RESUMEN
There has been a rapid recent growth in academic attempts to summarise, understand, and predict the taste profile matching complex images that incorporate multiple visual design features. While there is now ample research to document the patterns of vision-taste correspondences involving individual visual features (such as colour and shape curvilinearity in isolation), little is known about the taste associations that may be primed when multiple visual features are presented simultaneously. This narrative historical review therefore presents an overview of the research that has examined, or provided insights into, the interaction of graphic elements in taste correspondences involving colour, shape attributes, texture, and other visual features. The empirical evidence is largely in line with the predictions derived from the proposed theories concerning the origins of crossmodal correspondences; the component features of a visual stimulus are observed to contribute substantially to its taste expectations. However, the taste associated with a visual stimulus may sometimes deviate from the taste correspondences primed by its constituent parts. This may occur when a new semantic meaning emerges as multiple features are displayed together. Some visual features may even provide contextual cues for observers, thus altering the gustatory information that they associate with an image. A theoretical framework is constructed to help more intuitively predict and conceptualise the overall influence on taste correspondences when visual features are processed together as a combined image.
RESUMEN
People tend to associate abstract visual features with basic taste qualities. This narrative historical review critically evaluates the literature on these associations, often referred to as crossmodal correspondences, between basic tastes and visual design features such as color hue and shape curvilinearity. The patterns, discrepancies, and evolution in the development of the research are highlighted while the mappings that have been reported to date are summarized. The review also reflects on issues of cross-cultural validity and deviations in the matching patterns that are observed when correspondences are assessed with actual tastants versus with verbal stimuli. The various theories that have been proposed to account for different classes of crossmodal correspondence are discussed, among which the statistical and affective (or emotional-mediation) accounts currently appear most promising. Several critical research questions for the future are presented to address the gaps that have been identified in the literature and help validate the popular theories on the origin and operations of visual-taste correspondences.
RESUMEN
Children are frequently witnesses of crime. In the witness literature and legal systems, children are often deemed to have unreliable memories. Yet, in the basic developmental literature, young children can monitor their memory. To address these contradictory conclusions, we reanalyzed the confidence-accuracy relationship in basic and applied research. Confidence provided considerable information about memory accuracy, from at least age 8, but possibly younger. We also conducted an experiment where children in young (4-6 years), middle (7-9 years), and late (10-17 years) childhood (N = 2,205) watched a person in a video and then identified that person from a police lineup. Children provided a confidence rating (an explicit judgment) and used an interactive lineup-in which the lineup faces can be rotated-and we analyzed children's viewing behavior (an implicit measure of metacognition). A strong confidence-accuracy relationship was observed from age 10 and an emerging relationship from age 7. A constant likelihood ratio signal-detection model can be used to understand these findings. Moreover, in all ages, interactive viewing behavior differed in children who made correct versus incorrect suspect identifications. Our research reconciles the apparent divide between applied and basic research findings and suggests that the fundamental architecture of metacognition that has previously been evidenced in basic list-learning paradigms also underlies performance on complex applied tasks. Contrary to what is believed by legal practitioners, but similar to what has been found in the basic literature, identifications made by children can be reliable when appropriate metacognitive measures are used to estimate accuracy. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
