Relations Among Spontaneous Preferences,Familiarized Preferences,and Novelty Effects: Measurements With Forced‐Choice Techniques

We here describe a discrete trial, forced‐choice, combined spontaneous preference and novelty preference technique. In this technique, spontaneous preferences and familiarized (postfamiliarization) preferences are measured with the same stimulus pairs under closely parallel conditions. A variety of systematic stimulus variations were used in 16‐week‐old infants to explore the interrelations among spontaneous preferences, familiarized preferences, and familiarization (novelty) effects. Infants were exposed to pairs of 10° red and blue disks of varying colorimetric purity generated on a video monitor. Pairs of disks were identified for which spontaneous preferences were balanced at about 50–50 or unbalanced at about 75–25, and the magnitudes of familiarized preferences were determined. When spontaneous preferences were balanced at 50–50, novelty effects increased with increasing chromatic separation between the 2 stimuli, showing the independence of these variables. When spontaneous preferences were unbalanced, novelty effects were asymmetrical, being large after familiarization to the spontaneously preferred stimulus, but small or nonexistent after familiarization to the spontaneously nonpreferred stimulus. The potential uses of combined spontaneous preference and novelty preference techniques are discussed.     

Relating 7‐Month‐Olds Visuo‐Spatial Working Memory to Other Basic Mental Skills Assessed With Two Different Versions of the Habituation–Dishabituation Paradigm

This study examines the relationship between various basic mental processing abilities in infancy. Two groups of 7‐month‐olds received the same delayed‐response task to assess visuo‐spatial working memory, but two different habituation–dishabituation tasks to assess processing speed and recognition memory. The single‐stimulus group (N = 32) was familiarized with only one abstract stimulus, whereas the categorization group (N = 32) received varying exemplars of the same kind. In the categorization group, infants high on working memory showed stronger habituation and dishabituation responses than infants scoring low in working memory. No corresponding relations were found for the single‐stimulus group. This suggests that working memory performance is systematically linked to other basic mental skills in 7‐month‐olds, but that corresponding relations may not get evident in any kind of habituation–dishabituation procedure. Implications for understanding the complex interplay of basic mental abilities in infancy will be discussed.     

Learning Stimulus‐Location Associations in 8‐ and 11‐Month‐Old Infants: Multimodal Versus Unimodal Information

Research on the influence of multimodal information on infants' learning is inconclusive. While one line of research finds that multimodal input has a negative effect on learning, another finds positive effects. The present study aims to shed some new light on this discussion by studying the influence of multimodal information and accompanying stimulus complexity on the learning process. We assessed the influence of multimodal input on the trial‐by‐trial learning of 8‐ and 11‐month‐old infants. Using an anticipatory eye movement paradigm, we measured how infants learn to anticipate the correct stimulus–location associations when exposed to visual‐only, auditory‐only (unimodal), or auditory and visual (multimodal) information. Our results show that infants in both the multimodal and visual‐only conditions learned the stimulus–location associations. Although infants in the visual‐only condition appeared to learn in fewer trials, infants in the multimodal condition showed better anticipating behavior: as a group, they had a higher chance of anticipating correctly on more consecutive trials than infants in the visual‐only condition. These findings suggest that effects of multimodal information on infant learning operate chiefly through effects on infants' attention.     

Contrasts in Infant Classical Eyeblink Conditioning as a Function of Premature Birth

The impact of premature birth on associative learning was evaluated using simple delay eyeblink conditioning in which a tone conditional stimulus was paired with an air puff unconditional stimulus. Fourteen preterm (28–31 weeks gestation) and 11 full‐term infants completed at least 3 conditioning sessions, 1 week apart, at 5 months of age (corrected age). Preterm and full‐term groups demonstrated associative learning, as confirmed by comparison with an unpaired control group. Preterm infants, however, exhibited more variability in their learning rates. The majority of full‐term infants and half the preterm infants exhibited rapid acquisition and gradual extinction of conditional responding. A greater proportion of preterm than full‐term infants failed to acquire conditional responding within 2 training sessions. Differences in associative learning rates were not the result of differences in arousal or attentional processes. Diversity in acquisition rates exposed an increased risk for disrupted infant learning due to premature birth.     

5‐Month‐Olds’ Categorization of Novel Objects: Task and Measure Dependence

To examine key parameters of the initial conditions in early category learning, two studies compared 5‐month‐olds’ object categorization between tasks involving previously unseen novel objects, and between measures within tasks. Infants in Experiment 1 participated in a visual familiarization–novelty preference (VFNP) task with two‐dimensional (2D) stimulus images. Infants provided no evidence of categorization by either their looking or their examining even though infants in previous research systematically categorized the same objects by examining when they could handle them directly. Infants in Experiment 2 participated in a VFNP task with 3D stimulus objects that allowed visual examination of objects’ 3D instantiation while denying manual contact with the objects. Under these conditions, infants demonstrated categorization by examining but not by looking. Focused examination appears to be a key component of young infants’ ability to form category representations of novel objects, and 3D instantiation appears to better engage such examining.     

