Toddlers' sensitivity to dominance traits from faces.

In adults, seeing individual faces is sufficient to trigger dominance evaluations, even when conflict is absent. From early on, infants represent dyadic dominance relations and they can infer conflict outcomes based on a variety of cues. To date, it is unclear if toddlers also make automatic dominance trait evaluations of individual faces. Here we asked if toddlers are sensitive to dominance traits from faces, and whether their sensitivity depends on their face experience. We employed a visual preference paradigm to study 18- and 24-month-old toddlers' sensitivity to dominance traits from three types of faces: artificial, male, female. When presented with artificial faces (Experiment 1), 18- and 24-month-olds attended longer to the non-dominant faces, but only when they were in upright orientation. For real male faces (Experiment 2), toddlers showed equivalent looking durations to the dominant and non-dominant upright faces. However, when looking at female faces (Experiment 3), toddlers displayed a visual preference for the upright non-dominant faces at 24 months. To our knowledge, this is the first study to show that toddlers already display sensitivity to facial cues of dominance from 18 months of age, at least for artificial face stimuli.

Human and animal dominance hierarchies show a pyramidal structure guiding adult and infant social inferences.

This study investigates the structure of social hierarchies. We hypothesized that if social dominance relations serve to regulate conflicts over resources, then hierarchies should converge towards pyramidal shapes. Structural analyses and simulations confirmed this hypothesis, revealing a triadic-pyramidal motif across human and non-human hierarchies (114 species). Phylogenetic analyses showed that this pyramidal motif is widespread, with little influence of group size or phylogeny. Furthermore, nine experiments conducted in France found that human adults (N = 120) and infants (N = 120) draw inferences about dominance relations that are consistent with hierarchies' pyramidal motif. By contrast, human participants do not draw equivalent inferences based on a tree-shaped pattern with a similar complexity to pyramids. In short, social hierarchies exhibit a pyramidal motif across a wide range of species and environments. From infancy, humans exploit this regularity to draw systematic inferences about unobserved dominance relations, using processes akin to formal reasoning.

Learning from illusions: From perception studies to perspective-taking interventions.

Visual illusions have always fascinated people but they have often been confined to the field of entertainment. Although philosophers, psychologists and neuroscientists have used them to explore the bases of human perception and to teach about vision, these attractive tools have still remained largely underexploited. The goal of the present paper is to argue that visual illusions can also serve as a powerful medium to question our relation to the world and to others, as they demonstrate that we do not fully perceive reality and that each interpretation of the world may be equally sound. Further, specific 3D visual illusions, such as 3D ambiguous objects that give rise to two specific interpretations, enable the viewer to realize that their perception is tied to their viewing point, and that this may also apply to social cognition and interactions. Specifically, this low-level embodied experience should generalize to other levels and enhance the consideration of others' perspective independently of the type of representations. Therefore, the use of illusions in general, and 3D ambiguous objects in particular, constitutes an avenue for future interventions designed to increase our perspective-taking abilities and the pacification of social relations through mutual understanding, which is particularly relevant in the current era.

Cross-cultural study of kinship premium and social discounting of generosity.

Social discounting predicts that one's concern for others decreases with increasing social distance. Cultural dimensions may influence this social behavior. Here, we used a dictator game, in which the participants and real members of their social entourage profited from the partition of the endowments determined by the participant, to compare how Chinese and French university students shared endowments with people at different social distances. We tested two hypotheses based on the concepts of kinship premium and cultural collectivism. Stronger ties between close family members were expected among Chinese. This may predict a larger "kinship premium," i.e., increased generosity to family members at close social distances, in Chinese relative to French participants. Similarly, because collectivism is thought to be stronger in Asian than western societies, greater generosity at larger social distances might also be expected among Chinese participants. The results showed that Chinese were more generous than French at close social distances but discounted more as social distance increased. This difference between French and Chinese was confined to family members and no significant difference in generosity was observed between French and Chinese for non-family members at any social distance. Our findings evidence a stronger kinship premium among Chinese than French students, and no significant effect of cultural collectivism.

Does nonviolent communication education improve empathy in French medical students?

