Learn More
When bad things happen, how do we decide who is to blame and how much they should be punished? In the present studies, we examined whether subtly different linguistic descriptions of accidents influence how much people blame and punish those involved. In three studies, participants judged how much people involved in particular accidents should be blamed and(More)
Does eye-witness memory differ depending on the language one speaks? We examined English and Spanish speakers' descriptions of intentional and accidental events, and their memory for the agents of these events. English and Spanish speakers described intentional events similarly, using mostly agentive language (e.g., "She broke the vase"). However, when it(More)
What role does grammatical aspect play in understanding everyday motion events? Narrative understanding tasks have investigated differences between the past progressive (was walking) and the simple past (walked), showing differences in prominence of information, but details about the temporal dynamics of processing have been largely ignored. The current(More)
Head-mounted video cameras (with and without an eye camera to track gaze direction) are being increasingly used to study infants' and young children's visual environments and provide new and often unexpected insights about the visual world from a child's point of view. The challenge in using head cameras is principally conceptual and concerns the match(More)
Mature face perception has its origins in the face experiences of infants. However, little is known about the basic statistics of faces in early visual environments. We used head cameras to capture and analyze over 72,000 infant-perspective scenes from 22 infants aged 1-11 months as they engaged in daily activities. The frequency of faces in these scenes(More)
Is agency a straightforward and universal feature of human experience? Or is the construction of agency (including attention to and memory for people involved in events) guided by patterns in culture? In this paper we focus on one aspect of cultural experience: patterns in language. We examined English and Japanese speakers' descriptions of intentional and(More)
Human development takes place in a social context. Two pervasive sources of social information are faces and hands. Here, we provide the first report of the visual frequency of faces and hands in the everyday scenes available to infants. These scenes were collected by having infants wear head cameras during unconstrained everyday activities. Our corpus of(More)
How do people learn to group and regroup objects into labeled categories? In this paper, we examine mechanisms that guide how people re-represent categories. In two experiments, we examine what is easy and what is hard to relearn as people update their knowledge about labeled groups of objects. In Study 1, we test how people learn and re-learn to group(More)
Recent evidence from studies using head cameras suggests that the frequency of faces directly in front of infants declines over the first year and a half of life, a result that has implications for the development of and evolutionary constraints on face processing. Two experiments tested 2 opposing hypotheses about this observed age-related decline in the(More)