Feel Bad and Keep Steady: Emotional Images and Words and Postural Control during Bipedal Stance

The study investigates effects of emotional pictures and words on Center of Pressure (CoP) whole-body reactions, based on theories of emotional valence and arousal, approach–avoidance theory, freezing in humans, and stimulus type (pictures vs. words). For freezing, the study differentiated between rambling and trembling components of the CoP reaction. We hypothesized that negative versus positive emotional valence caused stronger CoP avoidance, for both emotional pictures and words. In addition, freezing was hypothesized to be evident in the CoP trembling component caused by high emotional arousal. Forty-five students enrolled in a teacher program completed a bipedal assessment on a force plate while watching positive versus negative and high- versus low-arousal pictures and words that had been selected from stimulus lists in a pretest. Participants rated the valence and arousal of all stimuli in a questionnaire, the results of which indicated a relationship between negative valence and high arousal. The force plate data confirm the hypotheses. First, negative stimuli elicited significant avoidance CoP shifts, independent of their arousal, as indicated by t tests. This effect was found for both emotional pictures and words. CoP for positive stimuli did not differ from zero. Second, indicating freezing, the CoP trembling component was increased by high arousal, independent of valence. Freezing was only found for emotional pictures. The study discusses both the CoP avoidance effect with respect to valence and stimulus type, and the value of the trembling analysis for freezing. It closes with an analysis of the methodological limitations and with recommendations for future studies.     

Development of Tactile Responses in Human Preterm and Full‐Term Infants From 30 to 40 Weeks Postconceptional Age

Maturation of tactile sensitivity prior to term was examined in 36 preterm and 13 full‐term infants using a fixed‐trial, habituation procedure. Each infant was presented with a series of 8 habituation (arm stroke), 2 novel (arm lift), and 2 recovery (arm stroke) stimulus trials while heart rate and body movements were recorded. Maturation was observed with a gradual increase in the magnitude of the stimulus‐elicited cardiac acceleration and cardiac‐movement coupling from 30 to 40 weeks postconceptional age. The majority of infants displayed habituation—an excitatory response (heart rate acceleration and body movement)—to the initial presentation of a tactile stimulus, response decline with repeated stimulations, and renewed response to a novel stimulus. A substantial number of infants (40%) failed to respond initially to the tactile stimulus, increased responding over several stimulus presentations, and failed to discriminate the presentation of a novel stimulus. We speculate that these differences in response patterns observed over all ages represent individual difference in the perception of stimulus intensity.     

The relationship between stimulus equivalence and verbal behavior

Despite the apparent similarity between stimulus equivalence and verbal behavior, these phenomena have been described in different terms. With different terminologies for each phenomenon, the precise nature of their relationship is difficult to determine. To explore this relationship, this paper first defines stimulus equivalence using a synthesis of the mathematical definition of the equivalence relation and Sidman and Tailby’s (1982) definition. Selected examples of stimulus equivalence are then described as verbal behavior using Skinner’s (1957) terminology. The paper then cites instances of verbal behavior that cannot be described as stimulus equivalence and considers whether there are instances of stimulus equivalence that cannot be described as verbal behavior.

     

The Organic Crisis of the British State: Putting Brexit in its Place

The Brexit vote was a singular event that is one symptom of a continuing organic crisis of the British state and society and a stimulus for further struggles over the future of the United Kingdom and its place in Europe and the wider world. This crisis previously enabled the rise of Thatcherism as a neoliberal and neoconservative project (with New Labour as its left wing) with an authoritarian populist appeal and authoritarian statist tendencies that persisted under the Conservative–Liberal Democrat coalition (2010–2015). The 2015 election of a Conservative Government, which aimed to revive the Thatcherite project and entrench austerity, was the immediate context for the tragi-comedy of errors played out in the referendum. The ensuing politics and policy issues could promote the disintegration of the UK and, perhaps, the EU without delivering greater political sovereignty or a more secure and non-balkanized place for British economic space in the world market.     

