The central Europe experiment: Looking at persons and looking at objects

Gaze at objects, another person, and background was measured for fifteen dyads which constituted five different experimental groups in which task and situational factors were varied. The findings were that background stimuli had an unreliable effect on gaze; a very simple object relevant to the subject's task attracted a great deal of gaze and greatly reduced gaze at the other person. This effect was even stronger with a complex relevant object, where visual attention was almost completely transferred from the other person to the object. There was evidence of forces to avoid too much gaze at the other person. These findings suggested the possibility of postulating some new function of gaze in addition to information-seeking, or the possibility of an explanation in terms of the approach-avoidance model of gaze (Argyle & Dean, 1965).The authors are grateful to the S.S.R.C. for financial support.     

Helping and Cooperation at 14 Months of Age

Two experiments investigated the proclivity of 14‐month‐old infants (a) to altruistically help others toward individual goals, and (b) to cooperate toward a shared goal. The infants helped another person by handing over objects the other person was unsuccessfully reaching for, but did not help reliably in situations involving more complex goals. When a programmed adult partner interrupted a joint cooperative activity at specific moments, infants sometimes tried to reengage the adult, perhaps indicating that they understood the interdependency of actions toward a shared goal. However, as compared to 18‐ and 24‐month‐olds, their skills in behaviorally coordinating their actions with a social partner remained rudimentary. Results are integrated into a model of cooperative activities as they develop over the 2nd year of life.     

Maternal Depression and the Ability to Facilitate Joint Attention With 18‐Month‐Olds

Maternal depression has been associated with the mother‐child dyad's ability to engage in joint attention. This study of 69 depressed and 63 control mothers and their 18‐month‐olds addresses how aspects of maternal psychopathology are related to joint attention during a snack interaction. Although nondepressed‐mother dyads appeared better at joint attention than depressed‐mother dyads, this difference was not statistically significant. Among the depressed‐mother dyads, joint attention was related to presence of a comorbid Axis I diagnosis (usually an anxiety disorder) versus a diagnosis of major depressive disorder (MDD) only. Surprisingly, dyads with mothers who met criteria for a comorbid diagnosis were better at joint attention than those with MDD only, despite the fact that those mothers were likely to have longer and more severe depressive histories. The relationship between comorbid status and joint attention was mediated by the mother's affect. Rationale for the paradoxical finding that the “more pathological” mothers had greater success in engaging in joint attention is discussed.     

Apologizing: trying to get it right

It is hardly possible to go through a day without "stepping on someone's toes." By practicing the steps described in this article, you can strengthen your ability to engage in an apology process that is powerful and healing. Being truthful and courageous about your own part of a situation opens the door for others around you to do likewise. People will experience you as a person who has integrity. Receiving an apology from another person allows you to complete the process by forgiving.     

Responding to joint attention as a developmental catalyst: Longitudinal associations with language and social responsiveness

Joint attention (JA), infants' ability to engage in triadic attention with another person and a separate object or event, emerges in infancy. Responding to joint attention (RJA) develops earlier than initiating joint attention (IJA) and may benefit from a reconceptualization from a competence to a skill that varies in performance. Investigating associations between RJA performance and important skills of toddlerhood such as language, social responsiveness, and executive function (EF) in typically developing samples can better elucidate how RJA may serve as a developmental precursor to later dimensional skills, with implications for both typical and atypical development. Here, 210 (82% White) infants completed the Dimensional Joint Attention Assessment (DJAA), a naturalistic play-based assessment of RJA, at 8–15 months. At 16–38 months social responsiveness, verbal ability, and EF were assessed. Multilevel models showed that DJAA scores were associated with later verbal abilities and parent-reported social responsiveness. Exploratory analyses showed trend-level associations between RJA and EF. Results establish the content validity of the DJAA as a measure of RJA, and longitudinal associations with later verbal ability and social responsiveness. Future work should examine EF emergence and consolidation, and RJA and later EF associations.     

