Cultural differences in visual object recognition in 3-year-old children

Cultural Differences in Visual Attention Emerge in Infancy

East Asians are more likely than North Americans to attend to visual scenes holistically, focusing on the relations between objects and their background rather than isolating components. This cultural difference in context sensitivity-greater attentional allocation to the background of an image or scene-has been attributed to socialization, yet it is unknown how early in development it appears, and whether it is moderated by social information. We employed eye-tracking to investigate context-sensitivity in 15-month-olds in Japan (n = 45) and the United States (n = 52). Viewing faces, Japanese infants were more attentive and studied the background longer than U.S. infants. Viewing cartoon videos, Japanese infants looked at the background twice as long as U.S. infants, particularly for objects with eyes. In parent-child book reading, Japanese parents referred to the background significantly more than U.S. parents, although this was uncorrelated with infant behavior on the preceding tasks. These findings illustrated that cultural differences in attention are detectable in infancy, and that sustained attention may be an important foundation upon which culturally-specific attentional styles are built. Overall, results were consistent with the view that a context-sensitive orientation first emerges for social information and later generalizes to non-social situations.

Visual attention across cultures: Similarities and differences in child development and maternal attention styles

Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the field is that attention styles are gradually socialized in culture-specific interactions in childhood, empirical evidence for the proximal mechanisms underlying this development is scarce. This study aimed to document the emergence of cross-cultural differences in attention styles in three cultural contexts differing in social orientations, namely in urban middle-class families from Münster, Germany (i.e., more independent context), and Kyoto, Japan, and Indigenous-heritage families from Cotacachi, Ecuador (i.e., more interdependent contexts). Furthermore, to test the assumption that caregivers' attention guidance is one of the forces driving differential development, we investigated how caregivers guide children's attention. In total, 270 children between 4 and 9 years of age and their mothers participated in three tasks: an eye-tracking task, a picture description task and a forced-choice recognition task. Results indicate a mixed pattern of findings: While some tasks revealed the expected cultural differences, namely a higher object focus in Münster compared to Kyoto and Cotacachi, others did not. Regarding caregivers' attention guidance, we found that mothers in Münster more strongly emphasized the focal object than mothers in Kyoto and Cotacachi. The results are discussed in terms of culture-specific developmental trajectories and the generalizability of attentional processes across tasks and cultural contexts. RESEARCH HIGHLIGHTS: We investigated visual attention styles in 4- to 9-year-old children and their mothers from urban Germany, urban Japan, and rural Ecuador in three different tasks. Special emphasis lied on mothers' verbal attention guidance toward their children as a proximal mechanism underlying the emergence of culture-specific attention styles. Mothers from urban Germany guided their children's attention in more analytic ways than mothers from urban Japan and rural Ecuador. The relevance of verbal attention guidance in the development of culture-specific attention styles has been demonstrated beyond the East-West dichotomy.

Contribution of low-level image statistics to EEG decoding of semantic content in multivariate and univariate models with feature optimization

Spatio-temporal patterns of evoked brain activity contain information that can be used to decode and categorize the semantic content of visual stimuli. However, this procedure can be biased by low-level image features independently of the semantic content present in the stimuli, prompting the need to understand the robustness of different models regarding these confounding factors. In this study, we trained machine learning models to distinguish between concepts included in the publicly available THINGS-EEG dataset using electroencephalography (EEG) data acquired during a rapid serial visual presentation paradigm. We investigated the contribution of low-level image features to decoding accuracy in a multivariate model, utilizing broadband data from all EEG channels. Additionally, we explored a univariate model obtained through data-driven feature selection applied to the spatial and frequency domains. While the univariate models exhibited better decoding accuracy, their predictions were less robust to the confounding effect of low-level image statistics. Notably, some of the models maintained their accuracy even after random replacement of the training dataset with semantically unrelated samples that presented similar low-level content. In conclusion, our findings suggest that model optimization impacts sensitivity to confounding factors, regardless of the resulting classification performance. Therefore, the choice of EEG features for semantic decoding should ideally be informed by criteria beyond classifier performance, such as the neurobiological mechanisms under study.

