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--- - |2 Abstract Our environment is constantly overloaded with information, although we cannot consciously process all the stimulation reaching our senses. Current theoretical models are focused on the cognitive and neural processes underlying conscious perception. However, cognitive processes do not occur in an isolated brain but in a complex interaction between the environment, the brain, and the organism. The brain‐body interaction has largely been neglected in the study of conscious perception. The aim of the present study was to explore if heart rate and skin conductance (SC) are modulated by the interaction between phasic alertness and conscious perception. We presented near‐threshold visual stimuli that could be preceded by an alerting tone on 50% of the trials. Behaviorally, phasic alerting improved perceptual sensitivity for detecting a near‐threshold stimulus (along with changes in response criterion). Following the alerting tone, a cardiac deceleration‐acceleration pattern was observed, which was more pronounced when the near‐threshold stimulus was consciously perceived in comparison with unconsciously perceived stimuli. SC results further showed some degree of subliminal processing of unseen stimuli. These results reveal that cardiac activity could be a marker of attention and consciousness interactions, emphasizing the need for taking into account brain‐body interactions for current theoretical models of consciousness. - Psychophysiology, EarlyView.

--- - |2 Abstract Prior to and during movement, oscillatory alpha activity gates cognitive resources toward motor areas of the cortex by inhibiting neuronal excitability in nonmotor areas. The present study examined the effect of manipulating target variability on this alpha gating phenomenon. Using a baseline‐test‐retention design, we measured EEG alpha power, performance accuracy, and task difficulty in 32 recreational golfers as they putted golf balls (20 per target) to one central target (baseline, retention) and four targets of different directions and extents (manipulation). For participants in the random group (n = 16), target location varied with each repetition in a random fashion, whereas for participants in the blocked group (n = 16), it was kept constant within blocks. Regional analyses revealed a focal pattern of lower central alpha and higher occipital and temporal alpha. This topography was specific to preparation for movement and was associated with performance: smallest performance errors were preceded by decreased central combined with increased occipital alpha. The random group performed worse than the blocked group and found the task more difficult. Importantly, left temporal alpha prior to movement onset was lower for the random group than the blocked group. No group differences were found at baseline or retention. Our study proved that alpha gating can be altered by manipulating intertrial variability and thereby demonstrated the utility of the alpha gating model. Our findings underscore the importance of inhibiting occipital and left temporal areas when performing movements and provide further evidence that alpha gating reflects neural efficiency during motor tasks. - Psychophysiology, EarlyView.

--- - |2 Summary Recent research has demonstrated chewing gum can enhance various cognitive processes associated with learning, but most studies have used cognitive functioning tasks (e.g., selective attention and working memory) as outcomes. Across two experiments, we investigated effects of chewing gum on self‐reports of alertness and test performance following study of realistic educational materials. In Experiment 1 (n = 40), adult participants who chewed gum while studying a 20‐min physiology lesson outperformed a nonchewing condition on subsequent terminology and comprehension tests, but did not report higher levels of postlesson alertness as hypothesised. In Experiment 2 (n = 39), adult participants who chewed gum while studying a 9‐min lesson on a mental mathematics strategy outperformed a nonchewing condition on a subsequent problem‐solving test, whereas also reporting higher levels of postlesson alertness. The results provide initial support for chewing gum while studying realistic educational materials across a range of topics and study durations. - Applied Cognitive Psychology, EarlyView.

--- - |2 Abstract Interventions including social scaffolding and metacognitive strategies have been used in educational settings to promote cognition. In addition, increasing evidence shows that computerized process‐based training enhances cognitive skills. However, no prior studies have examined the effect of combining these two training strategies. The goal of this study was to test the combined effect of metacognitive scaffolding and computer‐based training of executive attention in a sample of typically developing preschoolers at the cognitive and brain levels. Compared to children in the regular training protocol and an untrained active control group, children in the metacognitive group showed larger gains on intelligence and significant increases on an electrophysiological index associated with conflict processing. Moreover, changes in the conflict‐related brain activity predicted gains in intelligence in the metacognitive scaffolding group. These results suggest that metacognitive scaffolding boosts the influence of process‐based training on cognitive efficiency and brain plasticity related to executive attention. - Developmental Science, EarlyView.

--- - - Developmental Science, Volume 21, Issue 6, November 2018.

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--- - |2 Abstract To date, several fMRI studies reveal activation in motor planning areas during musical auditory imagery. We addressed whether such activations may give rise to peripheral motor activity, termed subvocalization or covert singing, using surface electromyography. Sensors placed on extrinsic laryngeal muscles, facial muscles, and a control site on the bicep measured muscle activity during auditory imagery that preceded singing, as well as during the completion of a visual imagery task. Greater activation was found in laryngeal and lip muscles for auditory than for visual imagery tasks, whereas no differences across tasks were found for other sensors. Furthermore, less accurate singers exhibited greater laryngeal activity during auditory imagery than did more accurate singers. This suggests that subvocalization may be used as a strategy to facilitate auditory imagery, which appears to be degraded in inaccurate singers. Taken together, these results suggest that subvocalization may play a role in anticipatory auditory imagery, and possibly as a way of supplementing motor associations with auditory imagery. - Psychophysiology, EarlyView.

