Tracking developmental differences in real-world social attention across adolescence, young adulthood and older adulthood

Lillo, Martina De; Foley, Rebecca; Fysh, Matthew C.; Stimson, Aimée; Bradford, Elisabeth E.F.; Woodrow-Hill, Camilla; Ferguson, Heather J.

doi:10.1038/s41562-021-01113-9

Cited by 30 publications

(23 citation statements)

References 95 publications

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“…Some studies have already utilised this approach, for example, by using VR to immerse participants within an airport to match a queue of travellers against their passport photographs (Tummon et al, 2019(Tummon et al, , 2020. In light of an increasing emphasis on translating laboratory-based findings to real-world contexts in which people represent a key stimulus (De Lillo et al, 2021;Hayward et al, 2017;Ramon et al, 2019), this line of enquiry is only likely to gain further traction as more researchers begin to utilise VR for studying human behaviour. We anticipate that our construction method for VRready avatars will prove to be a valuable resource for such work.…”

Section: Discussionmentioning

confidence: 99%

Avatars with faces of real people: A construction method for scientific experiments in virtual reality

et al. 2021

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Experimental psychology research typically employs methods that greatly simplify the real-world conditions within which cognition occurs. This approach has been successful for isolating cognitive processes, but cannot adequately capture how perception operates in complex environments. In turn, real-world environments rarely afford the access and control required for rigorous scientific experimentation. In recent years, technology has advanced to provide a solution to these problems, through the development of affordable high-capability virtual reality (VR) equipment. The application of VR is now increasing rapidly in psychology, but the realism of its avatars, and the extent to which they visually represent real people, is captured poorly in current VR experiments. Here, we demonstrate a user-friendly method for creating photo-realistic avatars of real people and provide a series of studies to demonstrate their psychological characteristics. We show that avatar faces of familiar people are recognised with high accuracy (Study 1), replicate the familiarity advantage typically observed in real-world face matching (Study 2), and show that these avatars produce a similarity-space that corresponds closely with real photographs of the same faces (Study 3). These studies open the way to conducting psychological experiments on visual perception and social cognition with increased realism in VR.

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Section: Discussionmentioning

confidence: 99%

Avatars with faces of real people: A construction method for scientific experiments in virtual reality

et al. 2021

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“…The findings of statistically non-significant effects of training and incentives on compliance rates could indicate that they are not having that large of an impact as previously hypothesized. Potentially, participants (especially youngsters), may not diligently follow instructions (e.g., De Lillo et al, 2021 ), but rather intuitively follow the protocol. Another explanation regarding incentives could be that, during the data collection phase, researchers could have chosen to use incentives in samples where they (to a greater extent) had anticipated a greater non-response, resulting in effects canceling each other out.…”

Section: Discussionmentioning

confidence: 99%

The Experience Sampling Method in Monitoring Social Interactions Among Children and Adolescents in School: A Systematic Literature Review

et al. 2022

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BackgroundThe experience sampling method (ESM) is an increasingly popular data collection method to assess interpersonal dynamics in everyday life and emotions contextualized in real-world settings. As primary advantages of ESM sampling strategies include minimization of memory biases, maximization of ecological validity, and hypothesis testing at the between- and within-person levels, ESM is suggested to be appropriate for studying the daily lives of educational actors. However, ESM appears to be underutilized in education research. We, thus, aimed to systematically evaluate the methodological characteristics and quality of published ESM studies of social interactions among children and adolescents in school settings, as well as to explore how much variance in social interaction variables could be attributed to the within-person level.MethodUsing Academic Search Complete, APA PsycINFO, APA PsycArticles, ProQuest, Web of Science, Wiley Online Library, and SAGE Journals, and in accordance with PRISMA guidelines and pre-defined eligibility criteria, we conducted a systematic literature search of experience sampling studies up to November 2020. To assess methodological quality, we used a modified checklist for reporting of ESM studies.ResultsOf the originally 2 413 identified studies, a final 52 experience sampling studies were included in the present review. Findings on sample and study design characteristics generally revealed wide variability. Even if high-quality studies were associated with higher scores on the training of participants in using the ESM procedure, and use of incentives, these design strategies did not reveal a statistically significant impact on compliance. The intraclass correlation coefficient was reported in nine studies and on average 58% of the variance in social interaction variables could be attributed to within-person fluctuation between timepoints.ConclusionThe current study is the first to systematically review ESM-based studies on social interactions among children and adolescents in the school context. These observations suggest that ESM is a potentially favorable technique for extracting complex social phenomena in real-world settings. We hope that this review will contribute to improving the quality assessment of ESM studies as well as to inform and guide future experience sampling studies, particularly regarding social phenomena with children and adolescents in educational settings.

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“…Although there may be some debate about the exact age at which children acquire a representational theory of mind, social understanding and related cognitive skills continue to develop well into adolescence and early adulthood (Blakemore & Choudhury, 2006; De Lillo et al, 2021). Related skills include executive functions (EF), cognitive skills for goal‐directed behavior.…”

Section: Assessing Advanced Theory Of Mind In Adolescentsmentioning

confidence: 99%

Language, ambiguity, and executive functions in adolescents' theory of mind

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Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, Mage = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, Mage = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence.

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Tracking developmental differences in real-world social attention across adolescence, young adulthood and older adulthood

Abstract: The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record.

Cited by 30 publications

References 95 publications

Avatars with faces of real people: A construction method for scientific experiments in virtual reality

Avatars with faces of real people: A construction method for scientific experiments in virtual reality

The Experience Sampling Method in Monitoring Social Interactions Among Children and Adolescents in School: A Systematic Literature Review

Language, ambiguity, and executive functions in adolescents' theory of mind

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