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.     

Identity-specific face adaptation effects: evidence for abstractive face representations

The effects of selective adaptation on familiar face perception were examined. After prolonged exposure to photographs of a celebrity, participants saw a series of ambiguous morphs that were varying mixtures between the face of that person and a different celebrity. Participants judged fewer of the morphs to resemble the celebrity to which they had been adapted, implying that they were now less sensitive to that particular face. Similar results were obtained when the adapting faces were highly dissimilar in viewpoint to the test morphs; when they were presented upside-down; or when they were vertically stretched to three times their normal height. These effects rule out explanations of adaptation effects solely in terms of low-level image-based adaptation. Instead they are consistent with the idea that relatively viewpoint-independent, person-specific adaptation occurred, at the level of either the “Face Recognition Units” or “Person Identity Nodes” in Burton, Bruce and Johnston’s (1990) model of face recognition.     

Simplifying reading: applying the simplicity principle to reading

Debates concerning the types of representations that aid reading acquisition have often been influenced by the relationship between measures of early phonological awareness (the ability to process speech sounds) and later reading ability. Here, a complementary approach is explored, analyzing how the functional utility of different representational units, such as whole words, bodies (letters representing the vowel and final consonants of a syllable), and graphemes (letters representing a phoneme) may change as the number of words that can be read gradually increases. Utility is measured by applying a Simplicity Principle to the problem of mapping from print to sound; that is, assuming that the "best" representational units for reading are those which allow the mapping from print to sounds to be encoded as efficiently as possible. Results indicate that when only a small number of words are read whole-word representations are most useful, whereas when many words can be read graphemic representations have the highest utility.     

Motor unit firing rates of the first dorsal interosseous differ between male and female children aged 8–10 years

The purpose of this study was to examine possible differences in motor unit action potential amplitudes (MUAP_AMPS) and firing rates of the first dorsal interosseous (FDI) in male and female children aged 8–10 years. Eight male (mean ± SD, age = 8.8 ± 0.7 yrs; BMI = 16.5 ± 1.3 kg/m²) and eight female (age = 9.3 ± 0.9 yrs; BMI = 16.1 ± 1.5 kg/m²) children volunteered to complete isometric trapezoidal muscle actions of the first dorsal interosseous at 50% of maximal voluntary contraction (MVC). Electromyographic signals were decomposed to yield MUAP_AMPS and mean firing rates (MFR) at the targeted force. An exponential model was fitted to the MUAP_AMPS vs. recruitment threshold (RT) while linear models were fitted to the MFRs vs. RT relationships for each subject. Ultrasonography determined the muscle cross-sectional area (CSA) of the FDI. Independent samples t-tests were used to examine possible differences between the male and female children for MVC strength, CSA, and the coefficients from the MU relationships. There were no differences in MVC strength, CSA, or the MUAP_AMP vs. RT relationships between the male and female children (P < 0.05). Males, however, had greater MFRs of lower-threshold MUs as evident by significantly larger y-intercepts (P = 0.019) and more negative slopes (P = 0.004) from the MFR vs. RT relationships. Despite no differences in muscle strength, CSA, and MUAP_AMPS, differences in firing rates existed between male and female children aged 8–10 years. Neural mechanisms may primarily contribute to sex-related differences in firing rates.     

Generic Response Classes And Relational Frame Theory: Response To Hayes And Barnes-Holmes.

Hayes and Barnes‐Holmes (2004) assert that the concept of a topographically unconstrained response class, the concept that carries the explanatory burden of relational frame theory, appeals to no new principles. Operants are properly defined functionally. I argue that they have stretched the concept of the generic response class beyond its appropriate limits. Skinner conceived of response classes as empirically defined units, mutually interchangeable in quantitative functions. The notion of overarching, generalized operants is an uncritical, analogical extension of this concept. I hold that the conceptual work of relational frame theory is incomplete, that a statement of principle is necessary, even if not new. Finally, I distinguish a supposed commitment to a philosophical “mediationism” from a valid inquiry about mediating behavior; that is, behavior with stimulus products that participate in the control of the behavior of primary interest.     

