bluuebunny/crossref_metadata_2025_split huggingface dataset:
Young Infants' Performance in the Object‐Variation Version of the Above‐Below Categorization Task: A Result of Perceptual Distraction or Conceptual Limitation?
Authors: Quinn Paul C. , Polly Jennifer L. , Furer Michael J. , Dobson Veima , Narter Dana B. 
Published: January 2004

AbstractFive experiments were conducted to examine the performance of young infants on above versus below categorization tasks. Experiments 1 and 2 showed that infants did not form abstract categorical representations for above and below when familiarized with different objects depicted in a constant spatial relation relative to a horizontal bar and tested on a novel object depicted in the familiar and novel spatial relation. Experiments 3 through 5 examined perceptual‐attentional distraction versus conceptually based generalization explanations for young infant performance in the object‐variation version of the above‐below categorization task. Experiments 3 and 4 demonstrated that infants still did not form abstract categorical representations for above and below when object variation was removed from the familiarization trials or when object novelty was reduced during the preference test trials. However, Experiment 5 showed that 3‐ and 4‐month‐olds succeeded on the above versus below categorization task when familiarized with object variation and preference tested with a familiar versus novel object‐bar relation. These results indicate that young infants can form categorical representations for above and below in the object‐variation version of the above‐below categorization task, but that such representations are specific to the particular objects presented. Young infant performance in the object‐variation version of the above‐below categorization task thus reflects a conceptually based generalization limit rather than a problem of perceptual‐attentional distraction.
The Effects of Alcohol in Breast Milk on Infant Behavioral State and Mother‐Infant Feeding Interactions
Authors: Schuetze Pamela , Eiden Rina Das , Chan Arthur W. K. 
Published: January 2004

AbstractThe short‐term impact of infant exposure to alcohol in breast milk on mother‐infant interactions and infant arousal was examined. Fourteen mother‐infant dyads were tested on 2 occasions that consisted of an alcohol administration and a nonalcohol condition. Mother‐infant interactions during feeding were videotaped and coded for dyadic reciprocity, maternal noncontingency, and dyadic conflict. Infants were observed for 1 hr after receiving either plain breast milk or breast milk containing alcohol. Behavioral state, startles, and tremors were recorded every 30 sec. Mother‐infant interactions were characterized by higher noncontingency and dyadic conflict in the alcohol condition. After drinking breast milk containing alcohol, infants changed behavioral state more often, startled more, and spent less time in quiet sleep and more time in quiet alert and crying states. These findings suggest that exposure to breast milk containing alcohol may not have a sedating effect, as commonly believed.
Jealousy in 6‐Month‐Old Infants
Authors: Hart Sybil , Carrington Heather 
Published: January 2004

AbstractThirty‐two 6‐month‐old infants were exposed to their mothers attending, in turn, to a lifelike baby doll and a book. Infant negativity was greater when maternal attention was directed toward the social object, suggesting the presence of an early form of jealousy by 6 months of age.
Speed of Processing and Face Recognition at 7 and 12 Months
Authors: Rose Susan A. , Jankowski Jeffery J. , Feldman Judith F. 
Published: January 2004

AbstractThis research examined developmental and individual differences in infants' speed of processing faces and the relation of processing speed to the type of information encoded. To gauge processing speed, 7‐ and 12‐month‐olds were repeatedly presented with the same face (frontal view), each time paired with a new one, until they showed a consistent preference for the new one. Subsequent probe trials assessed recognition of targets that either preserved configural integrity (Study 1: 3/4 profile and full profile poses) or disrupted it while preserving featural information (Study 2: rotations of 160° or 200° and fracturings). There were developmental differences in both speed and in infants' appreciation of information about faces. Older infants took about 60% fewer trials to reach criterion and had more mature patterns of attention (i.e., looks of shorter duration and more shifts of gaze). Whereas infants of both ages recognized the familiar face in a 3/4 pose, the 12‐month‐olds also recognized it in profile and when rotated. Twelve‐month‐olds who were fast processors additionally recognized the fractured faces; otherwise, processing speed was unrelated to the type of information extracted. At 7 months then, infants made use of some configural information in processing faces; at 12 months, they made use of even more of the configural information, along with part‐based or featural information.
Infants' Use of Constraints to Speed Information Processing and to Anticipate Events
Authors: Dougherty Thomas M. , Haith Marshall M. 
Published: January 2004

