Discrimination of familiar human faces in dogs (Canis familiaris)

Faces are an important visual category for many taxa, and the human face is no exception to this. Because faces differ in subtle ways and possess many idiosyncratic features, they provide a rich source of perceptual cues. A fair amount of those cues are learned through social interactions and are used for future identification of individual humans. These effects of individual experience can be studied particularly well in hetero-specific face perception. Domestic dogs represent a perfect model in this respect, due to their proved ability to extract important information from the human face in socio-communicative interactions. There is also suggestive evidence that dogs can identify their owner or other familiar human individuals by using visual information from the face. However, most studies have used only dogs’ looking behavior to examine their visual processing of human faces and it has been demonstrated only that dogs can differentiate between familiar and unknown human faces. Here, we examined the dog's ability to discriminate the faces of two familiar persons by active choice (approach and touch). Furthermore, in successive stages of the experiment we investigated how well dogs discriminate humans in different representations by systematically reducing the informational richness and the quality of the stimuli. We found a huge inter-individual and inter-stage variance in performance, indicating differences across dogs in their learning ability as well as their selection of discriminative cues. On a group level, the performance of dogs significantly decreased when they were presented with pictures of human heads after having learned to discriminate the real heads, and when – after relearning – confronted with the same pictures showing only the inner parts of the heads. However, as two dogs quickly mastered all stages, we conclude that dogs are in principle able to discriminate people on the basis of visual information from their faces and by making active choices.     

Distress Tolerance and Anxiety Sensitivity Cognitive Concerns: Testing the Incremental Contributions of Affect Dysregulation Constructs on Suicidal Ideation and Suicide Attempt

Empirical work has suggested relationships among suicide-related outcomes and several constructs related to affect dysregulation, notably anxiety sensitivity (AS) and distress tolerance (DT). However, important questions remain, including the relative contributions of these affect regulation variables as well as the direct contribution of DT on suicidal ideation and prior attempts. The current study sought to better elucidate the nature of these relationships by examining AS, DT, and suicidal ideation and attempt in a clinical sample (N = 192). Consistent with prior work and prediction, findings revealed a significant relationship between the AS cognitive concerns subfactor and suicidal ideation and suicide attempt history after accounting for the effects of DT, gender, and depressive symptoms. In addition, depressive symptoms significantly moderated the relationship between the AS cognitive concerns subfactor and suicidal ideation. After accounting for the influence of AS, analyses revealed that DT approached significance in predicting suicidal ideation, but did not significantly predict suicide attempt history. These results suggest that elevated AS cognitive concerns are particularly relevant to suicide in the context of depressive symptoms. Clinicians may benefit from implementing AS reduction strategies with individuals who endorse elevated suicide risk as well as elevated AS cognitive concerns.     

The Social Intelligence of Acting Students

American acting students were asked to predict the ratings made by the general population of undergraduate psychology students on an adjective checklist dealing with several professions, one of which was acting. The same task was set for two benchmark comparison groups (psychology graduate students and a sample from the general population of students). Chi-square comparisons of the ratings of the undergraduate psychology students and their predicted ratings by the acting students revealed that the acting students achieved a 70% correct prediction rate. Chi-square analyses of the performance of the psychology graduate students and the general student sample showed that the acting students' predictions were inferior to those of the psychology graduate students but no different from those of the general undergraduate student sample. The acting students were more accurate in predicting the endorsement of negative adjectives (100%) than positive adjectives (55%). The acting students tended to distrust other people's attitudes towards actors, whereas, in fact, the general population of students' feelings about them were mildly positive.     

Examining Personal Control Beliefs as a Mediating Variable in the Health-Damaging Behavior of Substance Use: An Alternative Approach

Substance use continues to be a concern for researchers and health professionals alike. One of the most extensive areas of research on health-related behaviors such as smoking and drug use has been on personal control beliefs. Since many health actions (both facilitative and deleterious) depend on voluntary behaviors, and many health-related prevention and intervention programs are predicted on an assumption of controllability, this is an important area to consider. This article is a review of some of the literature and presents an alternative approach that entails using area-specific and domain-specific methods to examine the role that control beliefs play in the health-damaging behavior of substance use.     

Processing Fat-Related Information in Individuals at Risk for Developing an Eating Disorder

The authors examined the effect that being at risk for developing an eating disorder has on the lexical processing of words related to fat and words not related to fat. Individuals (n = 17) at risk for developing an eating disorder were compared with controls (n = 31) using a lexical decision task in which fat-related words (e.g., large), unrelated words (e.g., fair), neutral words (e.g., post), and pseudowords (e.g., flirp) were given. The results revealed an expected Group x Stimuli interaction for reaction times indicating that at-risk individuals were significantly faster at processing fat-related words than words unrelated to fat. The authors discuss these results within the context of how fat-related stimuli are processed in at-risk individuals and how models of information processing can aid in the interpretation and understanding of eating disorders.     

Supplementary Study of Superstitious Belief Among College Students

A brief, reliable measure of sexual knowledge would be of obvious value in studies of family planning, population, and related issues. A 49-item test of sexual information was created by Miller and Fisk in 1969. Analysis of this device on a sample of 104 Ss suggested that a shorter and more convenient version could be developed. Deletion of 25 questions with weak or unacceptable statistical properties left 24 items for retention in a revised questionnaire. This 24-item version was then administered to new samples including 287 males and 246 females, permitting specification of provisional normative and interpretational data.     

Infant Expressions in an Approach/Withdrawal Framework

Since the introduction of empirical methods for studying facial expression, the interpretation of infant facial expressions has generated much debate. The premise of this article is that action tendencies of approach and withdrawal constitute a core organizational feature of emotion in humans, promoting coherence of behavior, facial signaling, and physiological responses. The approach/withdrawal framework can provide a taxonomy of contexts and the neurobehavioral framework for the systematic, empirical study of individual differences in expression, physiology, and behavior within individuals as well as across contexts over time. By adopting this framework in developmental work on basic emotion processes, it may be possible to better understand the behavioral principles governing facial displays, and how individual differences in them are related to physiology and behavioral function in context.     

Children's Ability to Recognize Emotions From Partial and Complete Facial Expressions

The authors investigated children's ability to recognize emotions from the information available in the lower, middle, or upper face. School-age children were shown partial or complete facial expressions and asked to say whether they corresponded to a given emotion (anger, fear, surprise, or disgust). The results indicate that 5-year-olds were able to recognize fear, anger, and surprise from partial facial expressions. Fear was better recognized from the information located in the upper face than those located in the lower face. A similar pattern of results was found for anger, but only in girls. Recognition improved between 5 and 10 years old for surprise and anger, but not for fear and disgust.     

The Impact of Abuse and Learning Difficulties on Emotion Understanding in Late Childhood and Early Adolescence

Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence. A total of 28 older children and young adolescents were selected for the study. Half of the participants had suffered from severe abuse, and half of these abused children additionally had learning disabilities. The remaining half of the sample had no history of abuse but were matched with the abused children on learning difficulties, age and gender. The participants’ emotion understanding was assessed with the Test of Emotion Comprehension (TEC). Results showed that (a) learning difficulties but not abuse had an impact on emotion understanding, (b) there was no interaction effect of abuse and learning difficulties on emotion understanding, and (b) the observed effects of learning difficulties were most apparent for the understanding of relatively complex components of emotion and not for simple components. The results are discussed in terms of their theoretical and practical implications.