--- - |2 Abstract Metrics of heart period variability are widely used in the behavioral and biomedical sciences, although somewhat confusingly labeled as heart rate variability (HRV). Despite their wide use, HRV metrics are usually analyzed and interpreted without reference to prevailing levels of cardiac chronotropic state (i.e., mean heart rate or mean heart period). This isolated treatment of HRV metrics is nontrivial. All HRV metrics routinely used in the literature exhibit a known and positive relationship with the mean duration of the interval between two beats (heart period): as the heart period increases, so does its variability. This raises the question of whether HRV metrics should be “corrected” for the mean heart period (or its inverse, the heart rate). Here, we outline biological, quantitative, and interpretive issues engendered by this question. We provide arguments that HRV is neither uniformly nor simply a surrogate for heart period. We also identify knowledge gaps that remain to be satisfactorily addressed with respect to assumptions underlying existing HRV correction approaches. In doing so, we aim to stimulate further progress toward the rigorous use and disciplined interpretation of HRV. We close with provisional guidance on HRV reporting that acknowledges the complex interplay between the mean and variability of the heart period. - Psychophysiology, EarlyView.

--- - |2 Summary We examined the effect of distributed practice on the mathematical performance of third and seventh graders (N = 213) in school. Students first received an introduction to a mathematical topic, derived from their curriculum. Thereafter, they practiced in one of two conditions. In the massed condition, they worked on three practice sets in one day. In the distributed condition, they worked on one practice set per day for three consecutive days. Bayesian analyses of the performance in two follow‐up tests one and six weeks after the last practice set revealed a positive effect of distributed practice as compared to massed practice in Grade 7. In Grade 3, a positive effect of distributed practice was supported by the data only in the test one week after the last practice set. The results suggest that distributed practice is a powerful learning tool for both elementary and secondary school students in the classroom. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Summary We investigated whether seductive details (i.e., interesting but irrelevant adjuncts) are harmful to learning only when students (mistakenly) think that they are relevant. We therefore conducted a study in which participants (N = 86) learned either without seductive details (control condition) or with seductive details – in the latter case with or without being informed about the seductive details' irrelevance. In line with our hypotheses, only participants who were not informed about the irrelevance of seductive details revealed worse learning outcomes than those in the control condition, thereby revealing a seductive details effect. Extraneous cognitive load, but not perceived time‐pressure, mediated the negative effects of being uninformed about the irrelevance of seductive details on learning outcomes. Taken together, our results suggest that the perceived relevance of seductive details is a boundary condition of the seductive details effect. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 In “Are we smart enough to know how smart animals are?” de Waal (2016) summarizes field studies and experiments that demonstrate a huge number of examples of complex behavior in many animal species. His avowed aim is to challenge the views of both lay people and scientists about the limits of intelligence of other species and to demonstrate much closer similarity in the achievements of other species to those of humans, thus undermining claims of human uniqueness. His general explanatory scheme is to infer human‐like cognitive processes in other species to explain complex behavior, at least when this is supported by other evolutionary considerations. This review suggests how behavior analysis might explain some of the phenomena outlined by de Waal, indicates where its explanatory system may need to expand and develop to encompass a wider range of behavior, and points to similarities as well as differences between the explanatory scheme used by de Waal and that of behavior analysis. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Abstract If people avoid alternatives they dislike, a negative evaluative bias emerges because errors of under‐evaluation are unlikely to be corrected. Prior work that analyzed this mechanism has shown that when the social environment exposes people to avoided alternatives (i.e., it makes them resample them), then evaluations can become systematically more positive. In this paper, we clarify the conditions under which this happens. By analyzing a simple learning model, we show that whether additional exposures induced by the social environment lead to more positive or more negative evaluations depends on how prior evaluations and the social environment interact in driving resampling. We apply these insights to the study of the effect of popularity on evaluations. We show theoretically that increased popularity leads to more positive evaluations when popularity mainly increases the chances of resampling for individuals with low current evaluations. Data on repeat stays at hotels are consistent with this condition: The popularity of a hotel mainly impacts the chances of a repeat stay for individuals with low satisfaction scores. Our results illustrate how a sampling approach can help to explain when and why people tend to like popular alternatives. They also shed new light on the polarization of attitudes across social groups. - Topics in Cognitive Science, EarlyView.

--- - |2 Summary The putative confession instruction (“[suspect] told me everything that happened and wants you to tell the truth”) during forensic interviews with children has been shown to increase the accuracy of children's statements, but it is unclear whether adult's perceptions are sensitive to this salutary effect. The present study examined how adults perceive children's true and false responses to the putative confession (PC) instruction. Participants (n = 299) watched videotaped interviews of children and rated the child's credibility and the truthfulness of his/her statements. When viewing children's responses to the PC instruction, true and false statements were rated as equally credible, and there was a decrease in accuracy for identifying false denials as lies. These findings suggest that participants viewed the PC instruction as truth‐inducing. Implications for the forensic use of the PC instruction are discussed. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Summary Network science is an emerging area of complexity science that uses mathematical techniques to study complex systems, and could represent a new way of quantifying and investigating the internal structure of domain‐specific knowledge as approximated by students' concept maps. Students enrolled in introductory psychology constructed concept maps to represent their understanding of a psychology chapter. Concept networks were constructed based on the concept maps generated by students. Network analysis revealed that the structure of concept networks differed across students (i.e., some networks were better connected than others), and network structure significantly predicted quiz scores, such that concept networks with larger average shortest path lengths (a network metric representing the average of the shortest paths between two nodes in a network) were associated with higher quiz scores, after controlling for network size. This paper illustrates how network science techniques can be used to quantify the conceptual structure of a learner's knowledge. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Abstract Children's gesture production precedes and predicts language development, but the pathways linking these domains are unclear. It is possible that gesture production assists in children's developing word comprehension, which in turn supports expressive vocabulary acquisition. The present study examines this mediation pathway in a population with variability in early communicative abilities – the younger siblings of children with ASD (High Risk infants; HR). Participants included 92 HR infants and 28 infants at low risk (LR) for ASD. A primary caregiver completed the MacArthur‐Bates Communicative Development Inventory (Fenson et al., 1993) at 12, 14, and 18 months, and HR infants received a diagnostic evaluation for ASD at 36 months. Word comprehension at 14 months mediated the relationship between 12‐month gesture and 18‐month word production in LR and HR infants (ab = .263; p < .01). For LR infants and HR infants with no diagnosis or language delay, gesture was strongly associated with word comprehension (as = .666; .646; .561; ps < .01). However, this relationship did not hold for infants later diagnosed with ASD (a = .073; p = .840). This finding adds to a growing literature suggesting that children with ASD learn language differently. Furthermore, this study provides an initial step towards testing the developmental pathways by which infants transition from early actions and gestures to expressive language. This article is protected by copyright. All rights reserved. - Developmental Science, Volume 0, Issue ja, -Not available-.