AbstractTwo experiments were conducted with 28‐week‐old infants using a modification of the Visual Expectation Paradigm. The first sought to determine whether speed of information processing (SIP) could be assessed in infants using a reaction time (RT) measure and approach that is widely used to measure SIP in adults. Infants saw a center fixation cue followed by a peripheral target that could appear in 1, 2, or 4 locations. There was a linear increase in RT of eye movements as the number of locations increased from 1 to 2 and to 4 targets, suggesting that the paradigm does measure SIP. The second experiment asked whether varying the number of cue‐target pairings would augment or impair infant's SIP in the trade‐off between the benefit of additional information and the liability of additional memory load. The findings showed that the presence of cue information can eliminate the difference in RT between the 1‐ and 2‐location conditions, whereas no benefit of cue was obtained for the 4‐location condition.
The Development of Anticipatory Postural Adjustments in Infancy
Authors: Witherington David C. , von Hofsten Claes , Rosander Kerstin , Robinette Amanda , Woollacott Marjorie H. , Bertenthal Bennett I. 
Published: January 2004

AbstractEfficient voluntary action requires postural adjustments that compensate for potential balance disturbances before they occur. These anticipatory postural adjustments have been widely investigated in adults, but relatively little is known about their development, especially during infancy. This study examined the early development of anticipatory postural activity in support of pulling action while standing. A total of 34 infants between 10 and 17 months were tested. The task required infants to open a cabinet drawer to retrieve toys while a force resisting the pulling action was applied to the drawer. The experiment included between 9 and 13 pulling trials. The force resisting the pull was doubled after the first 4 initial trials and returned again to its original value after another 4 trials. Electromyographic activity from the gastrocnemius and biceps brachii muscles was recorded. The proportion of pulls involving anticipatory activity in the gastrocnemius muscles progressively increased between 10 and 17 months. In addition, infants with considerable experience in opening drawers learned to recruit greater strength of their anticipatory postural adjustments for heavier pulls. Implications for the role of motoric experience in anticipatory postural activity are discussed.
The Effect of the Number of A Trials on Performance on the A‐Not‐B Task
Authors: Marcovitch Stuart , Zelazo Philip David , Schmuckler Mark A. 
Published: January 2004

AbstractThe A‐not‐B error (Piaget, 1954), which occurs when infants search perseveratively on reversal trials in a delayed‐response task, is one of the most widely studied phenomena in developmental psychology. Nonetheless, the effect of A‐trial experience on the probability and magnitude of this error remains unclear. In this study, 9‐month‐old infants were tested at location A until they searched correctly on 1, 6, or 11 A trials. Results revealed an effect of A trials on the proportion of infants who erred on the first B trial, and on the number of errors prior to a correct search at B (i.e., the error run). These effects were asymptotic, or U‐shaped, consistent with a dual‐process model according to which A‐trial experience increases habit strength but also provides opportunities for reflection on task structure.
Infants' Responses to Gender‐Inconsistent Events
Authors: Serbin Lisa A. , Poulin‐Dubois Diane , Eichstedt Julie A. 
Published: January 2004

AbstractToddlers' knowledge of the stereotyping of traditionally feminine and masculine household activities was examined using the preferential looking paradigm. Seventy‐seven 24‐month‐old infants observed a series of 9 pairs of photographs, each portraying a male and female adult engaged in the same stereotyped or gender‐neutral activity (e.g., ironing, hammering, or reading). Longer looking times were predicted on stimuli inconsistent with gender stereotypes (e.g., looking longer at the man putting on lipstick than at the woman). The results suggested that toddlers have acquired some knowledge of the gender stereotyping of feminine activities by their 2nd birthday.
Relations Between Measures of Irritability and Contingency Detection at 6 Months
Authors: Lemelin Jean‐Pascal , Tarabulsy George M. , Provost Marc A. 
Published: January 2004