The development of processing second-order spatial relations of faces in Chinese preschoolers

Second-order relational information processing is the perception of the relative distance between facial features. Previous studies ignored the effect of different spatial manipulations on second-order sensitivity in face processing, and little is known about its developmental trajectory in East Asian populations, who have stronger holistic face processing than Western populations. We addressed these gaps in the literature through an experiment with four groups of Chinese preschool children (aged 3-6 years; n = 157) and a group of adults (n = 25). The participants were presented with face pairs displaying features with various spatial distance manipulations (Change 1: changes in the spacing between eyes; Change 2: nose-mouth spacing changes; Change 3: a combination of Changes 1 and 2) using a simultaneous two-alternative forced-choice task. Second-order sensitivity was already present in 3-year-old children across all manipulations and became more pronounced in 4-year-old children. Second-order sensitivity to the spatial distance between the eyes (i.e., Changes 1 and 3) among 4-year-olds was higher than that of 3-year-olds and was similar to that of adults, suggesting a key increase of this sensitivity from 3 to 4 years of age. Regarding the Change 2 condition, preschoolers aged 5 and 6 years had higher sensitivity than 3-year-olds; however, all preschoolers' sensitivity was inferior to that of adults. These findings show that the development of Chinese preschoolers' sensitivity for detecting spatial relations between the eyes might be faster than that for detecting nose-mouth spacing, supporting the importance of eyes in face processing.

Do Surrounding People's Emotions Affect Judgment of the Central Person's Emotion? Comparing Within Cultural Variation in Holistic Patterns of Emotion Perception in the Multicultural Canadian Society

Previous studies in cultural psychology have suggested that when assessing a target person's emotion, East Asians are more likely to incorporate the background figure's emotion into the judgment of the target's emotion compared to North Americans. The objective of this study was to further examine cultural variation in emotion perception within a culturally diverse population that is representative of Canada's multicultural society. We aimed to see whether East-Asian Canadians tended to keep holistic tendencies of their heritage culture regarding emotion perception. Participants were presented with 60 cartoon images consisting of a central figure and four surrounding figures and were then asked to rate the central figure's emotion; out of the four cartoon figures, two were female and two were male. Each character was prepared with 5 different emotional settings with corresponding facial expressions including: extremely sad, moderately sad, neutral, moderately happy, and extremely happy. Each central figure was surrounded by a group of 4 background figures. As a group, the background figures either displayed a sad, happy, or neutral expression. The participant's task was to judge the intensity of the central figures' happiness or sadness on a 10-point Likert scale ranging from 0 (not at all) to 9 (extremely). For analysis, we divided the participants into three groups: European Canadians (N = 105), East Asian Canadians' (N = 104) and Non-East Asian/Non-European Canadians (N = 161). The breakdown for the Non-East Asian/Non-European Canadian group is as follows: 94 South Asian Canadians, 25 Middle Eastern Canadians, 23 African Canadians, 9 Indigenous Canadians, and 10 Latin/Central/South American Canadians. Results comparing European Canadians and East Asian Canadians demonstrated cultural variation in emotion judgment, indicating that East Asian Canadians were in general more likely than their European Canadian counterparts to be affected by the background figures' emotion. The study highlights important cultural variations in holistic and analytic patterns of emotional attention in the ethnically diverse Canadian society. We discussed future studies which broaden the scope of research to incorporate a variety of diverse cultural backgrounds outside of the Western educational context to fully comprehend cultural variations in context related attentional patterns.

Different types of focus: Caregiver-child interaction and changes in preschool children's attention in two cultures

Social contexts shape the development of attention; however, little is known about joint attention beyond infancy. This study employed behavioral and eye-tracking measurements to investigate cultural variations in how caregivers direct 3- to 4-year-old children's attention and subsequent changes in children's attention to objects and contextual backgrounds in the United States (predominantly non-Hispanic Whites) and Japan (N = 60 mother-child dyads, 29 girls, 31 boys). The findings revealed that caregivers directed children's attention to culturally sensitive information, and significant cross-cultural differences in attention emerged after caregiver-child interaction, with Japanese children shifting their attention to the backgrounds. Results provide new insights into the role of social interaction and cultural diversity in the development of attention.