--- - |2 Summary Working memory capacity plays a major role in many applied contexts, and it is important to be able to accurately measure this construct. The current studies tested whether the modality of administration of the letter–number sequencing task affects performance on the task. The letter–number sequencing task is a working memory capacity measure included as part of the Wechsler Adult Intelligence Scale‐III and Wechsler Adult Intelligence Scale‐IV test batteries. The task involves hearing a series of letters and digits, and then reporting back the stimuli with the letters in alphabetical order and digits in ascending numerical order. The task is traditionally administered orally, but recent studies have administered versions of the tasks visually by displaying stimuli on a computer screen. Results suggest that performance differences on the letter–number sequencing task may arise as a function of language background and task administration modality. - Applied Cognitive Psychology, EarlyView.

--- - |2 Summary Word problems embed a math equation within a short narrative. Due to their structure, both numerical and linguistic factors can contribute to problem difficulty. The present studies explored the role of irrelevant information in word problems, to determine whether its negative impact is due to numerical (foregrounding hypothesis) or linguistic (inconsistent‐operations hypothesis) interference. Across three experiments, participants solved multiplication and division word problems containing irrelevant numerical information, which was either associated or disassociated with the protagonist. Results demonstrated increased solution errors on division problems when irrelevant numbers were disassociated with the protagonist. When memory for numerical information was emphasized, disassociation was specifically impacted low‐working memory individuals. The effect of disassociation on division performance persisted even when irrelevant numbers, but not words, were removed from problems. These results suggest that, even in the presence of numerically interfering information, it is the language of word problems that often drive their difficulty. - Applied Cognitive Psychology, EarlyView.

--- - |2 Summary This paper presents a personal account of developments in research on online learning over the past 30 years. Research on how to design online instruction represents an example of applying the science of learning to education. It contributes to the science of learning (as exemplified by developments in cognitive load theory, the cognitive theory of multimedia learning, and incorporating metacognitive, motivational, and affective aspects of learning), the science of instruction (as exemplified by the continuing development of research‐based principles of instructional design), and the science of assessment (as exemplified by supplementing self‐report surveys and retention tests with multi‐level transfer tests, log file data during learning, and cognitive neuroscience measures of cognitive processing during learning). Some recurring themes are that learning is caused by instructional methods rather than instructional media, so research on should focus on features that are uniquely afforded by digital learning environments; practice should be grounded in rigorous and systematic research, including value‐added experiments aimed at pinpointing the active ingredients in online instruction; research in online learning should identify boundary conditions under which instructional techniques are most effective; and research in online learning should test and contribute to learning theory. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Summary One factor in reducing the likelihood of sports‐related brain injuries is the recognition of risks. However, using colloquial terms may deemphasize the severity of these risks. We hypothesized that using colloquial language to describe sports‐related brain injuries will lead to greater willingness to take on the risk. We conducted two experiments, varying the label describing an injury (getting your bell rung, concussion, or brain injury) and assessing willingness of current athletes, former athletes, and non‐athletes to accept this risk as part of sports participation. High‐school and college athletes were willing to expose themselves to a high probability of risk, compared to non‐athletes, when described colloquially. However, risk thresholds were low and indistinguishable across groups when using the term “brain injury.” Findings remained significant when controlling for knowledge, age, and sensation seeking. These differences indicate that the term “getting your bell rung” should not be used to describe a brain injury. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Abstract We investigated the influence of globally ungrammatical local syntactic constraints on sentence comprehension, as well as the corresponding activation of global and local representations. In Experiment 1, participants viewed visual scenes with objects like a carousel and motorbike while hearing sentences with noun phrase (NP) or verb phrase (VP) modifiers like “The girl who likes the man (from London/very much) will ride the carousel.” In both cases, “girl” and “ride” predicted carousel as the direct object; however, the locally coherent combination “the man from London will ride…” in NP cases alternatively predicted motorbike. During “ride,” local constraints, although ruled out by the global constraints, influenced prediction as strongly as global constraints: While motorbike was fixated less than carousel in VP cases, it was fixated as much as carousel in NP cases. In Experiment 2, these local constraints likewise slowed reading times. We discuss implications for theories of sentence processing. - Cognitive Science, EarlyView.