OBJECTIVES: To evaluate the impact of nonviolent communication (NVC) training on five aspects of medical students' empathy skills using implicit and explicit measures. METHODS: 312 third-year French medical students were randomly allocated to an intervention group (n = 123) or a control group (n = 189). The intervention group received 2.5 days of NVC training. For each group, empathy-related skills were measured implicitly using three cognitive tests (Visuo-Spatial Perspective Taking, Privileged Knowledge, Empathy for Pain evaluation) and explicitly using two self-rating questionnaires (Jefferson Scale of Physician Empathy, Empathy Quotient). Both groups completed tests and questionnaires before (pre-test) and three months after training (post-test). Responses were collected via online software, and data were analyzed using paired linear mixed models and Bayes Factors. RESULTS: We found a significant increase in the Jefferson  Scale of Physician Empathy (JSPE) score between pre- and post-tests in the intervention group compared to the control group (linear mixed models: 0.95 points [0.17, 1.73], t(158) = 2.39, p < 0.05), and an expected gender effect whereby females had higher JSPE scores (1.57 points [0.72, 2.42], t(262) = -3.62, p < 0.001). There was no interaction between these two factors. CONCLUSIONS: Our results show that brief training in nonviolent communication improves subjective empathy three months after training. These results are promising for the long-term effectiveness of NVC training on medical students' empathy and call for the introduction of NVC training in medical school. Further studies should investigate whether longer training will produce larger and longer-lasting benefits.

The Influence of Language on Spatial Reasoning: Reading Habits Modulate the Formulation of Conclusions and the Integration of Premises.

In the present study, we explore how reading habits (e.g., reading from left to right in French or reading from right to left in Arabic) influence the scanning and the construction of mental models in spatial reasoning. For instance, when participants are given a problem like A is to the left of B; B is to the left of C, what is the relation between A and C? They are assumed to construct the model: A B C. If reading habits influence the scanning process, then readers of French should inspect models from left to right, whereas readers of Arabic should inspect them from right to left. The prediction following this analysis is that readers of French should be more inclined to produce "left" conclusions (i.e., A is to the left of C), whereas readers of Arabic should be more inclined to produce "right" conclusions (i.e., C is to the right of A). Furthermore, one may expect that readers of French show a greater ease in constructing models following a left-to-right direction than models following a right-to-left direction, whereas an opposite pattern might be expected for readers of Arabic. We tested these predictions in two experiments involving French and Yemeni participants. Experiment 1 investigated the formulation of conclusions from spatial premises, and Experiment 2, which was based on non-linguistic stimuli, examined the time required to construct mental models from left to right and from right to left. Our results show clear differences between the two groups. As expected, the French sample showed a strong left-to-right bias, but the Yemeni sample did not show the reverse bias. Results are discussed in terms of cultural influences and universal mechanisms.

Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System.

Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage  = 5-6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage  = 3-6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.

[The gender of power in children's representations]. / L'enfance du pouvoir - Une question de genre ?

Gender studies have largely described social practices that lead to an imbalance of power between girls and boys during childhood. However, little is known about how children represent asymmetries in mixed-gender relationships. Do they expect that males are more likely to exert power on females than vice versa? And if so, does this awareness change depending on children's age, gender, or the country in which they grow up? We present herein an empirical study, recently published in Sex Roles, that addresses these issues. This study included 3- to 6-year-old children, and showed that children from different countries (Norway, Lebanon, France) associate power and masculinity, although it also indicates that girls are less inclined than boys to make this association. We then discuss the worries that children's beliefs of a gendered power may elicit.

TITLE: L'enfance du pouvoir - Une question de genre ? ABSTRACT: Les études de genre ont largement décrit les pratiques sociales qui conduisent, dès l'enfance, à un déséquilibre de pouvoir entre les filles et les garçons. On sait cependant peu de choses sur la manière dont les enfants eux-mêmes se représentent ce déséquilibre. Ont-ils la conscience de la fréquence plus importante du pouvoir masculin ? Et si oui, cette conscience change-t-elle en fonction de l'âge, du genre de l'enfant ou du pays dans lequel il grandit ? Afin de répondre à ces questions, nous présentons et discutons une étude empirique récente, qui montre que, dès 4 ans, des enfants issus de pays différents (Norvège, Liban, France) associent pouvoir et masculinité, mais que les filles sont moins enclines que les garçons à faire cette association. Nous examinons ensuite les craintes que les croyances enfantines d'un pouvoir genré peuvent susciter.

Sympathy for the underdog: people are inclined to adopt the emotional perspective of powerless (versus powerful) others.

Upon learning of the story of Cinderella, most people spontaneously adopt the emotional perspective of this helpless young woman rather than of her older sisters who oppress her. The present research examines whether this pattern reveals a general human tendency to empathise more with the emotions of individuals with low (versus high) power. Six experiments (N = 878) examined how power influences the focus of people's emotional attributions. Participants were presented with situations in which one character exercised power over another one and had to resolve a referential ambiguity by considering the perspective of one or the other character. Results show that participants largely privileged the emotional states of the low-power character over those of the high-power character. This effect was observed with different types of stimuli (comics and video clips), with high- and low-power roles attributed to pairs of different genders (Experiments 1-4) or same gender (Experiments 5-6). Finally, the tendency persisted - though it was reduced - when participants adopted a less passive role with respect to the characters (Experiment 3) and when power occurred in a less despotic way (Experiment 6). Results are discussed with respect to social attention and sensitivity to fairness.