Focus on One or More? Cultural Similarities and Differences in How Parents Talk About Social Events to Preschool Children

How parents talk about social events shapes their children's understanding of the social world and themselves. In this study, we show that parents in a society that more strongly values individualism (the United States) and one that more strongly values collectivism (Japan) differ in how they talk about negative social events, but not positive ones. An animal puppet show presented positive social events (e.g., giving a gift) and negative social events (e.g., knocking over another puppet's block tower). All shows contained two puppets, an actor and a recipient of the event. We asked parents to talk to their 3- and 4-years old children about these events. A total of 26 parent-child dyads from the United States (M = 41.92 months) and Japan (M = 42.77 months) participated. The principal dependent measure was how much parent talk referred to the actor of each type of social event. There were no cultural differences observed in positive events - both the United States and Japanese parents discussed actors more than recipients. However, there were cultural differences observed in negative events - the United States parents talked mostly about the actor but Japanese parents talked equally about the actor and the recipient of the event. The potential influences of these differences on early cognitive and social development are discussed.

Children's scale errors and object processing: Early evidence for cross-cultural differences

Scale errors are observed when young children make mistakes by attempting to put their bodies into miniature versions of everyday objects. Such errors have been argued to arise from children's insufficient integration of size into their object representations. The current study investigated whether Japanese and UK children's (18-24 months old, N = 80) visual exploration in a categorization task related to their scale error production. UK children who showed greater local processing made more scale errors, whereas Japanese children, who overall showed greater global processing, showed no such relationship. These results raise the possibility that children's suppression of scale errors emerges not from attention to size per se, but from a critical integration of global (i.e., size) and local (i.e., object features) information during object processing, and provide evidence that this mechanism differs cross-culturally.

Take Your Word or Tone for It? European American and Chinese Children's Attention to Emotional Cues in Speech

Cultural experiences can influence how people attend to different emotional cues. Whereas semantic content explicitly describes feelings, vocal tone conveys implicit information regarding emotions. This cross-cultural study examined children's attention to emotional cues in spoken words. The sample consisted of 121 European American (EA) and 120 Chinese children (4-9 years old). Each child played two computer games in which they listened to spoken words and judged the pleasantness of either the word meaning (Word game) or the vocal tone (Tone game) while ignoring the other aspect. Chinese children paid more spontaneous attention to vocal tones and less to word meanings than did EA children. These findings shed critical light on the role of culture in shaping affective cognitive processes during development.

Early Learning Environments for the Development of Attention: Maternal Narratives in the United States and Japan

A large body of research has demonstrated cross-cultural differences in visual attention, especially between members of North American societies (e.g., Canada, United States) and East Asian societies (e.g., China, Japan, Korea). Despite an increasing number of studies suggesting an emergence of cross-cultural differences in early childhood, relatively little is known about how these culturally divergent patterns of attention are acquired and maintained. It has been largely assumed that socialization practices, especially parent-child interactions, contribute to the acquisition of cross-cultural differences in attention. By focusing on maternal narratives during the shared reading activity, this study examined the socialization contexts in which mothers direct their infants' attention in the United States (n = 50 dyads) and Japan (n = 53 dyads). Mothers in the United States and Japan read a picture book to their 6- to 18-month-old infants in the lab, and maternal narratives were coded to identify attention to focal objects and social interactions. Infants' sustained attention was also measured during shared reading. The findings demonstrated that during the shared reading activity, U.S. mothers were relatively more likely to focus on the focal objects than the background, whereas Japanese mothers were more likely to refer to the social interactions between focal objects and the background. Infants' age and gender were not related to maternal narratives, and infants' sustained attention was similar across cultures. Findings suggest significant cross-cultural differences in mother-infant interactions, which may act as scaffolds for infants to internalize their parents' cognitive styles.

Bias and sensitivity to task constraints in spontaneous relational attention

Two experiments examined factors that predicted children's tendencies to match objects versus relations across scenes when no instruction was given. Specifically, we assessed the presence of higher relational responding in children by (a) age, (b) greater presumed experience in generating relations through socialization in China versus the United States, and (c) in children with greater manipulated experience via a relational priming task. Experiment 1 showed that Chinese and U.S. children across all ages showed an initial bias to match objects versus relations across scenes. However, older children in both regions were more likely to notice features of the task that indicated attending to relational matches was a more reliable solution, and shifted their responding toward relations over the course of the task. Experiment 2 replicated the object-mapping bias and age effects within U.S. children while also examining the impact of directly manipulating children's relational experiences to test the malleability of the bias. Before the main scene-mapping task, children did a relation generation task known to prime attention to relations. This did not override the initial bias toward object mapping, but it magnified the role of age, making older children increasingly sensitive to task features that prompted relational matches, further shifting their responding toward relations over the course of the task.