--- - |2 Summary In forensic settings, lay (non‐expert) listeners may be required to compare voice samples for identity. In two experiments we investigated the effect of background noise and variations in speaking style on performance. In each trial, participants heard two recordings, responded whether the voices belonged to the same person, and provided a confidence rating. In Experiment 1, the first recording featured read speech, while the second featured read or spontaneous speech. Both recordings were presented in quiet, or with background noise. Accuracy was highest when recordings featured the same speaking style. In Experiment 2, background noise either occurred in the first or second recording. Accuracy was higher when it occurred in the second. The overall results reveal that both speaking style and background noise can disrupt accuracy. Whilst there is a relationship between confidence and accuracy in all conditions, it is variable. The forensic implications of these findings are discussed. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Abstract Empathy has great effect on human well‐being, promoting healthy relationships and social competence. Although it is increasingly acknowledged that infants show empathy toward others, individual differences in infants’ empathy from the first year of life have rarely been investigated longitudinally. Here we examined how negative reactivity and regulation, two temperament traits that predict empathic responses in older children and adults, relate to infants’ empathy. Infants were studied at the ages of nine (N=275) and 18 (N=301) months (194 infants were studied at both ages). Empathic responses were assessed by infants’ observed reactions to an experimenter's simulated distress. Negative reactivity (fear, sadness, and distress to limitations) and regulation (soothability and effortful control) were assessed by parental reports. Negative reactivity was also examined by infants’ observed reactions to an adult stranger (fear) and during interaction with their mothers (displays of sadness/distress). When examined cross‐sectionally, infants’ fear and distress to limitations associated with self‐distress in response to others’ distress. In contrast, when examined longitudinally, early sadness and distress to limitations, but not fear, associated with later empathic concern and inquisitiveness. Moreover, this longitudinal relation was moderated by infants’ soothability, and was evident only for children that had high soothability by the later time‐point. Our findings suggest that infants who at an earlier age show negative reactivity, react later in development with more empathy if they achieve sufficient regulation abilities. By that, the findings stress the developmental nature of temperament‐empathy relations during infancy. This article is protected by copyright. All rights reserved. - Developmental Science, Volume 0, Issue ja, -Not available-.

--- - |2 Summary The current study examined the effects of a brief mindfulness induction on overselectivity. Participants were randomly assigned to a mindfulness, unfocused attention (relaxation), or no‐intervention group. Participants experienced their designated intervention for 10 min, and they underwent simultaneous discrimination training (AB+ CD−) followed by an extinction test (AvC, AvD, BvC, and BvD). Levels of mindfulness were measured by the Toronto Mindfulness Scale, and participants were asked about their previous experience with mediation and mindfulness practice. Mindfulness reduced overselectivity, and previous levels of mindfulness experience identified by a single question moderated this effect, with mindful‐experienced participants showing less overselectivity. Both findings have some practical utility in the ongoing investigation of the possible use of mindfulness in medical settings. - Applied Cognitive Psychology, EarlyView.

--- - |2 Abstract The recognition of iconic correspondence between signal and referent has been argued to bootstrap the acquisition and emergence of language. Here, we study the ontogeny, and to some extent the phylogeny, of the ability to spontaneously relate iconic signals, gestures, and/or vocalizations, to previous experience. Children at 18, 24, and 36 months of age (N = 216) and great apes (N = 13) interacted with two apparatuses, each comprising a distinct action and sound. Subsequently, an experimenter mimicked either the action, the sound, or both in combination to refer to one of the apparatuses. Experiments 1 and 2 found no spontaneous comprehension in great apes and in 18‐month‐old children. At 24 months of age, children were successful with a composite vocalization‐gesture signal but not with either vocalization or gesture alone. At 36 months, children succeeded both with a composite vocalization‐gesture signal and with gesture alone, but not with vocalization alone. In general, gestures were understood better compared to vocalizations. Experiment 4 showed that gestures were understood irrespective of how children learned about the corresponding action (through observation or self‐experience). This pattern of results demonstrates that iconic signals can be a powerful way to establish reference in the absence of language, but they are not trivial for children to comprehend and not all iconic signals are created equal. - Developmental Science, EarlyView.

--- - |2 Summary Emergency resuscitation in intensive care units (ICUs) requires effective team communication to orchestrate the joint performance of several individuals. Although team simulation training has proven an effective means to improve communication skills in high‐risk environments, the influence of debriefing content on simulation‐based learning is less clear. In this study, 10 ICU teams completed three consecutive cardiac resuscitation scenarios, followed by a 3‐month follow‐up. Control teams received a debriefing on the basis of resuscitation technical skills after each of the first three scenarios, whereas the experimental teams' debriefing focused on team communication. Results showed that although information sharing improved for all teams, communication quality improved only for experimental teams, and these training benefits dissipated after 3 months. The study helps develop a methodology for assessing team communication and highlights the importance of frequent team simulation‐based training and debriefing in emergency medicine that includes both technical and nontechnical skills. - Applied Cognitive Psychology, EarlyView.

--- - |2 Summary Police commonly interview intoxicated suspects. This is concerning because intoxication often leads to a higher risk for impulsive decision‐making, and reduces inhibition and consideration of the future. However, the manner in which intoxication affects people's reporting of unethical or criminal actions carried out by themselves or others is unknown, and was thus addressed in the current study. Participants (N = 116) were randomly assigned to one of six conditions based on a 2 (transgression: self, other) x 3 (alcohol condition: low‐to‐moderate intoxication, placebo, sober‐control) between‐participants design. After drinking their assigned beverages, participants were asked to disclose a transgression. No main effect of alcohol emerged. However, the odds that participants would report a transgression were significantly higher if they were asked to report a personal, rather than other's, transgression. Thus, low‐to‐moderate intoxication did not increase the likelihood of people disclosing sensitive information in this initial study, but additional research is needed. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - - Psychophysiology, Volume 55, Issue 11, November 2018.

