“Playing by the Book”: Determinants of Children's Preference for Replicating and Originating Play

Play is children's most important daily behavior and when children play, they do so in multiple ways. With two studies, this paper explores how children perceive a continuum of two play types, namely replicating play (in which models, guidelines, and examples are used to reach an intended result) and originating play (in which children create something from the mind, think freely about how they will play, are less restricted by given models, etc.). Study 1 (N = 56, M_age = 9) quantitatively shows that both play types occur and tests if children also describe the play types as we define them. Results show that children who play originating (vs. replicating) believe they follow less (vs. more) rules and do their own thing more (vs. less), which verifies the definitions of both types of play. Study 2 includes 16 in-depth semi-structured interviews (M_age = 10) and shows which determinants children identify as triggers for engaging in play that has more replicating or more originating elements.     

Positive evidence for neonatal imitation: A general response,adaptive engagement

The study employed four gestural models using frame‐by‐frame microanalytic methods, and followed how the behaviours unfolded over time. Forty‐two human newborns (0–3 days) were examined for their imitation of tongue protrusion, ‘head tilt with looking up’, three‐finger and two‐finger gestures. The results showed that all three gesture groups were imitated. Results of the temporal analyses revealed an early and a later, second stage of responses. Later responses were characterized by a suppression of similar, but non‐matching movements. Perinatal imitation is not a phenomenon served by a single underlying mechanism; it has at least two different stages. An early phase is followed by voluntary matching behaviour by the neonatal infant.     

拥挤感启动对威胁性表情识别知觉敏感性的影响

为了考察拥挤感启动对威胁性面部表情识别的影响,以28名大学生为被试,进行不同拥挤启动条件下的愤怒-中性和恐惧-中性表情识别任务。信号检测论分析发现,拥挤感启动降低了愤怒表情识别的辨别力,不影响其判断标准,也不影响恐惧表情识别的辨别力和判断标准;主观报告的愤怒表情强度在拥挤感启动条件下显著高于非拥挤条件,恐惧、中性表情强度则不受拥挤感启动的影响。结果表明,拥挤感启动使人们辨别愤怒表情的知觉敏感性下降。     

A psychophysiological model of emotion space

Despite a wide variety of emotions that can be subjectively experienced, the emotion space has consistently revealed a low dimensionality. The search for corresponding somato-visceral response patterns has been only moderately successful. The authors suggest a solution based on an assumed parallelism between emotion coding and color coding. According to the color detection model proposed by Sokolov and co-workers, neurons responsible for color detection are triggered by a combination of excitations in a limited number of input cells. Similarly, a limited number of input channels may feed complex emotion detectors being located on a hypersphere in a four-dimensional emotion space, the three angles of which correspond to emotional tone, intensity, and saturation, in parallel to hue, lightness, and saturation in color perception. The existence of such a four-dimensional emotion space in the subjective domain is shown by using schematic facial expressions as stimuli. A neurophysiological model is provided in which reticular, hypothalamic, and limbic structures constitute input channels of an emotion detecting system, thus acting as the first layer of emotion predetectors. Hypothalamic neurons with differential sensitivity for various transmitters may elicit a subsequent selective activation in a second layer of predetectors at the thalamic level. The latter are suggested to trigger emotion detectors located in cortical areas, the action of which should be revealed by measures of central nervous system activity. Preliminary results from evoked potential studies show that switching between schematic faces that express different emotions may be used as an objective measure for establishing a psychophysiological emotion space.     

The instinct to teach: Altruism or aggression?

In this paper, the term ‘teaching’ means activities which induce a specific change in the behavior of a member of the same species, and are adapted until the pupil reaches a certain standard of performance. Teaching in this sense is confined to man, with one group of exceptions. Other forms of social learning are observed among the mammals and even the buds. The most important is imitation, or learning by observation. Teaching by other species always involves punishment, and always leads to the separation or spacing out of individuals. It occurs 1) at weaning, 2) in maintaining status within a group, and 3) in territorial behavior. In each case an animal is punished for approaching another. Man is distinguished by using punishment not only as a deterrent but also in the teaching of skills. Such conduct is sometimes called aggressive. To give it this name is to put teaching (by punishment) in the same class as socially undesirable acts. Such a usage obscures questions that can profitably be asked. Children learn much by imitation, and are encouraged to do so. But teaching of skills (usually not by punishment) and of customs seems to be universal in human communities, both primitive and advanced. To say that there is an instinct or drive to teach adds, however, nothing to this statement. Some teaching, especially the formal process in schools, is by adults and is confined to particular societies. But, in addition, children teach younger children, sometimes evidently without prompting by elders. This is one aspect of the nurturant behavior which is perhaps a feature of all societies. Some traditions seem to be maintained solely by children. Such conduct is probably at times altruistic in the traditional sense of the term. “Altruism” in biological writings today has, however, a different meaning, and is therefore becoming a source of confusion. In many communities, both primitive and advanced, nurturant behavior and the teaching of young children by older children are reported to be more prominent among girls than among boys. Teaching, considered as a type of behavior, has been neglected as a subject of study. It would repay multidisciplinary investigation, especially as it appears in the conduct of children.     

Multidimensional scaling of hierarchical sorting data applied to facial expressions

A new algorithm for multidimensional scaling analysis of sorting data and hierarchical-sorting data is tested by applying it to facial expressions of emotion. We construct maps in “facial expression space” for two sets of still photographs: the I-FEEL series (expressions displayed spontaneously by infants and young children), and a subset of the Lightfoot series (posed expressions, all from one actress). The analysis avoids potential artefacts by fitting a map directly to the subject's judgments, rather than transforming the data into a matrix of estimated dissimilarities as an intermediate step. The results for both stimulus sets display an improvement in the extent to which they agree with existing maps. Some points emerge about the limitations of sorting data and the need for caution when interpreting MDS configurations derived from them.     

THE DEVELOPMENT AND FUNCTIONAL CONTROL OF READING-COMPREHENSION BEHAVIOR1

Reading comprehension, indicated by motor behavior and multiple-choice picture selection called for in written instructions, was taught to an autistic child using verbal prompts, modelling, and physical guidance. The child was rewarded for correct behaviors to training items; nonrewarded probes were used to assess generalization. Probable maintaining events were assessed through their sequential removal in a reversal design. Results showed: (a) following acquisition, performance was maintained at a near-100% level when candy, praise, attention, and training were removed, (b) absence of other persons was correlated with a marked decrease in performance, whereas their presence was associated with performance at near 100%, and (c) performance generalized to probes and across experimenters. Rewards, which may have been reinforcing during acquisition, did not appear necessary to maintain later performance. Instead, presence of others (a setting event) was demonstrated to have control over maintained performance.