Milena Bakopoulou  Megan G. Lorenz  Samuel H. Forbes  Rachel Tremlin  Jessica Bates  Larissa K. Samuelson 《Developmental science》2023,26(6):e13399

Words direct visual attention in infants, children, and adults, presumably by activating representations of referents that then direct attention to matching stimuli in the visual scene. Novel, unknown, words have also been shown to direct attention, likely via the activation of more general representations of naming events. To examine the critical issue of how novel words and visual attention interact to support word learning we coded frame-by-frame the gaze of 17- to 31-month-old children (n = 66, 38 females) while generalizing novel nouns. We replicate prior findings of more attention to shape when generalizing novel nouns, and a relation to vocabulary development. However, we also find that following a naming event, children who produce fewer nouns take longer to look at the objects they eventually select and make more transitions between objects before making a generalization decision. Children who produce more nouns look to the objects they eventually select more quickly following the naming event and make fewer looking transitions. We discuss these findings in the context of prior proposals regarding children's few-shot category learning, and a developmental cascade of multiple perceptual, cognitive, and word-learning processes that may operate in cases of both typical development and language delay.

Research Highlights

• Examined how novel words guide visual attention by coding frame-by-frame where children look when asked to generalize novel names.
• Gaze patterns differed with vocabulary size: children with smaller vocabularies attended to generalization targets more slowly and did more comparison than those with larger vocabularies.
• Demonstrates a relationship between vocabulary size and attention to object properties during naming.
• This work has implications for looking-based tests of early cognition, and our understanding of children's few-shot category learning.

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Siew Mei Yap  Laura Davenport  Clodagh Cogley  Fiona Craddock  Alex Kennedy  Maria Gaughan  Hugh Kearney  Niall Tubridy  Céline De Looze  Fiadhnait O’Keeffe  Richard B. Reilly  Christopher McGuigan 《Journal of Neuropsychology》2023,17(1):32-62

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Selma Babayiğit  Sue Roulstone  Yvonne Wren 《The British journal of educational psychology》2021,91(1):148-168

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Vida Mirabolfathi  Ali Reza Moradi  Laura Jobson 《Applied cognitive psychology》2019,33(5):904-910

Symptoms evoked in individuals with posttraumatic stress disorder (PTSD) when processing trauma‐relevant material arguably impair higher order cognitive functions. An example is working memory capacity (WMC), which has been shown to be disrupted by affective distractors. However, it is unknown whether this association varies across different types of PTSD symptoms. This study explored the association between WMC performed in affective (relative to neutral) contexts in relation to different symptoms of PTSD (avoidance, re‐experiencing, hyperarousal). Motor vehicle accident survivors with PTSD and without PTSD completed a delayed‐match‐to‐sample task including trauma‐related, neutral, and scrambled distractors in the interval between the presentation of the memoranda and the recognition target. The results showed that there was support for an indirect pathway between PTSD diagnosis and WMC performed in affective (versus neutral) contexts through re‐experiencing and avoidance symptoms. The findings suggest that avoidance symptoms in particular may benefit from interventions directed at improving WMC.  相似文献   

    

Rachel L. Jess  Claudia L. Dozier  Elizabeth A. Foley 《Behavioral Interventions》2019,34(4):475-486

Young children who attend out‐of‐home care (e.g., preschool) are more susceptible to infections than children who do not attend out‐of‐home care. Previous research suggests handwashing is effective in reducing risk of infection and illness. However, research suggests that individuals do not routinely wash their hands using methods that healthcare agencies, such as the Centers for Disease Control and Prevention, have determined best practice. We evaluated the effects of a multicomponent handwashing intervention package on correct handwashing across groups of preschool children. Furthermore, we measured the degree to which their hands were clean using premeasures and postmeasures. Results suggest the intervention package was effective at increasing both correct handwashing and cleanliness of participants' hands.  相似文献   

    

