Perceiving imitatible stimuli: Consequences of isomorphism between input and output.

For more than a century, psychologists have been intrigued by the idea that mental representations of perceived human actions are closely connected with mental representations, of performing those same actions. In this article, connections between input and output representations are considered in terms of the potential for imitation. A broad range of evidence suggests that, for imitatible stimuli, input and output representations are isomorphic to one another, allowing mutual influence between perception and motoric planning that is rapid, effortless, and possibly obligatory. Thus, the cognitive consequences of imitability may underlie such diverse phenomena as phoneme perception; imitation in neonates; echoic memory; stimulus–response compatibility; conduction aphasia; maintenance rehearsal; and a variety of developmental and social activities such as language acquisition, social learning, empathy, and monitoring one's own behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's understanding of the knowledge prerequisites of drawing and pretending.

Many young children will claim that someone is pretending to be something even when the person does not know what that something is. To examine whether children's failure to take knowledge prerequisites into account is part of a more fundamental problem in recognizing how mental representations constrain external ones, the authors asked children whether an artist who did not know what something was, yet whose drawing bore resemblance to it, was drawing it. The same questions were asked regarding pretending. Children performed similarly on pretending and drawing questions, and performance on both questions improved when the protagonists' point of view was emphasized. Performance for drawing improved somewhat when alternative goals were stated. Further, cross-sectional data indicated that understanding how knowledge relates to producing external representations increases gradually from age 4 to age 8, suggesting that experiential factors may be crucial to this understanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivation and representational processes in adulthood: The effects of social accountability and information relevance.

The role of motivation in determining age differences in social representations was examined. Adults aged 20 to 83 years were given an impression formation task that attempted to manipulate motivation by varying the characteristics of the target and the extent to which participants would be held accountable for their impressions. It was hypothesized that increasing age would be associated with greater selectivity in the use of available cognitive resouces to support the construction of accurate representations. Support for this hypothesis was obtained when trait inferences and recall were examined. Specifically, older adults made more accurate trait inferences and recalled more information when the target was similar in age or they were held accountable for their impressions. In contrast, younger adults demonstrated similar levels of accuracy across conditions. The fact that these effects were observed when cognitive resources was controlled suggests a motivational effect that is independent of age differences in cognitive ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toddlers' attention to intentions-in-action in learning novel action words.

Toddlers' ability to use cues such as eye gaze and gestures to infer the meaning of novel action words was examined. In Experiment 1, 21- and 27-month-olds were taught labels for pairs of videotaped actions that were either similar or dissimilar in appearance. Similar actions differed mainly in the presence of behavioral cues related to the agents' intentions (e.g., extended arms). Only the older children were able to learn the labels for the similar actions. In Experiment 2, 3 new pairs of labels (2 similar, 1 dissimilar) were taught to children in the same age range. Eye gaze and gestures were the main features distinguishing the similar events. The same developmental effect was observed, with only the older children showing learning of both types of verbs and the younger children being impeded by the appearance of the actions. The results show that by the middle of the 2nd year, children begin to consider intentions-in-action when acquiring the meaning of novel action verbs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do humans ape? Or do apes human? Imitation and intention in humans (Homo sapiens) and other animals.

A. Whiten, D. M. Custance, J.-C. Gomez, P. Teixidor, and K. A. Bard (1996) tested chimpanzees' (Pan troglodytes) and human children's (Homo sapiens) skills at imitation with a 2-action test on an "artificial fruit." Chimpanzees imitated to a restricted degree; children were more thoroughly imitative. Such results prompted some to assert that the difference in imitation indicates a difference in the subjects' understanding of the intentions of the demonstrator (M. Tomasello, 1996). In this experiment, 37 adult human subjects were tested with the artificial fruit. Far from being perfect imitators, the adults were less imitative than the children. These results cast doubt on the inference from imitative performance to an ability to understand others' intentions. The results also demonstrate how any test of imitation requires a control group and attention to the level of behavioral analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Assessment of Generalization of Imitation in Two Enculturated Orangutans (Pongo pygmaeus).