--- - |2+ The Language Familiarity Effect (LFE)—where listeners are better at processing talker‐voice information in their native language than in an unfamiliar language—has received renewed attention in the past 10 years. Numerous studies have sought to probe the underlying causes of this advantage by cleverly manipulating aspects of the stimuli (using phonologically related languages, backwards speech, nonwords) and by examining individual differences across listeners (testing reading ability and pitch perception). Most of these studies find evidence for the importance of phonological information or phonological processing as a supporting mechanism for the LFE. What has not been carefully examined, however, are how other methodological considerations such as task effects and stimulus length can change performance on talker‐voice processing tasks. In this review, I provide an overview of the literature on the LFE and examine how methodological decisions affect the presence or absence of the LFE. This article is categorized under: Linguistics > Language in Mind and Brain Psychology > Language - 'Wiley Interdisciplinary Reviews: Cognitive Science, EarlyView.
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--- - |2 Abstract Languages around the world use a recurring strategy to discuss abstract concepts: describe them metaphorically, borrowing language from more concrete domains. We “plan ahead” to the future, “count up” to higher numbers, and “warm” to new friends. Past work has found that these ways of talking have implications for how we think, so that shared systems of linguistic metaphors can produce shared conceptualizations. On the other hand, these systematic linguistic metaphors might not just be the cause but also the effect of shared, non‐linguistic ways of thinking. Here, we present a case study of a variety of American English in which a shared, non‐linguistic conceptualization of time has become crystallized as a new system of linguistic metaphors. Speakers of various languages, including English, conceptualize time as a lateral timeline, with the past leftward and the future rightward. Until now, this conceptualization has not been documented in the speech of any language. In two studies, we document how members of the U.S. military, but not U.S. civilians, talk about time using conventionalized lateral metaphors (e.g., “move the meeting right” to mean “move the meeting later”). We argue that, under the right cultural circumstances, implicit mental representations become conventionalized metaphors in language. - Cognitive Science, EarlyView.

--- - |2 Abstract Human cooperative behavior has long been thought to decline under adversity. However, studies have primarily examined perceived patterns of cooperation, with little eye to actual cooperative behavior embedded within social interaction. Game‐theoretical paradigms can help close this gap by unpacking subtle differences in how cooperation unfolds during initial encounters. This study is the first to use a child‐appropriate, virtual, public goods game to study actual cooperative behavior in 329 participants aged 9 to 16 years with histories of maltreatment (n=99) and no maltreatment (n=230) while controlling for psychiatric symptoms. Unlike work on perceived patterns of cooperation, we found that maltreated participants actually contribute more resources to a public good during peer‐interaction than their non‐maltreated counterparts. This effect was robust to controlling for psychiatric symptoms and peer problems as well as demographic variables. We conclude that maltreatment may engender a hyper‐cooperative strategy to minimize the odds of hostility and preserve positive interaction during initial encounters. This, however, comes at the cost of potential exploitation by others. This article is protected by copyright. All rights reserved. - Developmental Science, Volume 0, Issue ja, -Not available-.

--- - |2 Free and open‐source software for applying models of operant demand called the Demand Curve Analyzer (DCA) was developed and systematically evaluated for use in research. The software was constructed to streamline the use of recommended screening measures, prepare suitable scaling parameters, fit one of several models of operant demand, and provide publication‐quality figures. The DCA allows users to easily import price and consumption data into spreadsheet‐based controls and to perform statistical modeling with the aid of a graphical user interface. The results from computer simulations and reanalyses of published study data indicated that the DCA provides results consistent with commercially available software that has been traditionally used to apply these analyses (i.e., GraphPadTM Prism). Further, the DCA provides additional functionality that other statistical packages do not include. Practical issues and future directions related to the determination of scaling parameter k, screening for nonsystematic data, and the incorporation of more advanced behavioral economic methods are also discussed. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Abstract The risk of developing posttraumatic stress disorder (PTSD) increases with the number of traumatic event types experienced (trauma load) in interaction with other psychobiological risk factors. The NOTCH (neurogenic locus notch homolog proteins) signaling pathway, consisting of four different trans‐membrane receptor proteins (NOTCH1–4), constitutes an evolutionarily well‐conserved intercellular communication pathway (involved, e.g., in cell–cell interaction, inflammatory signaling, and learning processes). Its association with fear memory consolidation makes it an interesting candidate for PTSD research. We tested for significant associations of common genetic variants of NOTCH1–4 (investigated by microarray) and genomic methylation of saliva‐derived DNA with lifetime PTSD risk in independent cohorts from Northern Uganda (N1 = 924) and Rwanda (N2 = 371), and investigated whether NOTCH‐related gene sets were enriched for associations with lifetime PTSD risk. We found associations of lifetime PTSD risk with single nucleotide polymorphism (SNP) rs2074621 (NOTCH3) (puncorrected = 0.04) in both cohorts, and with methylation of CpG site cg17519949 (NOTCH3) (puncorrected = 0.05) in Rwandans. Yet, none of the (epi‐)genetic associations survived multiple testing correction. Gene set enrichment analyses revealed enrichment for associations of two NOTCH pathways with lifetime PTSD risk in Ugandans: NOTCH binding (pcorrected = 0.003) and NOTCH receptor processing (pcorrected = 0.01). The environmental factor trauma load was significant in all analyses (all p < 0.001). Our integrated methodological approach suggests NOTCH as a possible mediator of PTSD risk after trauma. The results require replication, and the precise underlying pathophysiological mechanisms should be illuminated in future studies. - Psychophysiology, EarlyView.

