Darwin Muir
Biographic Data
| ID | 5757786 |
|---|---|
| NAME | Darwin Muir |
| GIVEN NAMES | Darwin |
| FAMILY NAME | Muir |
| SIGNATURE | MUIR D |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 2 |
The Still‐Face Effect: Methodological Issues and New Applications
Over the last 25 years, the seemingly simple still‐face phenomenon has elicited a tremendous amount of empirical and theoretical work. Adamson and Frick (2003/this issue) provide a comprehensive review and in‐depth analysis of this large body of research. In our commentary, we focus on 3 major points. First, we described several methods to define operationally the still‐face effect. Second, we noted the important role of adult touch in the still‐…
Three-year-olds' difficulty with the appearance–reality distinction: Is it real or is it apparent
Four experiments investigated 3-year-olds' understanding of the appearance-reality distinction using both J. Flavell, F. Green, and J. Flavell's (1986) typical verbal response paradigm and a new, nonverbal response paradigm. Both paradigms require verbal questioning, but the former involves a verbal response and the latter a nonverbal one. In the nonverbal paradigm, children were shown a deceptive object and asked to respond, nonverbally, to 2 di…
"Children's use of triadic eye gaze information for "mind reading
Five experiments examined children's use of eye gaze information for "mind-reading" purposes, specifically, for inferring another person's desire. When presented with static displays in the first 3 experiments, only by 4 years of age did children use another person's eye direction to infer desires, although younger children could identify the person's focus of attention. Further, 3-year-olds were capable of inferring desire from other nonverbal c…
"Children's use of triadic eye gaze information for "mind reading
Five experiments examined children's use of eye gaze information for "mind-reading" purposes, specifically, for inferring another person's desire. When presented with static displays in the first 3 experiments, only by 4 years of age did children use another person's eye direction to infer desires, although younger children could identify the person's focus of attention. Further, 3-year-olds were capable of inferring desire from other nonverbal c…
Three-year-olds' difficulty with the appearance–reality distinction: Is it real or is it apparent
Four experiments investigated 3-year-olds' understanding of the appearance-reality distinction using both J. Flavell, F. Green, and J. Flavell's (1986) typical verbal response paradigm and a new, nonverbal response paradigm. Both paradigms require verbal questioning, but the former involves a verbal response and the latter a nonverbal one. In the nonverbal paradigm, children were shown a deceptive object and asked to respond, nonverbally, to 2 di…
"Children's use of triadic eye gaze information for "mind reading
Five experiments examined children's use of eye gaze information for "mind-reading" purposes, specifically, for inferring another person's desire. When presented with static displays in the first 3 experiments, only by 4 years of age did children use another person's eye direction to infer desires, although younger children could identify the person's focus of attention. Further, 3-year-olds were capable of inferring desire from other nonverbal c…
Three-year-olds' difficulty with the appearance–reality distinction: Is it real or is it apparent
Four experiments investigated 3-year-olds' understanding of the appearance-reality distinction using both J. Flavell, F. Green, and J. Flavell's (1986) typical verbal response paradigm and a new, nonverbal response paradigm. Both paradigms require verbal questioning, but the former involves a verbal response and the latter a nonverbal one. In the nonverbal paradigm, children were shown a deceptive object and asked to respond, nonverbally, to 2 di…
The Still‐Face Effect: Methodological Issues and New Applications
Over the last 25 years, the seemingly simple still‐face phenomenon has elicited a tremendous amount of empirical and theoretical work. Adamson and Frick (2003/this issue) provide a comprehensive review and in‐depth analysis of this large body of research. In our commentary, we focus on 3 major points. First, we described several methods to define operationally the still‐face effect. Second, we noted the important role of adult touch in the still‐…
Cognitive psychology (3 works) · Developmental psychology (3 works) · Face Recognition and Perception (3 works) · Psychology (3 works) · Child and Animal Learning Development (2 works) · Linguistics (2 works) · Nonverbal communication (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Association (psychology (1 works)