How occupational status influences the processing of faces: An EEG study.

This study examines the influence of social hierarchy on the neural electrophysiological responses to faces. In contrast with earlier EEG studies that typically manipulate social rank through competitive situations, we implemented hierarchy through occupational status and thus contrasted faces associated with high- vs. low-status (e.g. lawyer vs. waiter). Since social hierarchies are largely intertwined with gender, both female and male faces were used as stimuli, and both female and male participants were tested. The procedure consisted in presenting a status label before the face it was associated with. The analyses focused mainly on two components that have been shown to be modulated by competitive hierarchies and other social contexts, namely the N170 and the Late Positive Potential (LPP). The results indicated that gender, but not status, modulated the N170 amplitude. Moreover, high-status faces elicited larger LPP amplitude than low-status faces but this difference was driven by female participants. This gender effect is discussed in line with research showing that women and men are sensitive to different kinds of hierarchy. Methodological differences are considered to account for the discrepancy between studies that find an effect of hierarchy on the N170 and those that do not.

[Children's politics and the hierarchy dilemma]. / La politique de l'enfant et le dilemme de la hiérarchie.

Hierarchy is a recurrent feature of social life. From an early age, children are confronted with power relationships wherein a dominant individual imposes his/her will to a subordinate individual. Recent research has shown that young children develop sophisticated abilities in understanding power. However, little is known about how young children react to power-based inequality. Do they consider a dominant should be favored so as to strenghten the status quo ? Or do they consider that the subordinate must be favored to conteract a social inequality? In the current paper, I present and discuss a recent study, published in Developmental Psychology, that investigates this issue.

An Integrative Interdisciplinary Perspective on Social Dominance Hierarchies.

In the course of evolution, social dominance has been a strong force shaping the organization of social systems in many species. Individuals with a better ability to represent social dominance relationships and to adapt their behavior accordingly usually achieve better access to resources, hence providing benefits in terms of reproduction, health, and wellbeing. Understanding how and to what extent our brains are affected by social dominance requires interdisciplinary efforts. Here, we integrate findings from social neuroscience, evolutionary biology, and developmental psychology to highlight how social hierarchies are learned and represented in primates. We also review neuropharmacological findings showing how dopamine, serotonin, and testosterone influence social hierarchies and we emphasize their key clinical implications on vulnerabilities to neuropsychiatric disorders.

Scalar Implicatures: The Psychological Reality of Scales.

Scalar implicatures, the phenomena where a sentence like "The pianist played some Mozart sonatas" is interpreted, as "The pianist did not play all Mozart sonatas" have been given two different analyses. Neo-Griceans (NG) claim that this interpretation is based on lexical scales (e.g., ), where the stronger term (e.g., all) implies the weaker term (e.g., some), but the weaker term (e.g., some) implicates the negation of the stronger term (i.e., some = not all). Post-Griceans (PG) deny that this is the case and offer a context-based inferential account for scalar implicatures. While scalar implicatures have been extensively investigated, with results apparently in favor of PG accounts, the psychological reality of lexical scales has not been put to the test. This is what we have done in the present experiment, with a lexical decision task using lexical scales in a masked priming paradigm. While PG accounts do not attribute any role for lexical scales in the computation of scalar implicatures, NG accounts suggest that lexical scales are the core mechanism behind the computation of scalar implicatures, and predict that weaker terms in a scale should prime stronger terms more than the reverse because stronger words are necessary to the interpretation of weaker words, while stronger words can be interpreted independently of weaker words. Our results provided evidence in favor of the psychological existence of scales, leading to the first clear experimental support for the NG account.

Children's allocation of resources in social dominance situations.

Two experiments with preschoolers (36 to 78 months) and 8-year-old children (Experiment 1, N = 173; Experiment 2, N = 132) investigated the development of children's resource distribution in dominance contexts. On the basis of the distributive justice literature, 2 opposite predictions were tested. Children could match resource allocation with the unequal social setting they observe and thus favor a dominant individual over a subordinate 1. Alternatively, children could choose to compensate the subordinate if they consider that the dominance asymmetry should be counteracted. Two experiments using a giving task (Experiment 1) and a taking task (Experiment 2) led to the same results. In both experiments, children took dominance into account when allocating resources. Moreover, their distributive decisions were similarly affected by age: Although 3- and 4-year-old children favored the dominant individual, 5-year-old children showed no preference and 8-year-old children strongly favored the subordinate. Several mechanisms accounting for this developmental pattern are discussed. (PsycINFO Database Record

The boss is always right: Preschoolers endorse the testimony of a dominant over that of a subordinate.

