 5-year-olds do confuse number with length. The results conformed closely to Siegler's (1981) characterization of conservation development in terms of movement from appearance-based strategies towards transformational strategies. It was concluded that the study of context will be best continued in relation to analyses of the knowledge and strategies children have available in a task.     

Using the ASEBA to Screen for Callous Unemotional Traits in Early Childhood: Factor Structure,Temporal Stability,and Utility

This study evaluated a five-item screening measure of Callous Unemotional (CU) traits using items drawn from the Preschool Form of the Achenbach System of Empirically Based Assessment (ASEBA). Using data from the Durham Child Health and Development study (N = 178), confirmatory factor analyses demonstrated that CU items could be distinguished from Attention Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant (ODD) items. The two-year stability (N = 137) of CU (ϕ = .84) was comparable to that of ADHD (ϕ = .79) and ODD (ϕ = .69). Three groups of children were selected based on parent-rated ODD and CU behaviors at the 36-month assessment (N = 37; ODD+CU, N = 7; ODD-only, N = 12; non-ODD, N = 18). Multiple measures of infant temperament predicted group membership with 84% accuracy. Consistent with Frick and Morris’ (Journal of Clinical Child and Adolescent Psychology 33(1):54–68, 2004) hypotheses, ODD+CU and ODD-only children exhibited temperamental profiles in infancy that were consistent with low fear and emotionally dysregulated pathways into conduct problems, respectively.     

Two‐year‐olds use adults' but not peers' points

In the current study, 24‐ to 27‐month‐old children (N = 37) used pointing gestures in a cooperative object choice task with either peer or adult partners. When indicating the location of a hidden toy, children pointed equally accurately for adult and peer partners but more often for adult partners. When choosing from one of three hiding places, children used adults’ pointing to find a hidden toy significantly more often than they used peers’. In interaction with peers, children's choice behavior was at chance level. These results suggest that toddlers ascribe informative value to adults’ but not peers’ pointing gestures, and highlight the role of children's social expectations in their communicative development.     

Early contributions to infants’ mental rotation abilities

Some cognitive abilities exhibit reliable gender differences, with females outperforming males in specific aspects of verbal ability, and males showing an advantage on certain spatial tasks. Among these cognitive gender differences, differences in mental rotation are the most robust, and appear to be present even in infants. A large body of animal research suggests that gonadal hormones, particularly testosterone, during early development could contribute to this gender difference in mental rotation. Also, substantial evidence supports an influence of socialization on mental rotation performance. The present study investigated the relationship of two types of factors, early postnatal testosterone exposure and parental attitudes about gender, to mental rotation performance in 61 healthy infants (29 males, 32 females). We measured salivary testosterone at two time points: 1–2.5 months of age and 5–6 months of age. Infants’ mental rotation performance and parents’ attitudes about gender were assessed at 5–6 months of age. As predicted, testosterone concentrations were significantly higher in boys than girls in early infancy (d = 0.54), and boys performed significantly better than girls on mental rotation (d = 0.64). A significant positive correlation between testosterone at age 1–2.5 months and mental rotation was found only in boys (r = 0.50, p = .01). A significant negative correlation between parents’ gender‐stereotypical attitudes and mental rotation performance was found only in girls (r = ?.57, p = .002). These findings suggest that the early postnatal testosterone surge (also known as “mini‐puberty”) may have organizational influences on mental rotation performance in boys, and that parents may influence their daughters’ mental rotation abilities beginning very early in life.