Infant Attention to Dynamic Audiovisual Stimuli: Look Duration From 3 to 9 Months of Age

The goal of this study was to examine developmental change in visual attention to dynamic visual and audiovisual stimuli in 3‐, 6‐, and 9‐month‐old infants. Infant look duration was measured during exposure to dynamic geometric patterns and Sesame Street video clips under three different stimulus modality conditions: unimodal visual, synchronous audiovisual, and asynchronous audiovisual. Infants looked longer toward Sesame Street stimuli than geometric patterns, and infants also looked longer during multimodal audiovisual (synchronous and asynchronous) presentations than during unimodal visual presentations. There was a three‐way interaction of age, stimulus type, and stimulus modality. Significant differences were found within and between age groups related to stimulus modality (visual or audiovisual) while viewing Sesame Street clips. No significant interaction was found between age and stimulus type while infants viewed dynamic geometric patterns. These findings indicate that patterns of developmental change in infant attention vary based on stimulus complexity and modality of presentation.     

Peripheral Stimulus Localization by 5‐ to 14‐Week‐Old Infants During Phases of Attention

This study examined the effect of attention in young infants on the saccadic localization of peripheral stimuli. Infants ranging in age from 5 to 14 weeks were tested using a peripheral stimulus detection paradigm. The presence of a central fixation stimulus decreased detection probability, particularly if attention was engaged with the central stimulus. Peripheral stimulus localization usually was accomplished with a single eye movement. When localization was accomplished by multiple eye movements, corrective saccades occurred most frequently and fixed‐amplitude hypometric saccades occurred less frequently. A decrease in the slope of the linear component of the main sequence was found from 5 to 11 weeks of age, and this decrease was independent of attention.     

Effects of Familiarity and Feeding on Newborn Speech–Voice Recognition

Newborn infants preferentially orient to familiar over unfamiliar speech sounds. They are also better at remembering unfamiliar speech sounds for short periods of time if learning and retention occur after a feed than before. It is unknown whether short‐term memory for speech is enhanced when the sound is familiar (versus unfamiliar) and, if so, whether the effect is further enhanced by feeding. We used a two‐factorial design and randomized infants to one of four groups: prefeed‐unfamiliar, prefeed‐familiar, postfeed‐unfamiliar, and postfeed‐familiar. Memory for either familiar or unfamiliar speech (the infant's mother saying “baby” versus a female stranger saying “beagle”) was assessed using head turning to sound in an habituation–recovery paradigm and a retention delay of 85 sec either before or after a typical milk feed. Memory for the familiar speech–voice was enhanced relative to the unfamiliar speech–voice, expressed by significantly less head turning toward the habituated sound stimulus when it was re‐presented after the delay. Memory for familiar or unfamiliar speech was not significantly enhanced from pre‐ to postfeeding, nor was there a significant interaction. This is the first demonstration in newborns that familiarity enhances short‐term memory for speech–voice sound.     

Emergent Tact Control Following Stimulus Pairing: Comparison of Procedural Variations

We examined emergent tact control following stimulus pairing, using 2 different stimulus presentation arrangements. In the word-first condition, presentation of the auditory stimulus preceded the visual stimulus, and in the image-first condition, the visual stimulus preceded the auditory stimulus. Eight children (2–5 years old) participated. In Experiment 1, 4 children were exposed to 3 sessions in each condition with a new set of stimuli in each session. In Experiment 2, 2 of the same children received repeated exposure to the same stimulus sets. Experiment 3, with new participants, was identical to Experiment 1, except visual and auditory stimuli overlapped during the presentation. Postsession probes documented emergent stimulus control over 1 or more vocal responses for 7 of the 8 participants. Participants were more likely to make echoic responses with the visual stimulus present in the word-first condition; however, emergent tact control was unaffected by the order of the stimulus presentation. Additional research is needed on stimulus-pairing procedures and on the role of echoic responding in emergent tact control.     

Interviewing strategies with young people: the ‘secret box’, stimulus material and task‐based activities

This paper reflects on the use of a range of interviewing strategies carried out with 13–14 year olds for a research project about young people's problems and coping strategies. The advantages and disadvantages of using both group and individual interviews with various task‐based activities (grouping and ranking exercises, spider diagrams and charts) and stimulus material (problem pages, video clips and common phrases) are examined. The development and use of an innovative technique, the ‘secret box’, is also discussed. The mix of techniques alongside straightforward questioning was designed to offer variety to engage young people's interest, to account for their different preferences, to stimulate discussion about a potentially sensitive topic and to help to lessen the unequal power relationship between the adult researcher and the young participant. Copyright © 2002 John Wiley & Sons, Ltd.     

