Investigating infant expectation on object search tasks
subject: Chi-squared, Correlation, Factor analysis, Linear mixed effects modelling
description: The current study aims to distinguish between Piaget’s (1954) theory of object understanding, highlighting the role of object permanence on A not B task performance, and Diamond’s (1985) theory highlighting the role of motor demands and lack of ability to inhibit habitual behaviours during the task. These two theories differ in their predictions for the expectations of the infants taking part, with Piaget (1954) predicting that infants’ lack of object permanence causes poor performance on the task and Diamond (1985) predicting that infants understand the movement of objects and a lack of inhibition of habitual behaviours cause error in performance. We tested 15 nine-month-old infants on a looking version of the A not B task. The use of impossible and possible outcomes was also incorporated on B trials, with the object being revealed from either the correct or incorrect location (e.g., see Ahmed & Ruffman, 1998). Infant first look direction, accumulated looking time during trials and the number of social looks initiated post-outcome, were used as measures. We found significant evidence of the ‘AB’ error during trials, with a significantly increased number of incorrect first looks on B trials. There was also a descriptive pattern showing surprise at object location reveals with increased number of social looks during B compared to A trials, though this was not significant. Accumulated looking analysis showed that infants looked longer on A than B trials, suggesting that infants expected the object to be in location B on B trials, demonstrating infants’ ability to understand objects and supporting Diamond’s (1985) theory. However, implications for a small sample size and presence of individual differences on interpretation of looking time data are discussed. Implications in theory and future research are suggested and overall, results provide support for the application of Piaget’s (1954) theory and suggest that infants have limited object understanding based on their …
creator: Leah Murphy
source: 3.1. Participants In this study, 15 participants took part, aged 8 months and 12 days to 9 months and 27 days old (M = 9 months and 3 days, SD= 11.3 days). Six further infants were excluded from data analysis as they became too fussy to complete the study. Participants were recruited from the Lancaster Baby lab database, along with the Lancaster Baby lab Facebook page and were also recruited via word of mouth from guardians taking part in the study. 3.2. Materials The video stimuli were created using Canva software (Canva.com, 2023) and was uploaded onto ‘Habit 2’ software (see Oakes et al., 2019) to display the stimuli during testing and to measure the accumulated looking time of the infant participants. The stimuli involved a novel object obtained from the NOUN database (Horst & Hout, 2016). A camera was used to record the social looks exchanged between the infant and guardian, as well as the direction of the infants’ first looks during testing. 3.3. Design This study had a within-subjects design, with all participants being exposed to the same experimental conditions and the same stimuli. To counterbalance for location effects, half of the participants witnessed A trials being hidden in the box on the left, whilst the other half witnessed the object being hidden in the box on the right during A trials. The presentation of the accurate and inaccurate B trials was further counterbalanced across participants, as half of the participants viewed the inaccurate B trials first, and the other half viewed the accurate B trials first. 3.4. Ethical approval Ethical approval for this study was granted by the departmental ethics committee (DEC) at Lancaster University. Guardians were recruited via their preferred contact method and were sent the participant information sheet to read before agreeing to take part in the study. A date and time of testing was arranged at the Babylab building at Lancaster University, via telephone or email. Upon arrival, guardians were presented w…
date: 2023
contributor: Shiyu Pang Yuewen Qin
rights: open
relation: none
format: .xslx
language: English
type: dataset

An Investigation into the Effects of Temporary Visual Deprivation on Cortical Hyperexcitability, and Links with Multisensory Integration
subject: Cortical hyperexcitability, pattern glare, sensory hallucinations, temporary visual deprivation, migraine with aura
description: Cortical hyperexcitability is a state of highly increased neuronal activity in the brain. The current research is a novel investigation into the effects of short term temporary visual deprivation on cortical hyperexcitability and resultant aberrant visual experiences in non-migraineurs, migraine with aura, and migraine only participants. This research also assesses the link between cortical hyperexcitability and its effects on aberrant experiences across all senses; vision, audition, gustation, olfaction, and bodily sensations. Forty-three participants, including three migraine aura sufferers and three migraine only sufferers, completed the pattern glare test to induce and measure state-based cortical hyperexcitability under normal and temporary visual deprivation conditions, along with two questionnaire measures; the Cortical Hyperexcitability Index (version II; CHi-II), measuring trait-based cortical hyperexcitability; and the Multi-Modality Unusual Sensory Experiences Questionnaire, assessing aberrant experiences across senses. Results indicated no effect of temporary visual deprivation on cortical hyperexcitability, although migraine aura participants reported higher cortical hyperexcitability levels overall compared to migraine only and non-migraineurs. State-based pattern glare was not associated with unusual experiences in senses aside from olfactory, however the trait-based CHi-II was strongly correlated with unusual auditory, gustatory, and bodily sensations. Potential methodological and theoretical reasons for these results are discussed, alongside improvements and new directions for future research.