Deferred imitation of object-related actions and generalization of imitation to similar but not identical tasks were assessed in two human-reared (enculturated) orangutans (Pongo pygmaeus). Each ape displayed low levels of deferred imitation but did not provide evidence of generalization of imitation. Results suggest that enculturated orangutans may not possess social-cognitive abilities similar to that which enculturated chimpanzees are assumed to possess. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age and race differences in the trajectories of self-esteem.

The purpose of this research was to assess age- and race-based variation in within-persons changes in self-esteem over a 16-year period. We used hierarchical linear modeling with data from 3,617 adults 25 years of age and older who were interviewed up to 4 times. Self-esteem increased, on average, over the course of the study period. At the same time, significant age variations around this trend were observed, with younger adults experiencing increases in self-esteem and older adults experiencing decreases. In general, race differences were not evident with respect to average levels or rates of change in self-esteem. However, a significant Age × Race interaction suggested that late-life declines in self-esteem were steeper for Blacks compared with Whites. These findings suggest the presence of age- and race-based stratification with respect to self-esteem. Future work in this area should examine the health and well-being effects of declining self-esteem during old age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in verbal learning.

"An old and a young group of Ss, mean ages 78.1 and 26.8 years, were given 3 paired-associate learning tasks which differed in the degree to which prior experience might be expected to facilitate or block present learning. They consisted of: (a) Familiar word pairs, (b) nonsense equations, and (c) false equations. Both groups performed best on the word-associate task, but there was little difference between the learning of nonsense and false equations within either group. On all 3 procedures the old group was significantly poorer, but they were proportionately more deficient in the learning of materials in which the facilitative effects of prior experience are minimized, i.e., the 2 forms of equations. However, they had no greater difficulty with the interference than with the nonsense material." 16 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age of nominator and scores assigned nominees of various ages.

"By correlation analysis of the nomination scores assigned to 402 supervisory employees of various ages by higher level nominators of various ages, the possibility of age-on-age bias in an operating situation has been investigated. Although other investigators have found biases of attitudes of one age group towards another, operationally, bias as here defined was not found. Thus correlations between age of those nominated and nomination scores did not differ significantly or systematically among four nominator age groups. For these data, no 'battle of the ages' has appeared to add to the usual rating difficulties." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imitation of film-mediated aggressive models.

In a test of the hypothesis that exposure of children to film-mediated aggressive models would increase the probability of Ss' aggression to subsequent frustration, 1 group of experimental Ss observed real-life aggressive models, a 2nd observed these same models potraying aggression on film, while a 3rd group viewed a film depicting an aggressive cartoon character. Following the exposure treatment, Ss were mildly frustrated and tested for the amount of imitative and nonimitative aggression in a different experimental setting. The overall results provide evidence for both the facilitating and the modeling influence of film-mediated aggressive stimulation. In addition, the findings reveal that the effects of such exposure are to some extent a function of the sex of the model, sex of the child, and the reality cues of the model. (24 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of stimulus repetition on negative priming.

Potential age-related differences in the influence of stimulus repetition on negative and positive priming were investigated in a same-different picture comparison task. Forty-eight young adults and 48 old adults compared a target picture of a familiar object with a standard picture of a familiar object to determine if they were the same or different, while ignoring an overlapping distractor picture presented in a different color. Negative priming effects increased in magnitude with the repetition of the experimental stimuli in a similar fashion for both young and old adults. Conversely, positive priming effects decreased in magnitude with increases in stimulus repetition for both young and old adults. These data suggest that identity-based inhibition develops in a similar fashion from young adulthood to old age. Furthermore, these data add to the growing body of studies that suggest age invariance in the ability to inhibit task-irrelevant information on the basis of stimulus identity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Normality evaluations and their relation to personality traits and well-being.