Toddlers Involve Their Caregiver to Help Another Person in Need

Three experiments with 18‐ to 35‐month‐old children (n = 169) studied toddler–caregiver interactions when being confronted with another person in need. In particular, we explored whether toddlers would request their caregiver to help a needy other when they are not able to help themselves. Children observed another person who needed help to accomplish a task, but were either not able to provide help as the object was out of reach (Experiment 1) or because an obstacle prevented children from interacting with the other person (Experiments 2, 2b). The experiments revealed the same developmental trend with 2.5‐year‐olds selectively involving their caregiver to help the needy other. The results are interpreted in terms of toddlers’ motivation to see others helped and with respect to their developing ability to actively involve others to regulate their emotions.     

Exploring Infant Gesture and Joint Attention as Related Constructs and as Predictors of Later Language

In infancy, use of gesture and the ability to engage in joint attention with others both predict later language development. Conceptually, gesture and joint attention abilities may reflect a similar underlying social‐communicative skill. However, these abilities are often studied separately. Despite the fact that gesture is often used in episodes of joint attention, little is known about the degree to which measures of gesture use and joint attention ability are associated with one another or how they similarly, or differentially, predict children's language abilities. Participants in this study were 53 infants. At 12 months, multiple measures of infants’ gesture use were gleaned from a free–play interaction with a parent. Infants’ responding to and initiating joint attention were measured via the Early Social‐Communicative Scales (Mundy et al., 2003). Infants’ expressive and receptive language was measured at 24 months with the Mullen Scales of Early Learning (Mullen, 1995). A factor analysis including gesture and joint attention measures indicated that at 12 months, joint attention, particularly responding to joint attention, reflects a similar underlying construct with infant gesture use, yet they uniquely predict later language ability.     

Lay persons' emotional reactions toward an abused elderly person

This study examined lay persons' emotional reactions to abuse, with special attention to two types of disease: Alzheimer's disease and osteoporosis. A total of 169 adults (mean age = 60) were interviewed face-to-face using a vignette methodology. Although the majority of the participants found the vignette to describe a situation of abuse, one-quarter did not consider it an abusive situation. The person described in the vignette elicited more positive than negative emotions, with a high percentage of participants expressing sympathy, desire to help, and concern. The various emotional reactions to abuse are associated with different correlates.     

Reports of Wins and Risk Taking: An Investigation of the Mediating Effect of the Illusion of Control

Two experiments examined the relationships between the knowledge that another person has won in a gamble, the illusion of control and risk taking. Participants played a computer-simulated French roulette game individually. Before playing, some participants learnt that another person won a large amount of money. Results from a first experiment (n = 24) validated a causal model where the knowledge of another person’s win increased the illusion of control, measured with betting times, expectancy and self-reports on scales, which in turn encourages risk taking. In the second experiment (n = 36), some participants were told the previous player acknowledged the win to be fortuitous. The suppression of the belief that the previous winner had himself exerted control over the outcome resulted in lower rates of risk-taking behaviors. This suggests that it was not the knowledge of another person’s win in itself that increased risk taking, but rather, the belief that the other person had some control over the gamble’s outcome. Theoretical implications for the study of social mechanisms involved in gambling behavior are discussed.     

Therapeutic compliments: setting the stage for successful therapy

Compliments are often viewed primarily as a linear event in which one person expresses approval or admiration of another. Far less attention has been given to the circular nature of compliments and the manner in which they enhance the positions of both the giver and the receiver of the compliment. Therapeutic compliments have proven to be highly effective means of motivating clients, while at the same time increasing therapeutic leverage. This article proposes that compliments should be purposefully given, and that the type of compliment should vary with the stage of therapy and the intended response of the client to the compliment.     