The control of choice by its consequences

Five pigeons were trained on concurrent variable-interval schedules in which equal rates of reinforcement were always arranged for left- and right-key responses, but different overall rates were signaled by key colors. Sessions began with both keys lit yellow for the instrumental phase. If, after 20 s of this phase, the relative number of responses that had been made to the left key equaled or exceeded .75, both keys changed red for the contingent phase. The contingent phase arranged another concurrent variable-interval schedule for a further 20 s before the instrumental phase was reinstated. However, if preference in the instrumental phase did not exceed .75, the instrumental phase continued for a further 20 s before preference was again compared with the criterion. In Part 1, the reinforcer rate arranged in the instrumental phase was held constant at 4.8 reinforcers per minute, while the reinforcer rate arranged in the contingent phase was varied across conditions from 0 to 19.2 over five steps. In Part 2, reinforcer rates in the contingent phase were kept constant at 36 per minute, while reinforcer rates in the instrumental phase were varied from 0 to 36 over seven steps. Part 3 replicated Part 2 but used reinforcer rates in both phases that were one third of those arranged in Part 2. Measures of choice obtained by summing responses across presentations of the instrumental phase became more extreme toward the left key as the reinforcer rate obtained in the contingent phase was increased (Part 1) and as the reinforcer rate obtained in the instrumental phase was decreased (Parts 2 and 3). Changes in these measures of choice were accompanied by systematic changes in the relative frequency with which the criterion was exceeded. Changes in both these measures were correlated with changes in the relative frequency with which subjects responded exclusively to the left key. These results are discussed with respect to the two choices that were concurrently available in this procedure and the response alternatives that might constitute the concurrent operants in each choice.     

Introduction: Alexander Luria's Continuing Influence on Worldwide Neuropsychology

As an introduction to this special issue, this article provides an overview of the worldwide influence of the work of Alexander R. Luria. a noted Russian neuropsychologist. Major themes and issues that he studied are reviewed, and the reasons for his strong worldwide influence are discussed. An overview of subsequent articles in this issue is provided.     

Community applications of instructional technology: training low-income proctors

A community education system might be most effectively implemented in low-income communities if it were deliverable by neighborhood residents. A proctor training manual, designed to teach neighborhood residents how to administer standardized learning units to their peers, was analyzed in two experiments. The results of Experiment I showed that the percentage of occurrence of proctor behaviors increased after completion of the manual. Supplementary data suggest that specified proctor behaviors generalize to actual instructional situations. The results of Experiment II showed that the percentage of occurrence of trainee behaviors was higher when instructional packages were administered by trained proctors than when administered by untrained proctors. This study demonstrates an effective procedure for training low-income community residents to serve as proctors for a community education system.     

Teaching reading and spelling: exclusion and stimulus equivalence

In Experiment 1, 7 nonreading children were exposed to a program designed to teach reading of 51 training words. The program featured an exclusion-based procedure in which the children (a) matched printed to dictated words and (b) constructed (copied) printed words with movable letters and named them. All children learned to read the training words. Five children also read generalization words and showed progress in spelling. Experiment 2 applied the program to 4 different children, omitting the word-construction task. They also learned to read the training words, but only 1 participant read generalization words. The data support a stimulus equivalence account of reading acquisition and suggest that reading generalization may be obtained, especially when the teaching program includes word construction.     

Leg Asymmetries and Coordination Dynamics in Walking

Models of interlimb coordination (H. Haken, J. A. S. Kelso, &; H. Bunz, 1985 Haken, H., Kelso, J. A. S. and Bunz, H. 1985. A theoretical model of phase transitions in human hand movements. Biological Cybernetics, 51: 347–356. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; P. N. Kugler &; M. T. Turvey, 1987 Kugler, P. N. and Turvey, M. T. 1987. Information, natural law, and the self-assembly of rhythmic movement, Hillsdale, NJ: Erlbaum.  [Google Scholar]) were tested in walking by examining the role of asymmetries between limbs. Participants walked on a treadmill with and without a metronome. Five asymmetry conditions were created via ankle loads of 0, 3, or 6 kg on either leg. With the metronome, participants matched the target period. Without the metronome, stride rate slowed as the mass was increased on either leg. The loads led to an increase in stride period that was predicted by Huygens’ law and the hybrid pendulum-spring model. In agreement with extended Haken–Kelso–Bunz model predictions, leg asymmetries led to deviations from antiphase coordination. Also, perception–action coordination was influenced by the asymmetry between the legs and metronome. In contrast, no predicted stability effects were observed. These findings reveal that some properties of interlimb coordination, apparent in laboratory-based tasks, can also be observed in human walking.