Cornerstones and discourses in attachment study: celebrating the publication of a new landmark.

is a landmark history of five major research groups that have helped establish the empirical foundations of the Bowlby-Ainsworth attachment tradition. This essay highlights Duschinsky's use of historical methodology rather than the narrative-style review more familiar to psychologists. We then turn to a recurring theme in the book, the inconsistent use of language and theoretical misunderstandings, especially as they arise at the interface between attachment study and more applied disciplines.

The attachment control system and computational modeling: Origins and prospects.

From his first attempts to explain attachment phenomena in the 1940s through his trilogy (Bowlby, 1969/1982, 1973, 1980), John Bowlby reformulated the theoretical underpinnings of attachment theory several times. He initially attempted to explain attachment phenomena in psychoanalytic terms. Then he invoked ethological theory in the explanation of how and why people behave as they do in close personal relationships.

Developmental Commonalities between Object and Face Recognition in Adolescence.

In the visual perception literature, the recognition of faces has often been contrasted with that of non-face objects, in terms of differences with regard to the role of parts, part relations and holistic processing. However, recent evidence from developmental studies has begun to blur this sharp distinction. We review evidence for a protracted development of object recognition that is reminiscent of the well-documented slow maturation observed for faces.

Late development of metric part-relational processing in object recognition.

Four experiments with unfamiliar objects examined the remarkably late consolidation of part-relational relative to part-based object recognition (Jüttner, Wakui, Petters, Kaur, & Davidoff, 2013). Our results indicate a particularly protracted developmental trajectory for the processing of metric part relations. Schoolchildren aged 7 to 14 years and adults were tested in 3-Alternative-Forced-Choice tasks to judge the correct appearance of upright and inverted newly learned multipart objects that had been manipulated in terms of individual parts or part relations.

Earlier development of analytical than holistic object recognition in adolescence.

Background: Previous research has shown that object recognition may develop well into late childhood and adolescence. The present study extends that research and reveals novel differences in holistic and analytic recognition performance in 7-12 year olds compared to that seen in adults. We interpret our data within a hybrid model of object recognition that proposes two parallel routes for recognition (analytic vs.

Developmental trajectories of part-based and configural object recognition in adolescence.

Three experiments assessed the development of children's part and configural (part-relational) processing in object recognition during adolescence. In total, 312 school children aged 7-16 years and 80 adults were tested in 3-alternative forced choice (3-AFC) tasks. They judged the correct appearance of upright and inverted presented familiar animals, artifacts, and newly learned multipart objects, which had been manipulated either in terms of individual parts or part relations.