Recent research has shown that young children rely on social cues to evaluate testimony. For instance, they prefer to endorse testimony provided by a consensual group than by a single dissenter. Given that dominance is pervasive in children's social environment, it can be hypothesized that children also use dominance relations in their selection of testimony. To test this hypothesis, a dominance asymmetry was induced between two characters either by having one repeatedly win in physical contests (physical power; Experiment 1) or by having one repeatedly impose her goals on the other (decisional power; Experiment 2). In two subsequent testimony tasks, 3- to 5-year-old children significantly tended to endorse the testimony of the dominant over that of the subordinate. These results suggest that preschoolers take dominance into account when evaluating testimony. In conclusion, we discuss two potential explanations for these findings.

Context in Generalized Conversational Implicatures: The Case of Some.

There is now general agreement about the optionality of scalar implicatures: the pragmatic interpretation will be accessed depending on the context relative to which the utterance is interpreted. The question, then, is what makes a context upper- (vs. lower-) bounding. Neo-Gricean accounts should predict that contexts including factual information will enhance the rate of pragmatic interpretations. Post-Gricean accounts should predict that contexts including psychological attributions will enhance the rate of pragmatic interpretations. We tested two factors using the quantifier scale : (1) the existence of factual information that facilitates the computation of pragmatic interpretations in the context (here, the cardinality of the domain of quantification) and (2) the fact that the context makes the difference between the semantic and the pragmatic interpretations of the target sentence relevant, involving psychological attributions to the speaker (here a question using all). We did three experiments, all of which suggest that while cardinality information may be necessary to the computation of the pragmatic interpretation, it plays a minor role in triggering it; highlighting the contrast between the pragmatic and the semantic interpretations, while it is not necessary to the computation of the pragmatic interpretation, strongly mandates a pragmatic interpretation. These results favor Sperber and Wilson's (1995) post-Gricean account over Chierchia's (2013) neo-Gricean account. Overall, this suggests that highlighting the relevance of the pragmatic vs. semantic interpretations of the target sentence makes a context upper-bounding. Additionally, the results give a small advantage to the post-Gricean account.

The influence of power and reason on young Maya children's endorsement of testimony.

Two important parenting strategies are to impose one's power and to use reasoning. The effect of these strategies on children's evaluation of testimony has received very little attention. Using the epistemic vigilance framework, we predict that when the reasoning cue is strong enough it should overcome the power cue. We test this prediction in a population for which anthropological data suggest that power is the prominent strategy while reasoning is rarely relied on in the interactions with children. In Experiment 1, 4- to 6-year-old children from a traditional Maya population are shown to endorse the testimony supported by a strong argument over that supported by a weak argument. In Experiment 2, the same participants are shown to follow the testimony of a dominant over that of a subordinate. The participants are then shown to endorse the testimony of a subordinate who provides a strong argument over that of a dominant who provides either a weak argument (Experiment 3) or no argument (Experiment 4). Thus, when the power and reasoning cues conflict, reasoning completely trumps power.

Preschoolers' understanding of merit in two Asian societies.

Recent research in moral psychology have suggested that children make judgments about distributive justice early on in development, and in particular they appear to be able to use merit when distributing the benefits of a collective action. This prediction has recently been validated in various western cultures but it is unknown whether it also applies to more collectivistic cultures, in which the group might be favoured over the individual, and need over merit. Here, we investigate merit-based distributions among 81 children belonging to two Asian societies, China and Japan (mean age = 5.0 years). In line with the idea that children's moral psychology develops early, we found that Chinese and Japanese children are able to use merit to distribute the benefits of a collective action.

Neural interaction between logical reasoning and pragmatic processing in narrative discourse.

Logical connectives (e.g., or, if, and not) are central to everyday conversation, and the inferences they generate are made with little effort in pragmatically sound situations. In contrast, the neural substrates of logical inference-making have been studied exclusively in abstract tasks where pragmatic concerns are minimal. Here, we used fMRI in an innovative design that employed narratives to investigate the interaction between logical reasoning and pragmatic processing in natural discourse. Each narrative contained three premises followed by a statement. In Fully-deductive stories, the statement confirmed a conclusion that followed from two steps of disjunction-elimination (e.g., Xavier considers Thursday, Friday, or Saturday for inviting his girlfriend out; he removes Thursday before he rejects Saturday and declares "I will invite her out for Friday"). In Implicated-premise stories, an otherwise identical narrative included three premises that twice removed a single option from consideration (i.e., Xavier rejects Thursday for two different reasons). The conclusion therefore necessarily prompts an implication (i.e., Xavier must have removed Saturday from consideration as well). We report two main findings. First, conclusions of Implicated-premise stories are associated with more activity than conclusions of Fully-deductive stories in a bilateral frontoparietal system, suggesting that these regions play a role in inferring an implicated premise. Second, brain connectivity between these regions increases with pragmatic abilities when reading conclusions in Implicated-premise stories. These findings suggest that pragmatic processing interacts with logical inference-making when understanding arguments in narrative discourse.