--- - |2 Summary This study tests if the seductive details effect on transfer is mitigated by signaling. Preservice teachers (N = 73) were randomly assigned based on two factors, signaling (SI) and seductive details (SD). After learning about principles of effective feedback, participants reflected on a narrative text case illustrating the instructional material that either contained/did not contain signals (highlighting key base text) and/or seductive details (interesting but extraneous details). While no group differences for signaling, or signaling by seductive details interaction were found, a significant main effect for seductive details on transfer was found, Cohen’s d = 0.51. These results suggest seductive details embedded in narrative cases negatively impact analogical transfer, and the effect is not mitigated by the inclusion of signaling. This lends support to the diversion hypothesis of seductive details, which suggests that seductive details damage learning by preventing meaningful encoding in appropriate schema. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Summary According to the seductive detail effect, adding interesting but irrelevant information (i.e., seductive details) can be detrimental to learning success. In this study it was explored within two Experiments whether the valence of text‐based seductive details might affect learning outcomes differently. For Experiment 1 and 2, we pretested text‐based seductive details for their emotional valence (n = 32 or n = 25 students, respectively). For the main studies of Experiment 1 (n = 105) and 2 (n = 131), university students were randomly assigned to one of four conditions that varied with respect to the presence of seductive details and their emotional valence (no vs. positive vs. negative vs. neutral). Unexpectedly, results revealed in both experiments no seductive details effect and also no differences between the three seductive detail conditions for the used learning outcome measures retention and transfer. Possible reasons for these findings and their implications are discussed. - Applied Cognitive Psychology, Volume 0, Issue ja, -Not available-.

--- - |2 Abstract It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent‐child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent‐child book reading interactions between 1 and 2.5 years‐of‐age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent‐child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity. This article is protected by copyright. All rights reserved. - Developmental Science, Volume 0, Issue ja, -Not available-.

--- - |2 A multivariate analysis is concerned with more than one dependent variable simultaneously. Models that generate event records have a privileged status in a multivariate analysis. From a model that generates event records, we may compute predictions for any dependent variable associated with those event records. However, because of the generality that is afforded to us by these kinds of models, we must carefully consider the selection of dependent variables. Thus, we present a conditional compromise heuristic for the selection of dependent variables from a large group of variables. The heuristic is applied to McDowell's Evolutionary Theory of Behavior Dynamics (ETBD) for fitting to a concurrent variable‐interval schedule in‐transition dataset. From the parameters obtained from fitting ETBD, we generated predictions for a wide range of dependent variables. Overall, we found that our ETBD implementation accounted well for various flavors of the log response ratio, but had difficulty accounting for the overall response rates and cumulative reinforcer effects. Based on these results, we argue that the predictions of our ETBD implementation could be improved by decreasing the base response probabilities, either by increasing the response latencies or by decreasing the sizes of the operant classes. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Resurgence refers to the recurrence of a previously reinforced response following the worsening of reinforcement conditions (e.g., extinction) for an alternative response. Because of the implications for treatment relapse, researchers have become particularly interested in mitigating resurgence of human behavior. Some studies have employed reversal designs and varied parameters across replications (e.g., ABCADC) to compare effects of second‐phase variables. Although resurgence is generally repeatable within and between subjects, the extent to which similar levels of resurgence occur across replications is less clear. To assess the repeatability of resurgence, we conducted a secondary analysis of 62 human‐operant data sets using ABCABC reversal designs from two laboratories in the United States. We found significant reductions in the magnitude of resurgence during the second exposure to extinction relative to the first exposure when all other phase variables were held constant. These results suggest that researchers should exercise caution when using within‐subject, across‐phase replications to compare resurgence between variable manipulations with human participants. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Abstract How do children acquire exact meanings for number words like three or forty‐seven? In recent years, a lively debate has probed the cognitive systems that support learning, with some arguing that an evolutionarily ancient “approximate number system” drives early number word meanings, and others arguing that learning is supported chiefly by representations of small sets of discrete individuals. This debate has centered around the findings generated by Wynn's (, ) Give‐a‐Number task, which she used to categorize children into discrete “knower level” stages. Early reports confirmed Wynn's analysis, and took these stages to support the “small sets” hypothesis. However, more recent studies have disputed this analysis, and have argued that Give‐a‐Number data reveal a strong role for approximate number representations. In the present study, we use previously collected Give‐a‐Number data to replicate the analyses of these past studies, and to show that differences between past studies are due to assumptions made in analyses, rather than to differences in data themselves. We also show how Give‐a‐Number data violate the assumptions of parametric tests used in past studies. Based on simple non‐parametric tests and model simulations, we conclude that (a) before children learn exact meanings for words like one, two, three, and four, they first acquire noisy preliminary meanings for these words, (b) there is no reliable evidence of preliminary meanings for larger meanings, and (c) Give‐a‐Number cannot be used to readily identify signatures of the approximate number system. - Developmental Science, EarlyView.

--- - |2 Abstract In the present study we examined the neural correlates of facial emotion processing in the first year of life using ERP measures and cortical source analysis. EEG data were collected cross‐sectionally from 5‐ (N = 49), 7‐ (N = 50), and 12‐month‐old (N = 51) infants while they were viewing images of angry, fearful, and happy faces. The N290 component was found to be larger in amplitude in response to fearful and happy than angry faces in all posterior clusters and showed largest response to fear than the other two emotions only over the right occipital area. The P400 and Nc components were found to be larger in amplitude in response to angry than happy and fearful faces over central and frontal scalp. Cortical source analysis of the N290 component revealed greater cortical activation in the right fusiform face area in response to fearful faces. This effect started to emerge at 5 months and became well established at 7 months, but it disappeared at 12 months. The P400 and Nc components were primarily localized to the PCC/Precuneus where heightened responses to angry faces were observed. The current results suggest the detection of a fearful face in infants’ brain can happen shortly (~200–290 ms) after the stimulus onset, and this process may rely on the face network and develop substantially between 5 to 7 months of age. The current findings also suggest the differential processing of angry faces occurred later in the P400/Nc time window, which recruits the PCC/Precuneus and is associated with the allocation of infants’ attention. - Developmental Science, EarlyView.