AbstractThe hypothesis that irritability and contingency detection are negatively correlated was examined in thirty‐one 6‐month‐old infants. Observation and maternal report‐based assessments of irritability were correlated with both a criterion score and a continuous score of contingency detection. Results indicated that greater irritability in infants was associated with lower contingency detection scores. Discussion focuses on identifying processes by which the 2 constructs may be associated.
Independent and Interactive Effects of Exposure Sequence, Pioneership Awareness, and Product Trial on Consumer Evaluation of a Pioneer Brand
Authors: Kamins Michael A. , Alpert Frank H. , Elliott Michael T. 
Published: January 2004

Prior theoretical research has established 3 sources of pioneer brand advantage: exposure sequence, product trial, and pioneer status. Researchers have studied only 1 source at a time and have not differentiated among the sources. Therefore, the question as to whether these sources contribute additively or nonadditively to the pioneer brand advantage is still an unanswered question. Moreover, this question increases in importance in proportion to the degree to which consumers are able to identify which brand is the pioneer in a given product class.This research presents the results of 2 studies using an experimental design and survey research approach, respectively, to examine the issues just discussed. The main finding of the 1 st study is a moderating effect of exposure sequence and trial on the impact of pioneership labeling in terms of sales expectations. Providing pioneer awareness positively affects sales expectations when a pioneer brand receives 2nd exposure to consumers as opposed to 1 st exposure. However, when both products have been tried, the trial experience tends to dominate the benefit of the pioneer label cue. The main finding of the 2nd study is that consumers are typically unaware of which brand is the pioneer in a given product class.These findings suggest managers of pioneer brands should consider including the brand's pioneer status in marketing communications, particularly under the rather common occurrence when consumers have already been exposed to other brands and might be unaware of the pioneer's true status.
Incorporating a Cross-Cultural Perspective in the Undergraduate Psychology Curriculum: An Interview with David Matsumoto
Authors: Hill G. William 
Published: January 2004

G. William Hill is Professor of Psychology and Assistant Vice President for Academic Affairs at Kennesaw State University in Kennesaw, GA. His favorite courses to teach include cross-cultural psychology, research methods, careers in psychology, introductory psychology, and sensation and perception. His research interests include ethical issues in grading, opinions on and use of extra credit, and strategies for teaching effective library and database research and evaluation skills. He is also the founder and coordinator of the annual Southeastern Conference on the Teaching of Psychology. David Matsumoto is Professor of Psychology and Director of the Culture and Emotion Research Laboratory at San Francisco State University. A recognized expert in the field, he has studied emotion, human interaction, and culture for more than 15 years. He is the author of more than 200 works on culture and emotion, including research articles, presentations, books, book chapters, videos, and assessment instruments. He also serves as an intercultural consultant to various domestic and international businesses. Dr. Matsumoto is also very active in the world of the Olympic sport judo and brings his expertise in intercultural relations to this arena as well. In addition to being the Head Instructor of the East Bay Judo Institute in El Cerrito, CA, he also currently serves as the Program Director of Development for U.S. Judo, Inc., the national governing body of judo in the United States. He was the team leader for the judo team representing the United States at the 1995 World Championships in Chiba, Japan; the 1997 World Championships in Paris, France; and the 1996 Summer Olympic Games in Atlanta, GA.
Psychology of Women and the Potential for Influencing Students' Lives: An Interview with Margaret W. Matlin
Authors: Van Wallendael Lori R. 
Published: January 2004