Attachment and joint attention in infants: The role of expectation

Previous research highlighted the correlation between parent–infant's attachment quality and joint attention skills. However, the underlying mechanisms of this relationship are still unclear. The aim of this study was to assess whether it is by mediating the expectation component in Internal Working Models that the quality of attachment style can affect joint attention. At first, 12- to 20-month-old infants were classified into secure and insecure groups using the Strange Situation Procedure. On a following day, using a violation-of-expectation paradigm, infants were habituated to two joint attention videos. Finally, the mean looking time duration of secure and insecure infants were compared with each other between two “divergent attention” and “joint attention” videos. Infants looked longer for divergent attention videos suggesting they did have expectation regarding the appropriate response in triadic interactions. In line with our main hypothesis, secure infants, but not insecure ones, looked longer in the divergent attention situation when an attachment-related context was present, revealing the possible mediating role of “expectations” in the correlation between attachment and joint attention.     

Joint Attention,Self‐Recognition,and Neurocognitive Function in Toddlers

Recent studies have attempted to understand the processes involved in joint attention because of its relevance to both atypical and normal development. Data from a recent study of young children with autism suggests that performance on a delay nonmatch to sample (DNMS) task associated with ventromedial prefrontal functions, but not an A‐not‐B/delayed response task associated with dorsolateral prefrontal cortex, was related to joint attention skills (Dawson et al., 2002). Recent research also suggests that joint attention is associated with dorsalmedial brain systems linked to self‐monitoring (Mundy, 2003). This study investigated the relations among joint attention, DNMS, and self‐recognition performance in a longitudinal study of 39 normally developing toddlers from 14 to 18 months. The results indicated that development on the DNMS and self‐recognition tasks, but not a means end task, predicted joint attention at 18 months. Further analysis showed that the model was only significant for initiating joint attention (IJA). The implications of these results for the neuro‐development of IJA are discussed.     

An analysis of co-piloting in the teaching-learning process: a case study of science class debate

In an ergonomic psychology approach, the teaching-learning process is considered a dynamic environment which emphasizes co-piloting by the teacher and the pupils. We suggest identifying exactly who takes charge in various co-piloting situations. This stems from observations of two videos of one teacher during two separate sessions of the same science class debate, carried out in different classes (the teacher's own class and an unknown class). The consideration of the teacher's and the pupils' positions towards a common reference point, comprised of posters presented by groups of pupils, as well as through pointing and indicating, allows for joint attention. This aims to identify traces of interactional modalities around a specific point of reference. This study has found that the teacher intervenes more often in a situation with an unknown class.     

My teammate,myself and I: Experimental evidence on equity and equality norms

We study team formation in real-effort experiments in which participants bargain over a jointly produced outcome. Participants decide between undertaking a task alone or with another participant by releasing the minimum share of the future team outcome that they are willing to accept. We find that the equality norm prevails in a context in which merit could play an important role. The inability of high-ability individuals to claim a large share of the joint profits makes the dissolution of inefficient teams difficult, and results in unprofitable cooperation.     

Video Deficit in Toddlers’ Object Retrieval: What Eye Movements Reveal About Online Cognition

The purpose of this study was to determine whether toddlers exhibit different eye‐movement patterns when watching real events versus video demonstrations in an object‐retrieval task. Twenty‐four‐month‐olds (N = 36) searched for a sticker on a felt board after watching an experimenter hide it behind a felt object in person or via video. Eye movements during the hiding event were recorded. Compared to those watching in‐person events, children watching video spent more time looking at the target location overall, yet they had relatively poor search performance. Visual attention to the target location predicted search performance in the video condition only; children who watched in‐person hiding events had high success rates even if they paid relatively little visual attention to the correct location. Findings are consistent with the hypothesis that toddlers process information more quickly for in‐person (versus video) events, enabling them to learn as well (or better) despite relatively low selective attention. Thus, relatively poor encoding, as well as memory retrieval, may underlie the video deficit.     

The Metaphor Goddess in Three Quarter Time: A Relational Use of Story And Metaphor

This paper explores co-creating, and integrating metaphor and story within the relational space of patient and analyst where new meanings can be co-authored into a more adaptive autobiography—a tale based on the impressions of life. Through this joint construction of intersecting stories, a person has an opportunity to rewrite a story which allows an individual to function more productively and creatively— a goal of psychotherapy.     