--- - |2 Abstract Research on cognitive development has revealed that even the youngest minds detect and respond to events that adults find surprising. These surprise responses suggest that infants have a basic set of “core” expectations about the world that are shared with adults and other species. However, little work has asked what purpose these surprise responses serve. Here we discuss recent evidence that violations of core knowledge offer special opportunities for learning. Infants and young children make predictions about the world on the basis of their core knowledge of objects, quantities, and social entities. We argue that when these predictions fail to match the observed data, infants and children experience an enhanced drive to seek and retain new information. This impact of surprise on learning is not equipotent. Instead, it is directed to entities that are relevant to the surprise itself; this drive propels children—even infants—to form and test new hypotheses about surprising aspects of the world. We briefly consider similarities and differences between these recent findings with infants and children, on the one hand, and findings on prediction errors in humans and non‐human animals, on the other. These comparisons raise open questions that require continued inquiry, but suggest that considering phenomena across species, ages, kinds of surprise, and types of learning will ultimately help to clarify how surprise shapes thought. - Topics in Cognitive Science, EarlyView.

--- - |2 Abstract Languages spoken in larger populations are relatively simple. A possible explanation for this is that languages with a greater number of speakers tend to also be those with higher proportions of non‐native speakers, who may simplify language during learning. We assess this explanation for the negative correlation between population size and linguistic complexity in three experiments, using artificial language learning techniques to investigate both the simplifications made by individual adult learners and the potential for such simplifications to influence group‐level language characteristics. In Experiment 1, we show that individual adult learners trained on a morphologically complex miniature language simplify its morphology. In Experiment 2, we explore how these simplifications may then propagate through subsequent learning. We use the languages produced by the participants of Experiment 1 as the input for a second set of learners, manipulating (a) the proportion of their input which is simplified and (b) the number of speakers they receive their input from. We find, contrary to expectations, that mixing the input from multiple speakers nullifies the simplifications introduced by individuals in Experiment 1; simplifications at the individual level do not result in simplification of the population's language. In Experiment 3, we focus on language use as a mechanism for simplification, exploring the consequences of the interaction between individuals differing in their linguistic competence (as native and non‐native speakers might). We find that speakers who acquire a more complex language than their partner simplify their language during interaction. We ultimately conclude that adult learning can result in languages spoken by more people having simpler morphology, but that idiosyncratic simplifications by non‐natives do not offer a complete explanation in themselves; accommodation—by comparatively competent non‐natives to less competent speakers, or by native speakers to non‐natives—may be a key linking mechanism. - Cognitive Science, EarlyView.

--- - |2 Abstract This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non‐signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between VSL and sign language skill. Our second goal was to test the Auditory Scaffolding Hypothesis, which makes the prediction that deaf people should be impaired in sequential processing tasks. For the VSL task, we adopted a modified version of the triplet learning paradigm, with stimuli presented sequentially across space and time. Results revealed that measures of sign language skill (sentence comprehension/repetition) did not correlate with VSL scores, possibly due to the sequential nature of our VSL task. Reading comprehension scores (PIAT‐R) were a significant predictor of VSL accuracy in hearing but not deaf people. This finding might be due to the sequential nature of the VSL task and to a less salient role of the sequential orthography‐to‐phonology mapping in deaf readers compared to hearing readers. The two groups did not differ in VSL scores. However, when reading ability was taken into account, VSL scores were higher for the deaf group than the hearing group. Overall, this evidence is inconsistent with the Auditory Scaffolding Hypothesis, suggesting that humans can develop efficient sequencing abilities even in the absence of sound. - Cognitive Science, EarlyView.

--- - |2 Abstract Given the long‐lasting detrimental effects of internalizing symptoms, there is great need for detecting early risk markers. One promising marker is freezing behavior. Whereas initial freezing reactions are essential for coping with threat, prolonged freezing has been associated with internalizing psychopathology. However, it remains unknown whether early life alterations in freezing reactions predict changes in internalizing symptoms during adolescent development. In a longitudinal study (N = 116), we tested prospectively whether observed freezing in infancy predicted the development of internalizing symptoms from childhood through late adolescence (until age 17). Both longer and absent infant freezing behavior during a standard challenge (robot‐confrontation task) were associated with internalizing symptoms in adolescence. Specifically, absent infant freezing predicted a relative increase in internalizing symptoms consistently across development, from relatively low symptom levels in childhood to relatively high levels in late adolescence. Longer infant freezing also predicted a relative increase in internalizing symptoms, but only up until early adolescence. This latter effect was moderated by peer stress and was followed by a later decrease in internalizing symptoms. The findings suggest that early deviations in defensive freezing responses signal risk for internalizing symptoms and may constitute important markers in future stress vulnerability and resilience studies. This article is protected by copyright. All rights reserved. - Developmental Science, Volume 0, Issue ja, -Not available-.

--- - |2 Abstract Previous studies reveal an association between particular features of parental language input and advances in children's language learning. However, it is not known whether parent coaching aimed to enhance specific input components would (i) successfully increase these components in parents’ language input, and (ii) result in concurrent increases in children's language development. The present randomized controlled trial assigned families of typically developing 6‐month‐old infants to Intervention (parent coaching) and Control (no coaching) groups. Families were equivalent on socioeconomic status, infants’ gender, and infants’ age. Parent coaching took place when infants were 6 and 10 months of age, and included quantitative and qualitative linguistic feedback on the amount of child directed speech, back‐and‐forth interactions, and parentese speech style. These variables were derived from each family's first‐person LENA recordings at home. Input variables and infant language were measured at 6, 10, and 14 months. Parent coaching significantly enhanced language input as measured by two social interaction variables: percentage of speech directed to the child and percentage of parentese speech. These two variables were correlated, and were both related to growth in infant babbling between 6 and 14 months. Intervention infants showed greater growth in babbling than control infants. Furthermore, at 14 months, intervention infants produced significantly more words than control infants, as indicated by LENA recordings and parent report via the MacArthur‐Bates Communicative Developmental Inventory. Together, these results indicate that parent coaching can enrich specific aspects of parental language input, and can immediately and positively impact child language outcomes. This article is protected by copyright. All rights reserved. - Developmental Science, Volume 0, Issue ja, -Not available-.