creator: Abbie Cochrane
source: Participants Forty-three participants took part in this study, consisting of 28 females and 15 males. All participants were students at Lancaster University with a mean age of 22.5 years, ranging from 19 to 36 years (SD=2.92, SE=0.45). Twenty-two participants were native English speakers, and 21 spoke English as their second language. Of these participants, three self-reported suffering with migraine only (MO) and three with migraine with aura (MA). Participants were recruited using opportunity sampling, and all gave fully informed consent before completing the experiment. Prior to participation, all participants were screened to ensure they did not suffer with any form of epilepsy, seizures of an unknown origin, and that they had not recently undergone brain or eye surgery. As no subjects reported these experiences, no participants were excluded on this basis. One participant reported suffering with micropsia; a visual impairment causing distortion of object size, so was removed from future analyses. All remaining participants reported normal or corrected to normal vision (i.e. through aid of glasses or contact lenses). Two participants were later removed from analysis for unusual scores on the baseline pattern glare task measure, explained in the results section. As such, the final sample size was 40 (age: M=22.53, SD=3.02, SE=0.48). Materials and Procedure Pattern glare task. Participants completed the pattern glare task under two conditions; blindfold or non-blindfold, creating a within-subjects design. Half completed the blindfold condition first, followed by the non-blindfold condition, with the other half completing the non-blindfold condition followed by the blindfold condition. The pattern glare task utilised three black and white striped grating patterns. The low frequency grating, calculated to have a spatial frequency of 0.5 cycles per degree (cpd; Figure 1), and the high frequency grating of 5.8cpd (Figure 2) acted as baseline measures. The medium frequ…
publisher: Lancaster University
date: 2018
contributor: Rebecca James
rights: Open
relation: None
format: Data/Excel.xlsx
language: English
type: Data
coverage: LA1 4YF

Experiencing social acceptance and rejection through ‘likes’ and ‘dislikes’: Does sleep quality affect the processing of social rewards?
subject: Adolescence Pupil dilation Social feedback Reward Rejection Sleep debt.
description: In adolescence, high importance is placed on peer evaluations and social rewards have increased salience during this developmental period. Sleep patterns also change in adolescence, as teenagers typically experience insufficient sleep. This research measured the pupil dilation of forty-four adolescents aged 16 to 18 using two tasks (audio and visual) to investigate whether sleep duration influenced the way social acceptance and rejection were processed. Sleep duration scores were obtained using the measure of sleep debt; this was calculated by subtracting sleep duration during the week from sleep duration at the weekend, plus weekday bedtime. It was expected that higher sleep debt would be linked to increased pupil reactivity towards social feedback and that there would be a greater pupil dilation in response to social rejection compared to social acceptance. In the visual task, it was found that sleep debt affected males and females differently when processing social rewards, as females with high sleep debt showed increased pupil dilation towards positive feedback compared to negative feedback, whereas males with low sleep debt showed a larger dilation towards positive feedback than females. It was also found that females with lower sleep debt gave more likes than dislikes when rating photos. This implies that sleep duration affects the social feedback adolescents provide. When a male voice was used in the audio task, more pupillary reactivity towards social acceptance was observed, however when a female voice was used, pupils dilated more in response to social rejection. Future research should further investigate these gender differences.