Individual Differences in Infants’ Joint Attention Behaviors With Mother and a New Social Partner

Relations between infant–mother attachment security at 15 months and infants’ (N = 206) joint attention behaviors (a) with an experimenter at 8 and 15 months, and (b) with their mothers at 15 months were investigated. No concurrent or longitudinal relations were observed between attachment security and infants’ tendency to respond to an experimenter’s bids for joint attention. Higher levels of initiating joint attention with an experimenter at 15 months were associated with insecure‐avoidant attachment. Insecure‐avoidant attachment was also associated with lower scores for initiating high‐level joint attention behaviors (pointing, showing, and giving) with the mother at age 15 months. The fact that security‐related differences in initiating joint attention with an experimenter were observed only once the attachment relationship was consolidated suggests that (a) attachment security may influence infants’ active engagement with new social partners, and (b) insecure‐avoidant infants may compensate for reduced social contact with the caregiver by initiating more interaction with other social partners.     

Social context and the experience of emotion

This study examines the relationship between the social context of events and emotional experience. For each of six emotions four different vignettes were devised. Two of these four events took place in private circumstances and two in public. Furthermore, the sociality of each situation was systematically varied, and subjects were presented with situations framed in one of three social contexts: alone, in the presence of a stranger, or in the presence of a friend. Subjects were asked for self-reports of emotional state, evaluations of pleasantness and loneliness, perceived ability to cope with negative situations, and the likelihood that they would share the emotional experience with another person. Anger was the only emotion that varied as a function of the social context manipulation, and this effect disappeared when evaluations of social context were controlled for. However, for all emotions, the intensity of experience differed between private and public situations, suggesting that sociality and emotionality are related at a more global level.     

Social determinants of facial displays

A primary function of facial displays is to communicate messages to others. Bavelas and Chovil (1990) proposed an Integrated Message Model of language in which nonverbal acts such as facial displays and gestures that occur in communicative (particularly face-to-face) interactions are viewed as symbolic messages that are used to convey meaning to others. One proposition of this model is that these nonverbal messages will be shaped by the social components of the situation. The present study attempted to delineate more precisely the components of sociality that explicitly affect the use of facial displays in social situations. Frequency of motor mimicry displays in response to hearing about a close-call experience was examined in four communicative situations. In one condition, participants listened to a tape-recording of an individual telling about a close-call event. In two interactive but nonvisual conditions, participants listened to another person over the telephone or in the same room but separated by a partition. In the fourth condition, participants listened to another person in a face-to-face interaction. The frequency of listeners' motor mimicry displays was found to vary monotonically with the sociality of the four conditions. Actual presence and visual availability of the story-teller potentiated listener displays. The results support the proposition that facial displays are mediated by the extent to which individuals can fully interact in communicative situations.This study was conducted at the University of Victoria, Victoria, B.C., Canada, as part of the author's doctoral dissertation and was partly supported by a Social Sciences and Humanities Research Council of Canada doctoral fellowship. I thank Janet Bavelas for her assistance in the development of the study and her valuable comments on earlier drafts. Alan Fridlund helped in the analysis of the data and provided comments on earlier drafts. Linda Coates, Jennifer Halliday, Laura Lane, and Doug Laurie assisted in the collection of data. Laura Lane also helped in the scoring of facial displays.     

Sabotaging Potential Rivals

This paper studies sabotage in a contest with non-identical players. Unlike previous papers, we consider sabotage in an elimination contest and allow contestants to sabotage a potential or future rival. It turns out that for a certain seeding of players there is a pure-strategy equilibrium in which only the most able contestant engages in sabotage while less able contestants do not. The most able contestant may therefore prefer a situation where sabotage is allowed to one where sabotage is not allowed. For another seeding of players, there is a unique equilibrium in which none of the players invests in sabotage.