--- - |2 Abstract Eye tracking research has shown that infants develop a repertoire of attentional capacities during the first year. The majority of studies examining the early development of attention comes from Western, high‐resource countries. We examined visual attention in a heterogeneous sample of infants in rural Malawi (N = 312‐376, depending on analysis). Infants were assessed with eye‐tracking‐based tests that targeted visual orienting, anticipatory looking, and attention to faces at 7 and 9 months. Consistent with prior research, infants exhibited active visual search for salient visual targets, anticipatory saccades to predictable events, and a robust attentional bias for happy and fearful faces. Individual variations in these processes had low to moderate odd‐even split‐half and test‐retest reliability. There were no consistent associations between attention measures and gestational age, nutritional status, or characteristics of the rearing environment (i.e., maternal cognition, psychosocial well‐being, socioeconomic status, and care practices). The results replicate infants’ early attentional biases in a large, unique sample, and suggest that some of these biases (e.g., bias for faces) are pronounced in low‐resource settings. The results provided no evidence that the initial manifestation of infants’ attentional capacities is associated with risk factors that are common in low‐resource environments. This article is protected by copyright. All rights reserved. - Developmental Science, Volume 0, Issue ja, -Not available-.

--- - |2 Abstract An individual's sense of personal responsibility is crucial for adaptive functioning in ever‐changing social situations. This study investigated how the sense of personal responsibility affected the neural dynamics of anticipating one's own pain and another person's pain, using EEG. Participants played a cooperation game in which either the participant (self‐context) or the confederate (other‐context) received a mild electric shock whenever one of them erred. At the anticipatory stage of pain, feedback‐related negativity (FRN) and P300 were sensitive to the degree of responsibility in both contexts. The FRN was more negative when the participant had full responsibility (only the participant had erred) than when the participant shared responsibility with the confederate (both had erred) or had no responsibility (only the confederate had erred), and shared responsibility elicited more negative FRN than no responsibility. Having no responsibility produced larger P300 amplitudes than having shared or full responsibility, whereas there was no significant difference in P300 amplitude between the shared responsibility and the full responsibility conditions. When the shock was delivered to the participants, the P2 was smaller when there was no responsibility than when there was shared or full responsibility. When participants observed the painful facial expressions of the confederates, the P300 was not sensitive to responsibility level. Our results suggest that responsibility level modulates FRN and P300 in anticipation of pain experienced by both self and others, reflecting the attentional and affective experiences in both pain‐ and empathy‐related processes. - Psychophysiology, EarlyView.

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--- - |2 Abstract A range of demographic variables influences how much speech young children hear. However, because studies have used vastly different sampling methods, quantitative comparison of interlocking demographic effects has been nearly impossible, across or within studies. We harnessed a unique collection of existing naturalistic, day‐long recordings from 61 homes across four North American cities to examine language input as a function of age, gender, and maternal education. We analyzed adult speech heard by 3‐ to 20‐month‐olds who wore audio recorders for an entire day. We annotated speaker gender and speech register (child‐directed or adult‐directed) for 10,861 utterances from female and male adults in these recordings. Examining age, gender, and maternal education collectively in this ecologically valid dataset, we find several key results. First, the speaker gender imbalance in the input is striking: children heard 2–3× more speech from females than males. Second, children in higher‐maternal education homes heard more child‐directed speech than those in lower‐maternal education homes. Finally, our analyses revealed a previously unreported effect: the proportion of child‐directed speech in the input increases with age, due to a decrease in adult‐directed speech with age. This large‐scale analysis is an important step forward in collectively examining demographic variables that influence early development, made possible by pooled, comparable, day‐long recordings of children's language environments. The audio recordings, annotations, and annotation software are readily available for reuse and reanalysis by other researchers. - Developmental Science, EarlyView.

--- - |2 Abstract We present a theoretical framework bearing on the evolution of written communication. We analyze writing as a special kind of graphic code. Like languages, graphic codes consist of stable, conventional mappings between symbols and meanings, but (unlike spoken or signed languages) their symbols consist of enduring images. This gives them the unique capacity to transmit information in one go across time and space. Yet this capacity usually remains quite unexploited, because most graphic codes are insufficiently informative. They may only be used for mnemonic purposes or as props for oral communication in real‐time encounters. Writing systems, unlike other graphic codes, work by encoding a natural language. This allows them to support asynchronous communication in a more powerful and versatile way than any other graphic code. Yet, writing systems will not automatically unlock the capacity to communicate asynchronously. We argue that this capacity is a rarity in non‐literate societies, and not so frequent even in literate ones. Asynchronous communication is intrinsically inefficient because asynchrony constrains the amount of information that the interlocutors share and limits possibilities for repair. This would explain why synchronous, face‐to‐face communication always fosters the development of sophisticated codes (natural languages), but similar codes for asynchronous communication evolve with more difficulties. It also implies that writing cannot have evolved, at first, for supporting asynchronous communication. - Topics in Cognitive Science, EarlyView.