creator: Abigail Taylor-Spencer
source: Participants Forty-four participants (N=44) were recruited from Haslingden High School and Sixth Form to participate in this research. The participants (35 female, 9 male) were all between the ages of 16 and 18 (Mage = 16.98, SDage = .63). Students in Psychology, Sociology and English classes were given the opportunity to participate in the research and contacted the researcher via email if they wished to participate. Each participant provided their informed consent before beginning the study. Materials Photo ratings. Firstly, the participants were shown a PowerPoint containing 40 photos, which had been previously collected by the researcher, and featured adolescents which the participants did not know. Each photo was displayed individually for four seconds, meaning that the presentation lasted two minutes and forty seconds in total. Participants were provided with a sheet of paper on which they had an option to tick either ‘like’ or ‘dislike’ for each photo on the PowerPoint (see Appendix A). The total number of likes was calculated for each participant. Eye tracker. An eye-tribe desktop eye tracker with a 30Hz sampling rate was used to measure the pupil dilation of the participants in response to stimuli on two tasks - a visual task and an audio task. A chin rest was used to ensure the participants kept their heads still. Visual task. The visual task involved showing the participants the same 40 photos which they had previously been shown in the photo rating task, however, each photo had either a ‘like’ symbol or ‘dislike’ symbol (see Figure 1) in the bottom right hand corner. Participants were informed prior to beginning the task that if a photo contained the ‘like’ symbol, it meant that the individual in the photo had liked the participant’s picture, however the ‘dislike’ symbol meant that the individual in the photo had disliked the participant’s picture. The presentation of photos was randomised across participants Audio task. The audio task involved the parti…
publisher: Lancaster University
date: 2018
contributor: Ellie Ball
rights: Open
relation: None
format: data/SPSS.sav
language: English
type: Data
coverage: LA1 4YF

Gender identity, attitudes, and bystander intervention
subject: Gender prejudice Feminist identity Feminist theory three partite model of violence.
description: Identifying as a feminist and demonstrating a commitment to feminist activism has suggested an increased likelihood of engaging in bystander interventions in sexist situations in women university students (Brinkman et al., 2015), and awareness about gender prejudices as a result of undertaking women studies and/or diversity courses seems to relate to an increased involvement in feminist activity (Stake & Hoffmann, 2001). Together with this, confrontational responses to prejudicial attitudes can be perceived as a means for decreasing stereotypic responding (Mallett, Ford & Woodzicka, 2016;; Czopp, & Monteith, 2003). For this research levels of exposure to feminist research and self- identification as feminist were examined to determine its effect on sexism levels, and the ability to identify sexism on given hostile and benevolent sexist scenarios. Likewise, the responses participants have given in the past when witnessing sexism was also recorded, and then analyzed to determine correlations between a confrontational response, exposure to feminism, and the strength of feminist identity participants self-identify with. Gender differences were also analysed. Results revealed that participants with high levels of exposure to feminist had significant lower levels of only benevolent sexism. Further analysis also suggests that those with exposure to feminist theory are significantly more likely to identify sexism in hostile sexist scenarios than are those with no exposure. Exposure to feminist theory also increases the likelihood to have a stronger feminist identity. Significant gender differences were also found. Application of these findings and recommendations for future research is further discussed.
creator: Adriana Vivas Zurita
source: Measurements Vignettes Exercise. The vignettes exercise presented participants with 15 scenarios, of which 5 were hostile sexism scenarios, 5 were benevolent sexism scenarios, and 5 were neutral scenarios. The participants were asked 3 questions after reading each vignette. First, they were asked if the scenario presented involved sexism, which was evaluated with a 5 point Likert scale from “strongly disagree” to “strongly disagree”. Secondly, the participants were asked to rate the seriousness of the event, with a 6 point Likert scale which rated from “not applicable”, “not at all serious” to “very serious”. The third question asked participants to pick the type of phenomena that best described the scenario from 8 different choices, which included “hostile or negative comments about women”, “reproduction of the idea that women are not complete without a significant other”, and “the scenario does not describe a situation that involves sexism”, among others that derived from Glick and Fiske ́s (1996) definitions of sexism. Examples for the vignettes (see Appendix A) were taken from Mallett, Ford, and Woodzicka (2016), McCarty, and Kelly (2015), Durán, Moya, & Megías, (2011), Kato et al. (2011), Expósito, Herrera, Moya, and Glick (2010), and Sibley and Wilson (2004). Experiences of Gender Prejudices Instrument. Past experiences of gender prejudice were measured using Brinkman et al’s (2015) Experience of Gender Prejudices Instrument. Participants were asked to identify the last time they were in a situation in which they witnessed a woman being the target of sexism (see Appendix B). They were asked to pick which scenario best described the type of sexism witnessed from 7 options that included “hostile or negative comments about women” and “reproduction of the idea that women are not complete without a significant other”. They were then asked how they reacted to the situation, and if they intervened what their motivation had been. The participant ́s reactions to the se…
publisher: Lancaster University
date: 2017
contributor: John Towse
rights: Open
format: data/SPSS.sav
language: English
type: Data
coverage: LA1 4YF

The effects of screen exposure on developmental skills among children at two and three years of age.