Despite frequent discussions of what it means to be normal in clinical, social, and personality psychology theory, the characteristics of individuals who call themselves normal are little understood. In 5 studies, the authors investigated various hypotheses concerning the nature of normality evaluations. The authors add to recent evidence that normality evaluations represent a distinct dimension of evaluative judgments, showing self-judgments of being normal (versus strange) to be relatively independent from self-judgments of being average (versus unique). Normality evaluations showed positive relations with communal traits such as agreeableness, conscientiousness, and emotional stability, and were negatively related to openness to experience. Supporting a broader hypothesis that normality evaluations may be involved in directing or motivating personality development processes, normality evaluations were positively associated with well-being and a sense of fitting in with one's peers, and individuals who felt abnormal felt a heightened sense that they needed to improve their personality. Finally, the personality correlates of normality evaluations were found to change over the lifespan, largely in parallel with the actual mean-level development of personality traits with age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple learning parameters differentially regulate olfactory generalization.

Sensory representations depend strongly on the descending regulation of perceptual processing. Generalization among similar stimuli is a fundamental cognitive process that defines the extent of the variance in physical stimulus properties that becomes categorized together and associated with a common contingency, thereby establishing units of meaning. The olfactory system provides an experimentally tractable model system in which to study the interactions of these physical and psychological factors within the framework of their underlying neurophysiological mechanisms. The authors here show that olfactory associative learning systematically regulates gradients of odor generalization. Specifically, increasing odor-reward pairings, odor concentration, or reward quality--each a determinant of associative learning--significantly transformed olfactory generalization gradients, each narrowing the range of variance in odor quality perceived as likely to share the learned contingency of a conditioned odor stimulus. However, differences in the qualitative features of these three transformations suggest that these different determinants of learning are not necessarily theoretically interchangeable. These results demonstrate that odor representations are substantially shaped by experience and descending influences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is There a Universal Positivity Bias in Attributions? A Meta-Analytic Review of Individual, Developmental, and Cultural Differences in the Self-Serving Attributional Bias.

Researchers have suggested the presence of a self-serving attributional bias, with people making more internal, stable, and global attributions for positive events than for negative events. This study examined the magnitude, ubiquity, and adaptiveness of this bias. The authors conducted a meta-analysis of 266 studies, yielding 503 independent effect sizes. The average d was 0.96, indicating a large bias. The bias was present in nearly all samples. There were significant age differences, with children and older adults displaying the largest biases. Asian samples displayed significantly smaller biases (d = 0.30) than U.S. (d = 1.05) or Western (d = 0.70) samples. Psychopathology was associated with a significantly attenuated bias (d = 0.48) compared with samples without psychopathology (d = 1.28) and community samples (d = 1.08). The bias was smallest for samples with depression (0.21), anxiety (0.46), and attention-deficit/hyperactivity disorder (0.55). Findings confirm that the self-serving attributional bias is pervasive in the general population but demonstrates significant variability across age, culture, and psychopathology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social reinforcement with children as a function of CA, sex of E, and sex of S.

The interactive effect of sex on the performance of Ss at varying ages was investigated. The performance (in a game) of Ss at 3 age levels (3-4, 6-7, 9-10) was reviewed after exposure to male or female E. Sex of E had a statistically significant effect at the 3-4 level only, women being more effective in stimulating performance than men. From Psyc Abstracts 36:04:4FC47S. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Primary process in children as a function of age.

Extending Freud's formulation with regard to the nature of the primary process, it was posited that language should reflect Freud's content that "contraries are not kept apart from each other, but are treated as though they were identical." Hypothesizing that secondary process thinking is a function of development, 3rd graders and 6th graders were compared on the basis of a paper-and-pencil test wherein the task was to select a synonym word from a group containing the synonym, an antonym, and an irrelevant word. Primary process thinking, as measured above, was found to be more characteristic of the younger group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognition, but not sensation, mediates age-related changes in the ability to monitor the environment.

The objective of the study was to determine which age-related changes in sensation and cognition are associated with age-related changes in the ability to monitor the environment. To that end, a proxy measure of the ability to monitor the environment (useful field of view, UFOV) and measures of sensation and cognition were collected from young adult (N = 61) and older adult subjects (N = 79). Although UFOV performance was expected to be mediated primarily by cognition rather than by sensation, it was somewhat unexpected to find no reliable associations between UFOV and sensory functioning beyond those of age and cognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)