Determining the markers of a preference for imaginary worlds fiction calls for comparisons across kinds of fiction readers and forms of exploration.

The authors do not compare readers who prefer imaginary world fiction to readers with other reading preferences, failing to rule out the hypothesis that their findings apply to all readers. The authors also do not test their hypotheses against plausible alternative ones, several of which are suggested here.

Rating the Acting Moment: Exploring Characteristics for Realistic Portrayals of Characters.

Good actors appear to become their characters, making them come alive, as if they were real. Is this because they have succeeded in merging themselves with their character? Are there any positive or negative psychological effects of this experience? We examined the role of three characteristics that may make this kind of merging possible: dissociation, flow, and empathy. We also examined the relation of these characteristics to acting quality.

Becoming a Character: Dissociation in Conservatory Acting Students.

Actors must realistically portray imagined characters in imaginary circumstances by "becoming" their characters. What is it that allows them to do this? We suggest that acting is related to dissociation, a trait typically related to psychopathology. We measured dissociation in 53 conservatory acting students before and after six months of training, using the Dissociative Experiences Scale-II (DES-II).

Looking at the Process: Examining Creative and Artistic Thinking in Fashion Designers on a Reality Television Show.

We examine creativity from a qualitative process rather than a quantitative product perspective. Our focus is on "habits of mind" (thinking dispositions) used during the creative process, and the categories we used were those of the eight Studio Habits of Mind observed in visual arts classrooms (Hetland et al., 2007, 2013).

Sight-over-sound judgments of music performances are replicable effects with limited interpretability.

Virtuosi impress audiences with their musical expressivity and with their theatrical flair. How do listeners use this auditory and visual information to judge performance quality? Both musicians and laypeople report a belief that sound should trump sight in the judgment of music performance, but surprisingly, their actual judgments reflect the opposite pattern. In a recent study, when presented with 6-second videos of music competition performers, listeners accurately guessed the winners only when the videos were muted.

The Arts as a Venue for Developmental Science: Realizing a Latent Opportunity.

Children in all cultures readily engage in artistic activities, yet the arts (dance, drama, drawing, and music) have traditionally been marginal topics in the discipline of developmental science. We argue that developmental psychologists cannot afford to ignore such naturalistic activities that involve so many basic phenomena-attention, engagement, motivation, emotion regulation, understanding of others, and so on. Despite historical issues with research methodologies and overdrawn conclusions, a current wave of methodologically rigorous studies shows the depth of arts learning, as well as how arts engagement can be harnessed for transfer to other skills.

No support for the claim that literary fiction uniquely and immediately improves theory of mind: A reply to Kidd and Castano's commentary on Panero et al. (2016).

Kidd and Castano (in press) critique our failure to replicate Kidd and Castano (2013) on 3 grounds: failure to exclude people who did not read the texts, failure of random assignment, and failure to exclude people who did not take the Author Recognition Test (ART). This response addresses each of these critiques. Most importantly, we note that even when Kidd and Castano reanalyzed our data in the way that they argue is most appropriate, they still failed to replicate the pattern of results reported in their original study.

Does reading a single passage of literary fiction really improve theory of mind? An attempt at replication.

[Correction Notice: An Erratum for this article was reported in Vol 111(5) of (see record 2016-50315-003). In the article, due to an error in stimulus construction, four items (three authors, one foil) were omitted from the ART presented to all participants tested by Research Group 1. These omissions do not undermine the results in the primary analyses, which all included ART and ART Condition (as covariates).

What Gaze Fixation and Pupil Dilation Can Tell Us About Perceived Differences Between Abstract Art by Artists Versus by Children and Animals.

People with no arts background often misunderstand abstract art as requiring no skill. However, adults with no art background discriminate paintings by abstract expressionists from superficially similar works by children and animals. We tested whether participants show different visual exploration when looking at paintings by artists' versus children or animals.

Your kid could not have done that: even untutored observers can discern intentionality and structure in abstract expressionist art.

Can people with no special knowledge about art detect the skill, intentionality, and expressed meanings in non-representational art? Hawley-Dolan and Winner (2011) showed participants without training in art images of abstract expressionist paintings paired with superficially similar works by children or animals and asked them which they preferred and which was a better work of art. Participants selected the works by artists in response to both questions at a rate above chance. In Study 1, we used the same image pairs but asked a more direct question: which painting is by the artist rather than the child or animal? Individuals with no familiarity with abstract expressionism correctly identified the artists' works at a rate significantly above chance.

Training-mediated leftward asymmetries during music processing: a cross-sectional and longitudinal fMRI analysis.

Practicing a musical instrument has a profound impact on the structure and function of the human brain. The present fMRI study explored how relative hemispheric asymmetries in task-related activity during music processing (same/different discrimination) are shaped by musical training (quantified as cumulative hours of instrument practice), using both a large (N=84) cross-sectional data set of children and adults, and a smaller (N=20) two time-point longitudinal data set of children tracked over 3 to 5 years. The cross-sectional analysis revealed a significant leftward asymmetry in task-related activation, with peaks in Heschl's gyrus and supramarginal gyrus (SMG).

How children use drawing to regulate their emotions.

We examined two ways in which drawing may function to elevate mood in children-venting (expressing negative feelings) and distraction (expressing something unrelated to the negative feelings). We examined the effectiveness of drawing as an emotion regulator when drawing is used to vent versus distract (Study 1) and tested whether the effects found are specific to the activity of creating one's own drawing or generalisable to a drawing activity in which children had to copy another's drawing (Study 2). To induce a negative mood, we asked children to think of a disappointing event.

Engagement in philosophical dialogue facilitates children's reasoning about subjectivity.

Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children's understanding of knowledge claims as potentially subjective-one of many possible representations of the world. This development in epistemological understanding has been proposed to be an important determinant of academic performance and is highly correlated with the ability to understand and produce sound argumentation in adolescents and adults.

Differentiating maturational and training influences on fMRI activation during music processing.

Two major influences on how the brain processes music are maturational development and active musical training. Previous functional neuroimaging studies investigating music processing have typically focused on either categorical differences between "musicians versus nonmusicians" or "children versus adults." In the present study, we explored a cross-sectional data set (n=84) using multiple linear regression to isolate the performance-independent effects of age (5 to 33 years) and cumulative duration of musical training (0 to 21,000 practice hours) on fMRI activation similarities and differences between melodic discrimination (MD) and rhythmic discrimination (RD).

Relating pitch awareness to phonemic awareness in children: implications for tone-deafness and dyslexia.

Language and music are complex cognitive and neural functions that rely on awareness of one's own sound productions. Information on the awareness of vocal pitch, and its relation to phonemic awareness which is crucial for learning to read, will be important for understanding the relationship between tone-deafness and developmental language disorders such as dyslexia. Here we show that phonemic awareness skills are positively correlated with pitch perception-production skills in children.

Seeing the mind behind the art. People can distinguish abstract expressionist paintings from highly similar paintings by children, chimps, monkeys, and elephants.

Museumgoers often scoff that costly abstract expressionist paintings could have been made by a child and have mistaken paintings by chimpanzees for professional art. To test whether people really conflate paintings by professionals with paintings by children and animals, we showed art and nonart students paired images, one by an abstract expressionist and one by a child or animal, and asked which they liked more and which they judged as better. The first set of pairs was presented without labels; the second set had labels (e.

Realistic drawing talent in typical adults is associated with the same kind of local processing bias found in individuals with ASD.

A local processing bias has been found in individuals with autism as well as in typical children with a gift for drawing realistically. This study investigated whether a local processing bias in typical adults is more strongly associated with drawing realism or autistic-like traits. Forty-two adults made an observational drawing (scored for realism), completed four measures that assessed a local processing bias, and completed the Autism-spectrum Quotient (AQ) which assesses autistic-like traits.

'Autistic' local processing bias also found in children gifted in realistic drawing.

We investigated whether typically-developing children with a gift for drawing realistically show the local processing bias seen in individuals with autism spectrum disorder (ASD). Twenty-seven 6-12 year-olds made an observational drawing (scored for level of realism) and completed three local processing tasks, and parents completed the Childhood Asperger Syndrome Test (CAST). Drawing score predicted local processing performance on all tasks independently of verbal IQ, age, and years of art lessons.

Training-induced neuroplasticity in young children.

As the main interhemispheric fiber tract, the corpus callosum (CC) is of particular importance for musicians who simultaneously engage parts of both hemispheres to process and play music. Professional musicians who began music training before the age of 7 years have larger anterior CC areas than do nonmusicians, which suggests that plasticity due to music training may occur in the CC during early childhood. However, no study has yet demonstrated that the increased CC area found in musicians is due to music training rather than to preexisting differences.

The effects of musical training on structural brain development: a longitudinal study.

Long-term instrumental music training is an intense, multisensory and motor experience that offers an ideal opportunity to study structural brain plasticity in the developing brain in correlation with behavioral changes induced by training. Here, for the first time, we demonstrate structural brain changes after only 15 months of musical training in early childhood, which were correlated with improvements in musically relevant motor and auditory skills. These findings shed light on brain plasticity, and suggest that structural brain differences in adult experts (whether musicians or experts in other areas) are likely due to training-induced brain plasticity.

Precocious realists: perceptual and cognitive characteristics associated with drawing talent in non-autistic children.

A local processing bias in the block design task and in drawing strategy has been used to account for realistic drawing skill in individuals with autism. We investigated whether the same kind of local processing bias is seen in typically developing children with unusual skill in realistic graphic representation. Forty-three 5-11-year-olds who drew a still life completed a version of the block design task in both standard and segmented form, were tested for their memory for the block design items, and were given the Kaufmann Brief Intelligence Test-II.

Musical training shapes structural brain development.

The human brain has the remarkable capacity to alter in response to environmental demands. Training-induced structural brain changes have been demonstrated in the healthy adult human brain. However, no study has yet directly related structural brain changes to behavioral changes in the developing brain, addressing the question of whether structural brain differences seen in adults (comparing experts with matched controls) are a product of "nature" (via biological brain predispositions) or "nurture" (via early training).

Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning.

Background: In this study we investigated the association between instrumental music training in childhood and outcomes closely related to music training as well as those more distantly related.

Methodology/principal Findings: Children who received at least three years (M = 4.6 years) of instrumental music training outperformed their control counterparts on two outcomes closely related to music (auditory discrimination abilities and fine motor skills) and on two outcomes distantly related to music (vocabulary and nonverbal reasoning skills).

Theory of mind and the right cerebral hemisphere: refining the scope of impairment.

The neuropsychological and functional characterisation of mental state attribution ("theory of mind" (ToM)) has been the focus of several recent studies. The literature contains opposing views on the functional specificity of ToM and on the neuroanatomical structures most relevant to ToM. Studies with brain-lesioned patients have consistently found ToM deficits associated with unilateral right hemisphere damage (RHD).

Effects of music training on the child's brain and cognitive development.

Research has revealed structural and functional differences in the brains of adult instrumental musicians compared to those of matched nonmusician controls, with intensity/duration of instrumental training and practice being important predictors of these differences. Nevertheless, the differential contributions of nature and nurture to these differences are not yet clear. The musician-nonmusician comparison is an ideal model for examining whether and, if so, where such functional and structural brain plasticity occurs, because musicians acquire and continuously practice a variety of complex motor, auditory, and multimodal skills (e.