subject: Developmental Psychology
description: Previous research into the topic of children’s development has tended to take place in Western nations (Kuta, 2017; Martinot, 2021). One aspect of development is language development, and one aspect of research on that matter is the use of electronic devices, with the potential for consequent effects on children’s language abilities. This paper reviews and builds upon the scope of the available research, with its disparate findings, by offering research from the context of Kuwait, a non-western nation where parents tend to be in favour of their children having access to new technologies regardless of their age (Dashti & Yateem, 2018). The increasing number of children being exposed to electronic devices of various descriptions raises concerns regarding the possible adverse effects of screen exposure on their development, particularly through displacement of educationally enriching activities, which provides the motivation here (Haughton, Aiken & Cheevers 2015). Based on a review of the existing literature, the present research starts from the hypothesis that language development will be negatively correlated with media exposure. Valid data relating to 96 children of 24 to 36 months of age were collected using two questionnaires, one relating to the child’s knowledge of Arabic words on various topics (voices of animals, names of animals, vehicles, toys, food and drink, etc.) and the other quantifying the child’s daily screen time. Ordinary least squares analysis was performed using SPSS, version 26. While a statistically significant positive moderate correlation between language expression score and age was found – an increase in age was associated with an increase in language expression or the number of words understood and expressed – no significant effect of screen time on language expression was found after adjusting for age. This indicates, therefore, the value of employing non-western populations in research into cognitive development, and suggests the need for…
creator: Afrah Alazemi
source: The parents of a total of 100 participant children) took part in a questionnaire survey. The reports of 4 parents were excluded because their child’s age exceeded 36 months and the inclusion criteria for the study were set at 24 to 36 months. Participants were selected by means of opportunity sampling. An announcement was sent via WhatsApp to those of my contacts who had children of an age appropriate for inclusion in the study. Parents were recruited by sending a link to the survey through WhatsApp. Family and friends were then asked to deliver the WhatsApp number to those who they knew who had children within the set age range. Parents read information about the study and their informed consent to participate in the questionnaire survey was obtained via Qualtrics. The Lancaster University Psychology Department gave ethical approval for the present study. Procedure The data for the present work were gathered by means of an online questionnaire via Qualtrics between 7 June 2021 and 22 June 2021. During this time, participants submitted answers to two questionnaires: a) the Arabic CDI, which measures Arabic words arranged according to groups (for example voices of animals, names of animals, vehicles, toys, food and drink, etc.) to measure the child’s knowledge of the Arabic language (Abdel Wahab, 2020) and b) a questionnaire related to the number of hours the child spent in front of the screen , and their opinion of the appropriate amount of screen time which children can spend at their screens, as well as their control over their children’s viewing of the screens, and whether or not they are allowed to watch while sleeping and eating. The survey instruments were designed to measure the extent to which screen viewing is related to the language development of Kuwaiti children aged between two and three years. Materials CDI: The Arabic CDI language scale developed by Abdel Wahab (2020) is a questionnaire comprising a set of categories containing checklists for identify…
date: 2015
type: Data

Film language affecting behaviour: A psycholinguistic approach
subject: Pearson’s correlation
description: Films are a popular form of art and entertainment that enable people to enjoy a story through multiple stimuli perception and stimulation of emotions. Plenty are the film elements that impact the audience’s attitude towards the film, yet language style has rarely been taken in consideration for research. This study focused on examining whether there exists a relationship between the audience’s favouritism for films and the linguistic style present in them, predominantly concentrating on emotional factors of language in films. A dataset containing the widest public ratings of films was obtained from the Internet Movie Database platform and paired with respective transcribed film dialogues provided by OpenSubtitles.org. The corpora’s transcripts (n=88,573) were analysed using the Linguistic Inquiry and Word Count software and all the variables produced were then correlated with IMDb’s weighted film ratings. The project found that all types of emotions present in transcripts of film language were significantly, negatively associated with the IMDb rating outcomes, while the effect sizes were small. This finding suggests there might be an inclination for emotions to be felt in other areas of stimuli perception, rather than verbal language, when it comes to films. Additional exploratory analyses showed how other variables correlated with film rating scores and practical application of study findings within the advertising industry were identified.