Bryan J. Blair  Jonathan Tarbox  Leif Albright  Jacquelyn M. MacDonald  Lesley A. Shawler  Samantha R. Russo  Michael F. Dorsey 《Behavioral Interventions》2019,34(3):405-418

Previous research has demonstrated low rater agreement when visually inspecting trends in single‐subject design graphs (see Wolfe, Seaman, & Drasgow, 2016). Didactic instruction of visual analysis of practicing behavior analysts has resulted in generally poor and unreliable performances (Danov & Symons, 2008; Diller, Barry, & Gelino, 2016). Therefore, a refined instructional technology to improve the reliability among behavior analysts is warranted. Developing research has focused on the application of equivalence‐based instruction (Brodsky & Fienup, 2018; Rehfeldt, 2011) for a variety of complex human behaviors. In the current study, equivalence‐based instruction was used to train four participants to identify functional relations displayed in five different classes of graphs. Training resulted in the formation of five equivalence classes by all participants consisting of three members (graph, functional relation rule, and functional relation statement). In addition, the skills were maintained for up to 2 weeks and generalized to novel graphs.  相似文献   

    

Alexander Mafael 《Journal of Consumer Psychology》2019,29(4):601-622

Online review helpfulness ratings are an important indicator of the impact of online reviews. Often times, helpfulness is explained in terms of observable qualities of online reviews that predict helpfulness ratings. This research proposes that focusing on the psychological processes that underlie helpfulness voting informs a better understanding of what shapes review helpfulness ratings. Specifically, because goal orientation influences information processing, consumers’ regulatory orientation interacts with review valence to determine review helpfulness. When review valence and regulatory orientation match, consumers are more likely to express helpfulness through voting. The findings show that this effect occurs at least in part because matching review valence and regulatory orientation instills feelings of gratitude towards the reviewer. As a consequence, consumers are more likely to reward the reviewer with a helpfulness vote to express their feeling of gratitude through actions. However, when reviewers actively state expectations of reciprocal behavior by readers, gratitude is reduced and so is the likelihood that a review receives a helpfulness vote. Evidence from five studies using review data and online experiments show support for these effects.  相似文献   

    

Charlotte Dalwood 《Theology & Sexuality》2019,25(3):165-187

ABSTRACT

In this article, I theorize the interpretation of harmful canonical texts with special reference to John Calvin's Institutes of the Christian Religion. As a result of the actions and rhetoric of some of its North American evangelical readers, the Institutes has come to function as an intellectual foundation for certain expressions of modern homophobia. In conversation with Jacques Derrida on inheritance and Eve Kosofsky Sedgwick on reparativity, I thus consider how queer evangelicals (especially those who wish to continue identifying themselves as such) ought to engage both Calvin’s text, particularly, as well as, more generally, those other canonical texts that are sources of trauma. In so doing, I proffer a capacious view of interpretation as not only what one says but also how one lives.  相似文献   

    

Christine E. Potter  Eva Fourakis  Elizabeth Morin‐Lessard  Krista Byers‐Heinlein  Casey Lew‐Williams 《Developmental science》2019,22(4)

In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences.  相似文献   

    

Meredith A. Shafto  Lori E. James  Lise Abrams  Cam- CAN 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2019,26(5):767-780

Tip-of-the-tongue states (TOTs) are known to increase in frequency across adulthood, but there is wide variability in older adults’ TOT rates, suggesting that individual difference factors contribute to TOT incidence. We investigated the role of affect by examining the relationship between self-reported anxiety and depression symptoms and the frequency of TOTs during a laboratory task. Participants were young, middle-aged and older adults in a population-based sample of adults aged 18–87. Increased anxiety was associated with fewer TOTs for the middle-aged group but more TOTs for the older adult group. There was no relationship between anxiety and TOTs for younger adults and no relationships between depression symptoms and TOT incidence for any age group. We discuss our results in terms of attentional control theory, which provides an explanation of how age may affect the relationship between anxiety and TOTs.  相似文献