Lori Van Wallendael is an associate professor of Psychology and coordinator of the Women's Studies program at the University of North Carolina at Charlotte. She teaches courses in psychology of women, general psychology, cognitive science, history and systems of psychology, research methods, and psychology and law, among others. Her research interests include human decision making, eyewitness and earwitness memory, and juror intuitions about memory issues. Margaret W. Matlin is a distinguished teaching professor at SUNY Geneseo. She is a Fellow of the American Psychological Association, the American Psychological Society, and the Canadian Psychological Association. During her teaching career, she has been the recipient of the SUNY Chancellor's Award for Excellence in Teaching, the Society for the Teaching of Psychology (Division 2) Award, and the American Psychological Foundation's Distinguished Teaching in Psychology Award. She is the author of Cognition (5th ed., 2001), The Psychology of Women (4th ed., 2000), Psychology (3rd ed., 1999), and the coauthor (with Hugh Foley) of Sensation and Perception (4th ed., 1997). She has also authored or coauthored 21 instructor's manuals, student study guides, and test-item files as well as 8 chapters in books and 45 published articles.
Reminiscences, Reasons, and Recommendations: An Interview with Charles L. Brewer
Authors: Saville Bryan K. 
Published: January 2004

Bryan K. Saville is a doctoral student in psychology at Auburn University. He has taught statistics for the social and behavioral sciences, social psychology, introductory psychology, individual and society, and principles of behavior. His primary research interests are in the teaching of psychology, experimental social psychology, and sport psychology. In addition to coauthoring several journal articles, he recently coauthored a book chapter on the elements of master teaching. Charles L. Brewer has taught at The College of Wooster and Elmira College and is now the Kenan Professor of Psychology at Furman University. He teaches general psychology, experimental and statistical methods, learning, and history and systems. After editing Teaching of Psychology for 12 years, he was named Editor Emeritus in 1996. He has coedited several handbooks for teachers of introductory psychology, statistics, and research methods. His numerous articles and book chapters cover a wide range of topics, including the life and work of John B. Watson. His work has received numerous accolades, including the American Psychological Foundation's Distinguished Teaching Award in 1989.
The Roots and Evolution of Child Psychology: An Interview with Lewis P. Lipsitt
Authors: Bosack Theodore N. 
Published: January 2004

Ted Bosack is professor of psychology and chair of the department at Providence College. His teaching is in the areas of child development and experimental child psychology, and his areas of particular interest are children's memory and suggestibility and learned helplessness. He participated in founding the Council of Undergraduate Psychology Programs in 1988, was president of the New England Psychological Association (NEPA), and continues to work toward the goals of the National Forum on Psychology Partnerships Project in which he took part. Many years ago, as a graduate student, he worked with Lew Lipsitt gathering data from some of the newborns who are participants in Lipsitt's long-term longitudinal study. Lewis P. Lipsitt is professor emeritus of psychology, medical science, and human development at Brown University where he continues as research professor, directing a long-term longitudinal study begun at Brown in 1959. He was the founding director of Brown's Child Study Center from 1966 to 1991. He is the founder of the journal, Infant Behavior and Development, and of the Advances in Child Behavior and Development series. He currently coedits Advances in Infancy Research . Professor Lipsitt was chair of the steering committee, for 5 years, of the well-known National Child Care Project sponsored by the National Institutes of Health. He is codirector of the Lee Salk Center of KidsPeace, a national communications helpline for wayward and needy youth. A few of his many organizational honors include the presidencies of Eastern Psychological Association and of two American Psychological Association (APA) divisions, Developmental Psychology and General Psychology; Fellow status in APA and American Psychological Society; three terms on the APA Council of Representatives; chair of the APA Board of Scientific Affairs; and executive director of the Science Directorate. He has won the Nicholas Hobbs Award for “science in the service of children,” the American Association for the Advancement of Science Lifetime achievement Award, and the Distinguished Contribution Award of NEPA.
Promoting Writing among Psychology Students and Faculty: An Interview with Dana S. Dunn
Authors: Goddard Perilou 
Published: January 2004

Perilou Goddard is a professor of psychology at Northern Kentucky University (NKU), where she teaches introductory and abnormal psychology as well as courses in writing in psychology and drug policy. She was chosen as NKU's outstanding professor in 1999.Dana S. Dunn is a professor of psychology and former chair of the Department of Psychology at Moravian College, where he has taught since earning his PhD in 1987. A Fellow of the American Psychological Association, Dana is the author of 2 textbooks and many journal articles, including 9 in Teaching of Psychology . He is currently working on A Short Guide to Writing about Psychology to be published by Longman in 2003.
Annotated Bibliography on the Teaching of Psychology: 2001
Authors: Johnson David E. , Schroder Simone I. 
Published: January 2004

