Author(s):  
James S. Uleman ◽  
S. Adil Saribay

“Initial impressions” bring together personality and social psychology like no other field of study—“personality” because (1) impressions are about personalities, and (2) perceivers’ personalities affect these impressions; and “social” because (3) social cognitive processes of impression formation, and (4) sociocultural contexts have major effects on impressions. To make these points, we first review how people explicitly describe others: the terms we use, how these descriptions reveal our theories about others, the important roles of traits and types (including stereotypes) in these descriptions, and other prominent frameworks (e.g., narratives and social roles). Then we highlight recent research on the social cognitive processes underlying these descriptions: automatic and controlled attention, the many effects of primes (semantic and affective) and their dependence on contexts, the acquisition of valence, spontaneous inferences about others, and the interplay of automatic and control processes. Third, we examine how accurate initial impressions are, and what accuracy means, as well as deception and motivated biases and distortions. Fourth, we review recent research on effects of target features, perceiver features, and relations between targets and perceivers. Finally, we look at frameworks for understanding explanations, as distinct from descriptions: attribution theory, theory of mind, and simulation theory.


Author(s):  
Anna MacKay-Brandt ◽  
Tina Trudel
Keyword(s):  

2013 ◽  
Vol 31 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Janet Giehl ◽  
Gesa Meyer-Brandis ◽  
Miriam Kunz ◽  
Stefan Lautenbacher

2013 ◽  
Vol 28 (3) ◽  
pp. 520-529 ◽  
Author(s):  
Alissa J. Ellis ◽  
Tony T. Wells ◽  
W. Michael Vanderlind ◽  
Christopher G. Beevers

2006 ◽  
Vol 29 (2) ◽  
pp. 135-136 ◽  
Author(s):  
Richard P. Heitz ◽  
Thomas S. Redick ◽  
David Z. Hambrick ◽  
Michael J. Kane ◽  
Andrew R. A. Conway ◽  
...  

Blair equates the constructs of working memory (WM), executive function, and general fluid intelligence (gF). We argue that there is good reason not to equate these constructs. We view WM and gF as separable but highly related, and suggest that the mechanism behind the relationship is controlled attention – an ability that is dependent on normal functioning of the prefrontal cortex.


2021 ◽  
Author(s):  
SHIH-CHUN KAO ◽  
Yu-Jung Tsaii ◽  
Sara Schmitt ◽  
Tsung-Min Hung

The present study examined the associations of physical fitness and motorcompetence with P3 and alpha desynchronization (ERD), two neuroelectric indices ofbrain development underlying controlled attention, in 4-6 year-old preschool children. Allparticipants completed physical fitness and motor competence test batteries and anauditory oddball task while electroencephalogram (EEG) was recorded. Resultsrevealed that increased muscular power, muscular endurance, physical fitness, andmotor competence were associated better attentional task performance. Analysis onneuroelectric indices showed that muscular endurance was related to increased P3amplitude, while the increases in physical fitness and motor competence wereassociated with greater upper alpha (10-12 Hz) ERD following the stimulus evaluationand response selection. Further, the negative associations of physical fitness and motorcompetence with task response time were mediated by the upper alpha ERD. Thesefindings highlight the importance of early childhood motor competence and physicalfitness, especially muscular endurance, to neurocognitive function.


Children ◽  
2021 ◽  
Vol 8 (10) ◽  
pp. 922
Author(s):  
Hsin-Yung Chen ◽  
Ling-Fu Meng ◽  
Yawen Yu ◽  
Chen-Chi Chen ◽  
Li-Yu Hung ◽  
...  

This research surveyed the characteristics of the developmental traits of impulse control behavior in children through parent-report questionnaires. After matching for gender and attention behavior, as well as controlling for variables (motor and perception) which might confound impulse control, 710 participants (355 girls and 355 boys; grade, 1–5; age, 7–12 years) were recruited from a database of 1763 children. Results demonstrated that there was a significant difference between grade 1 and grade 5 in impulse control. Conversely, no significant differences were found when comparing other grades. The present findings indicate that a striking development of impulse control occurs from grade 4 to 5. Moreover, the plateau of impulse control development from grade 1 to 4 implies that a long transition period is needed to prepare children to develop future impulse control. In conclusion, the age-dependent maturation associated with stage-wise development is a critical characteristic of impulse control development in school age children. Further discussions are made regarding this characteristic, such as from the perspective of frontal lobe development.


Sign in / Sign up

Export Citation Format

Share Document