Neural Correlates of Individual Differences in Infant Visual Attention and Recognition Memory

Past studies have identified individual differences in infant visual attention based upon peak look duration during initial exposure to a stimulus. Colombo and colleagues found that infants that demonstrate brief visual fixations (i.e., short lookers) during familiarization are more likely to demonstrate evidence of recognition memory during subsequent stimulus exposure than infants that demonstrate long visual fixations (i.e., long lookers). This study utilized event‐related potentials (ERPs) to examine possible neural mechanisms associated with individual differences in visual attention and recognition memory for 6‐ and 7.5‐month‐old infants. Short‐ and long‐looking infants viewed images of familiar and novel objects during ERP testing. There was a stimulus type by looker type interaction at temporal and frontal electrodes on the late slow wave (LSW). Short lookers demonstrated an LSW that was significantly greater in amplitude in response to novel stimulus presentations. No significant differences in LSW amplitude were found based on stimulus type for long lookers. These results indicate deeper processing and recognition memory of the familiar stimulus for short lookers.     

The missing politics of muscular liberalism

The article examines the idea of muscular liberalism, first invoked by David Cameron as a paradigm of assertive policymaking in opposition to ‘state multiculturalism’. The rhetoric of muscular liberalism is present across western Europe, but its political effects have not been convincingly explored. In scholarship on ethnic minority integration, a ‘stimulus–response model’ credits Muslim intransigence as the trigger for the muscular stance. Other commentators put muscular liberalism into a genealogical perspective but do little to consider the circumstances of its political deployment. Working towards an alternative account, the article examines two instances of muscular liberalism in Britain: the campaign against ‘Sharia Courts’ and the ‘Trojan Horse’ affair. Different from the concern with historical continuity or stable potentials of liberal normativity, it draws attention to political operations and strategic calculations that characterize the deployment of muscular liberalism in British politics.     

An Evaluation of Two Tact-Training Procedures on Acquired Tacts and Tacting During Play

A common practice in tact training is to include a supplemental verbal stimulus (e.g., “What is it?”) in addition to the presentation of a nonverbal discriminative stimulus. Previous literature has suggested that this supplemental verbal stimulus can impede acquisition and generalization relative to the presentation of the object alone, as it may establish faulty stimulus control or decrease spontaneous tacting. Research has yet to compare these 2 training methods on the generalization of learned tacts to more naturalistic, play-based environments. The present study evaluated the use of “What is it?” compared to the presentation of only the nonverbal discriminative stimulus on tact acquisition among 3 children with autism spectrum disorder and the extent to which these training procedures led to tacting in a play-based setting following discrete-trial training. Overall, participants learned to tact stimuli under both conditions, and all participants demonstrated generalization of tacts in a play-based setting. Recommendations for the development and evaluation of naturalistic posttraining assessment are discussed.     

The influence of exercise on the functioning of the pituitary–gonadal axis in physically active older and younger men

Age is a meaningful factor modulating the functioning of the human endocrine system. In our research, the factor stimulating the pituitary–gonadal axis was a 400 m race. In this type of effort, glycolytic and lactic acid transformations are dominant and a fundamental increase in lactic acid concentration is noted. The aim of the research was to compare the response of the pituitary–gonadal axis in physically active men of various ages after a 400 m race. Nine men aged 21.7 ± 0.7 years and nine men aged 60.0 ± 3.4 years took part in the study. Blood samples were taken from the elbow vein before the race at 08.00 and immediately after the effort. The levels of luteinizing hormone (LH), follicle stimulating hormone (FSH), total testosterone and free testosterone were determined in blood sera. The concentration of lactic acid was measured in full blood at 5 min after the race. Before the effort, statistically significant differences in the concentration of FSH and free testosterone between the two age groups were observed (higher FSH in older men but lower free testosterone). No differences in the level of LH, total testosterone and lactic acid were observed. Immediately after the effort, no changes in the level of FSH were found in both groups; a statistically significant decrease in LH concentration was noted only in the group of younger men. In both groups, statistically significant increases in total testosterone, free testosterone and lactic acid concentrations were observed after the race. In the group of younger men, compared to the older, larger increases in free testosterone and lactic acid concentrations, as well as shorter race time, were revealed after the effort test. Analysis of the two groups after the race showed statistically significant differences in FSH, free testosterone and lactic acid concentrations. A positive correlation (r = 0.57) was demonstrated between the after-effort increase in the concentration of free testosterone and lactic acid, and negative correlation (r = –0.66) between the after-effort increase in the concentration of free testosterone and the time of the 400 m race. In older men, the concentration of free testosterone may play an important function in lowering strength capacities. It must be stressed that the 400 m race was a more significant stimulus for changes in hormone concentrations of the pituitary–gonadal axis in younger men (greater changes in the level of the investigated parameters) than in the older. The results obtained allow us to conclude that, in older men, as compared to the younger ones, the response of the pituitary–gonadal axis to an effort stimulus is to some extent different.