The Development of Context-Sensitive Attention in Urban and Rural Brazil

Human perception differs profoundly between individuals from different cultures. In the present study, we investigated the development of context-sensitive attention (the relative focus on context elements of a visual scene) in a large sample (N = 297) of 5- to 15-year-olds and young adults from rural and urban Brazil, namely from agricultural villages in the Amazon region and the city of São Paulo. We applied several visual tasks which assess context-sensitive attention, including an optical illusion, a picture description, a picture recognition and a facial emotion judgment task. The results revealed that children and adults from the urban sample had a higher level of context-sensitive attention, when compared to children and adults from the rural sample. In particular, participants from São Paulo were more easily deceived by the context elements in an optical illusion task and remembered more context elements in a recognition task than participants from rural Amazon villages. In these two tasks, context-sensitivity increased with age. However, we did not find a cultural difference in the picture description and the facial emotion judgment task. These findings support the idea that visual information processing is highly dependent on the culture-specific learning environments from very early in development. Specifically, they are more consistent with accounts that emphasize the role of the visual environment, than with the social orientation account. However, they also highlight that further research is needed to disentangle the diverse factors that may influence the early development of visual attention, which underlie culture-specific developmental pathways.

Object play as a mediator of the role of exploration in communication skills development

In this study, we investigated exploration and language development, particularly whether preliminary object play mediates the role of exploration in gesture and speech production. We followed 27 infants, aged 8-17 months, and gathered data on the frequency of their exploration, preliminary functional acts with single or multiple objects, and communicative behaviors (e.g., gesturing and single-word utterances). The results of our path analysis indicated that exploration had a direct effect on single-object play, which, in turn, affected gesturing and advanced object play. Gesturing as well as single and multi-object play affected speech production. These findings suggest that exploration is associated with language development. This association may be facilitated by object play milestones in which infants recall the object's function, which strengthens their memory and representation skills. Further, recalling the usage of an object by the caregivers may encourage an infant's overall imitation tendency, which is important for learning how to communicate with gestures and words.

Cultural Differences in Visual Contents in Picture Books

Previous studies investigating cultural differences in attention and perception have shown that individuals from Western countries (e. g., the U.S.) perceive more analytically whereas individuals from East Asian countries (e.g., Japan) perceive more holistically (e.g., Nisbett and Miyamoto, 2005). These differences have been shown in children as young as 3 years old (Kuwabara and Smith, 2016). To reflect cultural influences on cognition, specifically on attention and perception, this study investigated potential differences in the visual environment. In this study, we focused on one of such visual environments that young children are exposed to regularly and influence other domains of development, picture books (Horst and Houston-Price, 2015). Thirty seven U.S. picture books and 37 Japanese picture books were coded for visual contents—how visually crowded—by computer software from the National Institute of Health (NIH) and human coders. Results show that the U.S. picture books are more visually crowded than the Japanese books by the software, but contained more objects than the Japanese books as expected, which reflect well with the cultural differences in attention observed in young children in previous studies. However, the results differed based on the target ages of the books. The implication of the current study is discussed as a reflection of the mutual constitution between culture and psyche.

Context-sensitive attention is socialized via a verbal route in the parent-child interaction

The way humans perceive and attend to visual scenes differs profoundly between individuals. This is most compellingly demonstrated for context-sensitivity, the relative attentional focus on focal objects and background elements of a scene, in cross-cultural comparisons. Differences in context-sensitivity have been reported in verbal accounts (e.g. picture descriptions) and in visual attention (e.g., eye-tracking paradigms). The present study investigates (1) if the way parents verbally guide the attention of their children in visual scenes is associated with differences in children’s context-sensitivity and (2) if verbal descriptions of scenes are related to early visual attention (i.e., gaze behavior) in 5-year-old children and their parents. Importantly, the way parents verbally described visual scenes to their children was related to children’s context-sensitivity, when describing these scenes themselves. This is, we found a correlation in the number of references made to the object versus the background as well as the number of relations made between different elements of a scene. Furthermore, verbal descriptions were closely related to visual attention in adults, but not in children. These findings support our hypotheses that context-sensitivity is socialized via a verbal route and that visual attention processes align with acquired narrative structures only later in development, after the preschool years.