creator: Aleksandra Tuneski
source: Dataset The dataset used for the study is purely secondary and consists of transcribed film dialogues (N=88,573) complemented with each film’s respective Internet Movie Database (IMDb) rating, which at the time of collection had a minimum of 100 user ratings per film. IMDb is an online film rating platform where the wider audience must register for an account and is then able to rate and review the films they have watched. Registered IMDb members rate films on a 10-point scale, with 1 indicating “terrible” and 10 indicating “excellent” (Boyd et al., 2020). IMDb’s rating algorithms produce ratings that are weighted by metrics associated with users, rather than average ratings. Although the algorithms are unavailable to the public, IMDb’s rating system has shown consistency across all films because the weighted ratings constantly provide reliability by reducing the possibilities of a small group of users to take advantage of the rating system (IMDb, 2021). IMDb is one of the most popular and authoritative film rating websites, where the total ratings of a film are anonymous and voluntarily provided (Sawers, 2015). The transcribed film dialogues data was provided by OpenSubtitles.org and the corpora was previously organised and used in a study by Boyd et al. (2020); it was generally provided by the authors for the purpose of this project. OpenSubtitles.org is an online website that provides transcribed and translated captions of motion pictures, audio files and various other audio-visual files (OpenSubtitles.org, 2021). The corpora used by Boyd et al. (2020) contains purely English-language film subtitles, corresponding to films originally released in English, or foreign films whose dialogues have been translated to English. Boyd et al. (2020) combined the transcribed film dialogues provided by OpenSubtitles.org with the IMDb ratings, along with other IMDb categories such as film genre, year of release, country of production, et cetera. Almost 90% of the IMDb categorie…
publisher: Lancaster University
date: 2021
contributor: Amy Austin and Lesley wu
rights: Open
language: English
type: Secondary Data
identifier: Tuneski (2021)
coverage: LA1 4YF

Understanding the psychological, perceptual and emotional impact signage has on residents in a local community.
subject: signage, placemaking, community engagement, qualitative research, community reputation
description: The placement of signage, street furniture and advertisements can have a profound impact on the appearance of a built environment. They play a vital role in shaping the cultural, physical and social identities that impact the perceptions that residents and other stakeholders hold towards local communities, which in turn impacts on behaviours. Adopting a qualitative approach, this study will examine the impact of signage and other visual features that can contribute to the psychological, perceptual and emotional impact that these elements can have on residents in a local community. A number of semi-structured interviews were conducted amongst residents in One Manchester property areas, One Manchester place officers and residents near these areas. Participants were shown a variety of visual images of signage and were prompted to discuss their emotional response and thoughts, and propose suggestions to improve signage. A thematic analysis was conducted using the interview data and indicated the following four themes: signage design, reputation, community engagement and impact of signage. Reflecting upon these themes, the results suggested that existing signage was psychically ill-fitted and visually dull, lacking positive influential stimuli and evocative colours and that it lacked the authenticity and character needed to emotionally resonate with passers-by. This negatively impacted the reputation of the communities, leading them to be categorised as economically poor with high crime rates, resulting in stakeholders feeling alienated and some fearful. The results highlighted that the signage needs to be revitalised as a part of a wider placemaking strategy to rejuvenate local environments, perceived to be run down. This should support the ongoing evolution of these areas and engage community members to instal signage that is both influential and reflects an overall collective vision.
