Psychophysiological responses of shame in young children: A thermal imaging study.

Shame can be defined as the emotional response to one's violations of rules being exposed to others. However, it is difficult to objectively measure this concept. This study examined the psychophysiological indicators of shame in young children using behavioral methods and thermography, which measures facial temperatures that reflect blood flow changes related to emotions.

Sequential processing facilitates Hebb repetition learning in visuospatial domains.

Exposure to the same information improves auditory/verbal short-term memory performance, but such improvement is not always observed in visual short-term memory. In this study, we demonstrate that sequential processing makes visuospatial repetition learning efficient in a paradigm that employs a similar design previously used for an auditory/verbal domain. When we presented sets of color patches simultaneously in Experiments 1-4, recall accuracy did not increase with repetition; however, once color patches were presented sequentially in Experiment 5, accuracy did increase rapidly with repetition, even when participants engaged in articulatory suppression.

Visual memory of a co-actor's target during joint search.

Studies on joint action show that when two actors turn-takingly attend to each other's target that appears one at a time, a partner's target is accumulated in memory. However, in the real world, actors may not be certain that they attend to the same object because multiple objects often appear simultaneously. In this study, we asked participant pairs to search for different targets in parallel from multiple objects and investigated the memory of a partner's target.

The contextual cueing effect disappears during joint search in preschool children.

During preschool years, children's interacting with others increases. One of the involved developmental skills is task co-representation, through which children aged 5 years and older represent a partner's task in a similar way to their own task. In adults, task co-representation makes participants attend to and form memories of objects relevant to both their own task and their partner's task; however, it is unclear whether children can also form such memories.

COVID-19 school and kindergarten closure relates to children's social relationships: a longitudinal study in Japan.

The COVID-19 pandemic has led children to experience school closures. Although increasing evidence suggests that such intense social quarantine influences children's social relationships with others, longitudinal studies are limited. Using longitudinal data collected during (T1) and after (T2) intensive school closure and home confinement, this study investigated the impacts of social quarantine on children's social relationships.

The neurobehavioral relationship between executive function and creativity during early childhood.

Increasing evidence from behavior and neuroimaging research indicates that executive function (EF) is related to creativity. However, most of these studies focused on adult and adolescent populations. The relationship between EF and creativity is unknown when EF undergoes rapid development during early childhood, due to the preschoolers' marginal skills of expressing their ideas, orally or in writing.

Learning of spatial configurations of a co-actor's attended objects in joint visual search.

Regarding the effects of joint action on visual memory, previous research has focused on the memory of a single object that a participant and their co-actor attended together (i.e., a shared situation), while the literature on memory has demonstrated that spatial regularity composed of multiple objects can also be learned.

Development of Cognitive Shifting from Others' Behavior in Young Children: A Near-infrared Spectroscopy Study.

This study examined the neural correlates of cognitive shifting when 3- to 6-year-old children (N = 45) engage in a social Dimensional Change Card Sort, where they sorted cards according to one dimension (execution phase) after observing another person sorting cards according to another dimension (observation phase) using near-infrared spectroscopy. Analyses using ANOVA revealed that older children who successfully performed the task exhibited significant lateral prefrontal activation during both phases, whereas younger children who failed the task exhibited the prefrontal activation only during the execution phases. The lateral prefrontal regions may play a role in cognitive shifting from others' behaviors.