When a word is worth more than a picture: Words lower the threshold for object identification in 3-year-old children

A large literature shows strong developmental links between early language abilities and later cognitive abilities. We present evidence for one pathway by which language may influence cognition and development: by influencing how visual information is momentarily processed. Children were asked to identify a target in clutter and either saw a visual preview of the target or heard the basic-level name of the target. We hypothesized that the name of the target should activate category-relevant information and, thus, facilitate more rapid detection of the target amid distractors. Children who heard the name of the target before search were more likely to correctly identify the target at faster speeds of response, a result that supports the idea that words lower the threshold for target identification. This finding has significant implication for understanding the source of vocabulary-mediated individual differences in cognitive achievement and, more generally, for the relation between language and thought.

Culture and emotion perception: comparing Canadian and Japanese children's and parents' context sensitivity

Prior research on the perception of facial expressions suggests that East Asians are more likely than North Americans to incorporate the expressions of background figures into their judgment of a central figure's emotion (Masuda et al. in J Pers Soc Psychol 94:365-381, 2008b). However, little research has examined this issue in the context of developmental science, especially during joint sessions where parents engage in a task in front of their 7-8-year-old children. In this study, 22 Canadian and 20 Japanese child-parent dyads participated in an emotion judgment task, and were asked to judge a central figure's emotion and explain their reasoning. The results indicated that while early elementary school children did not show culturally dominant reasoning styles, parents displayed culturally dominant modes of attention, serving as models for their children.

Why are faces denser in the visual experiences of younger than older infants?

Recent evidence from studies using head cameras suggests that the frequency of faces directly in front of infants declines over the first year and a half of life, a result that has implications for the development of and evolutionary constraints on face processing. Two experiments tested 2 opposing hypotheses about this observed age-related decline in the frequency of faces in infant views. By the people-input hypothesis, there are more faces in view for younger infants because people are more often physically in front of younger than older infants. This hypothesis predicts that not just faces but views of other body parts will decline with age. By the face-input hypothesis, the decline is strictly about faces, not people or other body parts in general. Two experiments, 1 using a time-sampling method (84 infants, 3 to 24 months in age) and the other analyses of head camera images (36 infants, 1 to 24 months) provide strong support for the face-input hypothesis. The results suggest developmental constraints on the environment that ensure faces are prevalent early in development. (PsycINFO Database Record

Bengali translation and characterisation of four cognitive and trait measures for autism spectrum conditions in India

Background

Autism is characterised by atypical social-communicative behaviour and restricted range of interests and repetitive behaviours. These features exist in a continuum in the general population. Behavioural measures validated across cultures and languages are required to quantify the dimensional traits of autism in these social and non-social domains. Bengali is the seventh most spoken language in the world. However, there is a serious dearth of data on standard measures of autism-related social and visual cognition in Bengali.

Methods

Bengali translations of two measures related to social-communicative functioning (the Children’s Reading the Mind in the Eyes Test (RMET) and a facial emotion recognition test with stimuli taken from the Karolinska Directed Emotional Faces database), one measure of visual perceptual disembedding (the Embedded Figures Test), and a questionnaire measure (the Children’s Empathy Quotient) were tested in 25 children with autism spectrum conditions (ASC) and 26 control children (mean age = 10.7 years) in Kolkata, India. Group differences were analysed by t test and multiple regression (after accounting for potential effects of gender, IQ, and age).

Results

Behavioural and trait measures were associated with group differences in the expected directions: ASC children scored lower on the Children’s Empathy Quotient and the RMET, as well as on facial emotion recognition, but were faster and more accurate on the Embedded Figures Test. Distributional properties of these measures within groups are similar to those reported in Western countries.

Conclusions

These results provide an empirical demonstration of cross-cultural generalisability and applicability of these standard behavioural and trait measures related to autism, in a major world language.