There is an 'Eye' in Team: Exploring the Interplay Between Emotion, Gaze Behavior and Collective Efficacy in Team Sport Settings

Little is understood about the attentional mechanisms that lead to perceptions of collective efficacy. This paper presents two studies that address this lack of understanding. Study 1 examined participants (N = 59) attentional processes relating to positive, neutral or negative emotional facial photographs, when instructed to select their ‘most confident’ or ‘least confident’ team. Eye gaze metrics of first fixation duration (FFD), fixation duration (FD) and fixation count (FC) were measured alongside individual perceptions of collective efficacy and emotional valence of the teams selected. Participants had shorter FFD, longer FD, and more FC on positive faces when instructed to select their most confident team (p < .05). Collective efficacy and emotional valence were significantly greater when participants selected their most confident team (p < .05). Study 2 explored the influence of video content familiarity of team-based observation interventions on attentional processes and collective efficacy in interdependent team-sport athletes (N = 34). When participants were exposed to familiar (own team/sport) and unfamiliar (unknown team/sport) team-based performance video, eye tracking data revealed similar gaze behaviours for the two conditions in terms of areas of interest. However, collective efficacy increased most for the familiar condition. Study 1 results indicate that the emotional expressions of team members influence both where and for how long we look at potential team members, and that conspecifics’ emotional expression impacts on our perceptions of collective efficacy. For Study 2, given the apparent greater increase in collective efficacy for the familiar condition, the similar attentional processes evident for familiar and unfamiliar team footage suggests that differences in meaning of the observed content dictates collective efficacy perceptions. Across both studies, the findings indicate the importance of positive emotional vicarious experiences when using team-based observation interventions to improve collective efficacy in teams.

The Role of Language in Nonlinguistic Stimuli: Comparing Inhibition in Children With Language Impairment

Purpose There is conflicting evidence regarding if and how a deficit in executive function may be associated with developmental language impairment (LI). Nonlinguistic stimuli are now frequently used when testing executive function to avoid a language confound. However, it is possible that increased stimulus processing demands for nonlinguistic stimuli may also compound the complexity of the relationship between executive function and LI. The current study examined whether variability across nonlinguistic auditory stimuli might differentially affect inhibition and whether performance differs between children with and without language difficulties. Method Sixty children, aged 8–14 years, took part in the study: 20 typically developing children, 20 children with autism spectrum disorder, and 20 children with specific LI. For the purposes of assessing the role of language, children were further categorized based on language ability: 33 children with normal-language (NL) ability and 27 children with LI. Children completed a go/no-go task with 2 conditions comparing nonlinguistic auditory stimuli: 2 abstract sounds and 2 familiar sounds (duck quack and dog bark). Results There was no significant difference for diagnostic category. However, there was a significant interaction between language ability and condition. There was no significant difference in the NL group performance in the abstract and familiar sound conditions. In contrast, the group with LI made significantly more errors in the abstract condition compared with the familiar condition. There was no significant difference in inhibition between the NL group and the group with LI in the familiar condition; however, the group with LI made significantly more errors than the NL group in the abstract condition. Conclusions Caution is needed in stimuli selection when examining executive function skills because, although stimuli may be selected on the basis of being “nonlinguistic and auditory,” the type of stimuli chosen can differentially affect performance. The findings have implications for the interpretation of deficits in executive function as well as the selection of stimuli in future studies.

Observation Interventions as a Means to Manipulate Collective Efficacy in Groups

The purpose of this multistudy investigation was to examine observation as an intervention for the manipulation of individual collective efficacy beliefs. Study 1 compared the effects of positive, neutral, and negative video footage of practice trials from an obstacle course task on collective efficacy beliefs in assigned groups. The content of the observation intervention (i.e., positive, neutral, and negative video footage) significantly influenced the direction of change in collective efficacy (p < .05). Study 2 assessed the influence of content familiarity (own team/sport vs. unfamiliar team/sport) on individual collective efficacy perceptions when observing positive footage of competitive basketball performance. Collective efficacy significantly increased for both the familiar and unfamiliar conditions postintervention, with the largest increase for the familiar condition (p < .05). The studies support the use of observation as an intervention to enhance individual perceptions of collective efficacy in group-based activities. The findings suggest that observations of any group displaying positive group characteristics are likely to increase collective efficacy beliefs; however, observation of one’s own team leads to the greatest increases.

Children in Asian cultures say yes to yes—no questions: Common and cultural differences between Vietnamese and Japanese children

We investigated whether children's response tendency toward yes—no questions concerning objects is a common phenomenon regardless of languages and cultures. Vietnamese and Japanese 2- to 5-year-old ( N = 108) were investigated. We also examined whether familiarity with the questioning issue has any effect on Asian children's yes bias. As the result, Asian children showed a yes bias to yes—no questions. The children's response tendency changes dramatically with their age: Vietnamese and Japanese 2- and 3-year-olds showed a yes bias, but 5-year-olds did not. However, Asian 4-year-olds also showed a yes bias only in the familiar condition. Also, Asian children showed a stronger yes bias in the familiar condition than the unfamiliar condition. These two findings in Asian children were different from the previous finding investigated North American children (Fritzley & Lee, 2003). Moreover, there was a within-Asian cross-cultural difference. Japanese children showed different response tendencies, which were rarely observed in Vietnamese children. Japanese 2-year-olds and some 3-year-olds showed a “no answer” response: they tended not to respond to an interviewer's questions. Japanese 4- and 5-year-olds also showed an “I don't know” response when they were asked about unfamiliar objects. Japanese children tended to avoid a binary decision. We discussed the cross-cultural differences.

Context Effects on Pitch Perception in Musicians and Nonmusicians: Evidence from Event-Related-Potential Recordings

Behavioral evidence indicates that musical context facilitates pitch discrimination. In the present study, we sought to determine whether pitch context and its familiarity might affect brain responses to pitch change even at the preattentive level. Ten musicians and 10 nonmusicians, while concentrating on reading a book, were presented with sound stimuli that had an infrequent (p = 15%) pitch shift of 144 Hz. In the familiar condition, the infrequent third-position deviant changed the mode (major vs. minor) of the five-tone pattern. In the unfamiliar condition, patterns were formed from five arithmetically determined tone frequencies, the deviant not causing any change of mode. The no-context condition included only third-position tones. All deviants elicited the change-specific mismatch negativity component of the event-related potentials in both groups of subjects. In both musicians and nonmusicians, pitch change in the familiar condition evoked larger mismatch negativity amplitude than the change in the unfamiliar condition and, correspondingly, larger mismatch negativity in the unfamiliar condition than in the no-context condition. This suggests that preattentive pitch-change processing is generally enhanced in a familiar context. Moreover, the latency of the mismatch negativity was shorter for musicians than for nonmusicians in both the familiar and unfamiliar conditions, whereas no difference between groups was observed in the no-context condition. This finding indicates that, in response to sequential structured sound events, the auditory system reacts faster in musicians than in nonmusicians.

The Heterotic Life of the D-Particle

We study the dynamics of D-particles (D0-branes) in type I' string theory and of the corresponding states in the dual heterotic description. We account for the presence of the two eight-orientifolds (eight-dimensional orientifold planes) and sixteen D8-branes by deriving the appropriate quantum mechanical system. We recover the familiar condition of eight D8-branes for each eight-orientifold. We investigate bound states and compute the phase shifts for the scattering of such states and find that they agree with the expectations from the supergravity action. In the type I' regime we study the motion transverse to the eight-orientifold and find an interesting cancellation effect.