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During the first year of life, infants' capacities for face processing are shaped by experience w... more During the first year of life, infants' capacities for face processing are shaped by experience with faces in their environment; a process known as perceptual narrowing. Perceptual narrowing has been found to lead to a decline in infants' abilities to identify and differentiate faces of other races. In the current study, it is hypothesized that this decline may also lead to differential processing of emotion information in own-versus other-race faces. In the current research, we recorded electrophysiological data (Eventrelated potential; ERP) from 5-and 9-month-old infants while they were presented with paired emotion non-verbal sounds and faces. ERPs in response to the sounds suggest that both 5-and 9-month old infants differentiate happy and sad sounds. The pattern of results, however, is different across ages. ERPs in response to the faces suggest that whereas 5-month-olds exhibit differential responses to happy and sad faces for both the N290 and P400 components, 9-month-olds did not differentiate happy and sad faces. Nine-month old infants did exhibit a great P400 in response to own-relative to other-race faces. These results suggest that although both 5-and 9-month olds differentiate happy and sad emotional sounds, their processing of emotion faces differs.
Developmental Science, 2012
Early in the first year of life infants exhibit equivalent performance distinguishing among peopl... more Early in the first year of life infants exhibit equivalent performance distinguishing among people within their own race and within other races. However, with development and experience, their face recognition skills become tuned to groups of people they interact with the most. This developmental tuning is hypothesized to be the origin of adult face processing biases including the other-race bias. In adults the other-race bias has also been associated with impairments in facial emotion processing for otherrace faces. The present investigation aimed to show perceptual narrowing for other-race faces during infancy and to determine whether the race of a face influences infants' ability to match emotional sounds with emotional facial expressions. Behavioral (visual-paired comparison; VPC) and electrophysiological (event-related potentials; ERPs) measures were recorded in 5month-old and 9-month-old infants. Behaviorally, 5-month-olds distinguished faces within their own race and within another race, whereas 9-month-olds only distinguish faces within their own race. ERPs were recorded while an emotion sound (laughing or crying) was presented prior to viewing an image of a static African American or Caucasian face expressing either a happy or a sad emotion. Consistent with behavioral findings, ERPs revealed race-specific perceptual processing of faces and emotion ⁄ sound face congruency at 9 months but not 5 months of age. In addition, from 5 to 9 months, the neural networks activated for sound ⁄ face congruency were found to shift from an anterior ERP component (Nc) related to attention to posterior ERP components (N290, P400) related to perception.
International Journal of Early Childhood Special Education, 2019
The purpose of this literature review was to describe research findings related to how teachers c... more The purpose of this literature review was to describe research findings related to how teachers could support friendships in inclusive early childhood classrooms, with particular interests in friendship development for young children with disabilities. This literature review was conducted to examine the following two questions: (a) How are friendships between young children with and without disabilities defined and measured? and (b) What teaching strategies and intervention programs does research recommend to promote friendships between young children with and without disabilities? The following criteria were used to determine the inclusion of articles: studies included teachers, were conducted in inclusive early childhood classrooms in the United States, had measures for friendships, and were published in peer-reviewed journals between 1990 to 2018. A total of eight studies were identified. The results of this review demonstrated that across all studies there were several common characteristics (e.g. mutual liking, spending time together) in defining young children's friendships. The studies reviewed also included various methods (e.g., surveys, interviews, observations) to measure friendships and suggested effective strategies and intervention programs that teachers could use to support friendship development. However, results also showed that teachers did not readily use the evidence-based practices. Based on the results, implications for future research and practices are discussed.
During the first year of life, infants' capacities for face processing are shaped by experience w... more During the first year of life, infants' capacities for face processing are shaped by experience with faces in their environment; a process known as perceptual narrowing. Perceptual narrowing has been found to lead to a decline in infants' abilities to identify and differentiate faces of other races. In the current study, it is hypothesized that this decline may also lead to differential processing of emotion information in own-versus other-race faces. In the current research, we recorded electrophysiological data (Eventrelated potential; ERP) from 5-and 9-month-old infants while they were presented with paired emotion non-verbal sounds and faces. ERPs in response to the sounds suggest that both 5-and 9-month old infants differentiate happy and sad sounds. The pattern of results, however, is different across ages. ERPs in response to the faces suggest that whereas 5-month-olds exhibit differential responses to happy and sad faces for both the N290 and P400 components, 9-month-olds did not differentiate happy and sad faces. Nine-month old infants did exhibit a great P400 in response to own-relative to other-race faces. These results suggest that although both 5-and 9-month olds differentiate happy and sad emotional sounds, their processing of emotion faces differs.
Developmental Science, 2012
Early in the first year of life infants exhibit equivalent performance distinguishing among peopl... more Early in the first year of life infants exhibit equivalent performance distinguishing among people within their own race and within other races. However, with development and experience, their face recognition skills become tuned to groups of people they interact with the most. This developmental tuning is hypothesized to be the origin of adult face processing biases including the other-race bias. In adults the other-race bias has also been associated with impairments in facial emotion processing for otherrace faces. The present investigation aimed to show perceptual narrowing for other-race faces during infancy and to determine whether the race of a face influences infants' ability to match emotional sounds with emotional facial expressions. Behavioral (visual-paired comparison; VPC) and electrophysiological (event-related potentials; ERPs) measures were recorded in 5month-old and 9-month-old infants. Behaviorally, 5-month-olds distinguished faces within their own race and within another race, whereas 9-month-olds only distinguish faces within their own race. ERPs were recorded while an emotion sound (laughing or crying) was presented prior to viewing an image of a static African American or Caucasian face expressing either a happy or a sad emotion. Consistent with behavioral findings, ERPs revealed race-specific perceptual processing of faces and emotion ⁄ sound face congruency at 9 months but not 5 months of age. In addition, from 5 to 9 months, the neural networks activated for sound ⁄ face congruency were found to shift from an anterior ERP component (Nc) related to attention to posterior ERP components (N290, P400) related to perception.
International Journal of Early Childhood Special Education, 2019
The purpose of this literature review was to describe research findings related to how teachers c... more The purpose of this literature review was to describe research findings related to how teachers could support friendships in inclusive early childhood classrooms, with particular interests in friendship development for young children with disabilities. This literature review was conducted to examine the following two questions: (a) How are friendships between young children with and without disabilities defined and measured? and (b) What teaching strategies and intervention programs does research recommend to promote friendships between young children with and without disabilities? The following criteria were used to determine the inclusion of articles: studies included teachers, were conducted in inclusive early childhood classrooms in the United States, had measures for friendships, and were published in peer-reviewed journals between 1990 to 2018. A total of eight studies were identified. The results of this review demonstrated that across all studies there were several common characteristics (e.g. mutual liking, spending time together) in defining young children's friendships. The studies reviewed also included various methods (e.g., surveys, interviews, observations) to measure friendships and suggested effective strategies and intervention programs that teachers could use to support friendship development. However, results also showed that teachers did not readily use the evidence-based practices. Based on the results, implications for future research and practices are discussed.