This bibliography is a continuation of those previously published in Teaching of Psychology (e.g., Berry & Daniel, 1984; Fulkerson & Wise, 1987; Johnson & Schroder, 1997; Wise & Fulkerson, 1996). We maintained similar search methods and criteria for inclusion that were used in previous bibliographies. We also continued the cumulative numbering of the items. To help the reader locate relevant articles we arranged items into a small number of subject categories. Generally, if fewer than three items fell into a specific subject category they were relegated to a category labeled miscellaneous.
Promoting Positive Ethics: An Interview with Mitchell M. Handelsman
Authors: Kuther Tara L. 
Published: January 2004

Tara L. Kuther is an associate professor of psychology at Western Connecticut State University, where she teaches courses in child, adolescent, and adult development. She is chair of the Society for the Teaching of Psychology's Instructional Resource Awards Task Force and the author of The Psychology Major's Handbook (2003) and Careers in Psychology: Opportunities in a Changing World (2004; coauthored by Robert D. Morgan of Texas Tech University), both published by Wadsworth/Thomson Learning. Mitchell M. Handelsman is a professor of psychology and a Colorado University President's Teaching Scholar at the University of Colorado at Denver, where he has taught courses in introductory and clinical psychology as well as ethics, psychotherapy, interviewing, and family therapy. A clinical psychologist by training, Mitch earned his PhD from the University of Kansas in 1981 and is licensed in the state of Colorado. He served as chair of the Ethics and Professional Review Committee of Colorado Psychological Association and the APA Division 2 Task Force on the Incorporation of Ethics into the Undergraduate Psychology Curriculum. Mitch is a Fellow of the American Psychological Association and his many teaching awards include the 1995 Teaching Excellence Award from APA Division 2 and the 1992 CASE Colorado Professor of the Year Award. In 1989–1990 he was an APA Congressional Science Fellow in Washington, DC. Mitch is the author of more than 50 refereed articles and book chapters, mostly on ethical issues in the teaching and practice of psychology.
Preparation of Nanosized Nickel Particles by Hydrothermal Method
Authors: Zhang Feibao , Chen Yuantao , Zhao Jiazheng , Li Hulin 
Published: January 2004

Abstract
The reduction of Ni (OH) 2 to ultrafine Ni metal powder under hydrothermal condition with ethylene glycol was investigated. The reduction proceeded gentlly at about 160 °C and did not pollute the environment. The particle size obtained was about 10 nm.
Microwave-assisted Preparation of Silver Nanoparticles
Authors: Yamamoto Tetsushi , Wada Yuji , Sakata Takao , Mori Hirotaro , Goto Masaki , Hibino Shingo , Yanagida Shozo 
Published: January 2004

Abstract
We succeeded in preparing silver (Ag) nanoparticles by alcohol reduction of fatty acid silver salts under microwave irradiation (2.45 GHz) for 1–5 min at 413–430 K. The average sizes of Ag nanoparticles were controlled in the range from 4.9 to 7.4 nm only by changing length of the alkyl chains in the fatty acids.
Well-defined Ion-pair Clusters of Alkyl- and Dialkylammonium Salts of a Sterically-hindered Carboxylic Acid. Implication for Hydrogen-bonded Lys Salt Bridges
Authors: Sada Kazuki , Watanabe Tomomichi , Miyamoto Jun , Fukuda Takeyoshi , Tohnai Norimitsu , Miyata Mikiji , Kitayama Tatsuki , Maehara Kunitaka , Ute Koichi 
Published: January 2004

Abstract
Ion-pair clusters of simple alkylammonium carboxylates in solution and in the crystalline state were described as a model of Lys salt bridge. tert-Butylammonium triphenylacetate gives a well-defined tetrameric cluster by a cubic hydrogen bond (H-bond) network, and diisopropylammonium triphenylacetate gives a dimeric cluster by a cyclic network.