creator: Alexander Wootton
source: Design Due to the need to gain an in-depth understanding of the psychological, perceptual, and emotional impact signage has on residents in a community and factoring in the Covid-19 pandemic, a qualitative approach was adopted consisting of semi-structured interviews. This style of interviews was considered the most suitable method as they provide rich data on the participant’s thoughts which are not constrained by the bounds of tick box exercises or strict discussion guides. They enable researchers to “assess, confirm, validate, refute, or elaborate upon existing knowledge and the discovery of new knowledge” (Mcintosh & Morse, 2015, p. 1). This enables the discussion between the moderator and participant to flow more smoothly and naturally (Roulston et al., 2003) yet, a flexible guide at the moderators disposal keeps the conversation on topic. Interviews in the project were conducted using Microsoft Teams and telephone communication. The data was then assessed using Braun and Clarke’s (2006) six step thematic analysis. Braun & Clarke’s (2006) six-steps thematic analysis: Familiarisation: Getting to know the overall data collected through re-reads of transcripts. Coding: Reducing sentences and phrases into small fragments of meaning or “codes”. Generating themes: Identifying patterns among codes. Review themes: Assuring that the meanings identified are relevant to the representation of data collected (research objectives). Define themes: Refine themes developed by establishing their essence and significance. Analysing themes: Highlight the frequency of themes and meanings derived from qualitative data analysis. Generate conclusions agreed-upon by all researchers. Participants A sample of 24 participants was originally agreed, however, only 14 participants were interviewed for the project. Participants were either recruited by One Manchester or the lead researcher from areas across south, east and central Manchester. Participants were made up of the following: Eight …
publisher: Lancaster University
date: 2021
contributor: Reva Maria George
rights: Open
relation: Consultancy - Commercial report
format: Word doc.
language: English
type: Text
coverage: LA1 4YF

Understanding the psychological, perceptual and emotional impact signage has on residents in a local community.
subject: signage, placemaking, community engagement, qualitative research, community reputation
description: The placement of signage, street furniture and advertisements can have a profound impact on the appearance of a built environment. They play a vital role in shaping the cultural, physical and social identities that impact the perceptions that residents and other stakeholders hold towards local communities, which in turn impacts on behaviours. Adopting a qualitative approach, this study will examine the impact of signage and other visual features that can contribute to the psychological, perceptual and emotional impact that these elements can have on residents in a local community. A number of semi-structured interviews were conducted amongst residents in One Manchester property areas, One Manchester place officers and residents near these areas. Participants were shown a variety of visual images of signage and were prompted to discuss their emotional response and thoughts, and propose suggestions to improve signage. A thematic analysis was conducted using the interview data and indicated the following four themes: signage design, reputation, community engagement and impact of signage. Reflecting upon these themes, the results suggested that existing signage was psychically ill-fitted and visually dull, lacking positive influential stimuli and evocative colours and that it lacked the authenticity and character needed to emotionally resonate with passers-by. This negatively impacted the reputation of the communities, leading them to be categorised as economically poor with high crime rates, resulting in stakeholders feeling alienated and some fearful. The results highlighted that the signage needs to be revitalised as a part of a wider placemaking strategy to rejuvenate local environments, perceived to be run down. This should support the ongoing evolution of these areas and engage community members to instal signage that is both influential and reflects an overall collective vision.
creator: Alexander Wootton
source: Design Due to the need to gain an in-depth understanding of the psychological, perceptual, and emotional impact signage has on residents in a community and factoring in the Covid-19 pandemic, a qualitative approach was adopted consisting of semi-structured interviews. This style of interviews was considered the most suitable method as they provide rich data on the participant’s thoughts which are not constrained by the bounds of tick box exercises or strict discussion guides. They enable researchers to “assess, confirm, validate, refute, or elaborate upon existing knowledge and the discovery of new knowledge” (Mcintosh & Morse, 2015, p. 1). This enables the discussion between the moderator and participant to flow more smoothly and naturally (Roulston et al., 2003) yet, a flexible guide at the moderators disposal keeps the conversation on topic. Interviews in the project were conducted using Microsoft Teams and telephone communication. The data was then assessed using Braun and Clarke’s (2006) six step thematic analysis. Braun & Clarke’s (2006) six-steps thematic analysis: Familiarisation: Getting to know the overall data collected through re-reads of transcripts. Coding: Reducing sentences and phrases into small fragments of meaning or “codes”. Generating themes: Identifying patterns among codes. Review themes: Assuring that the meanings identified are relevant to the representation of data collected (research objectives). Define themes: Refine themes developed by establishing their essence and significance. Analysing themes: Highlight the frequency of themes and meanings derived from qualitative data analysis. Generate conclusions agreed-upon by all researchers. Participants A sample of 24 participants was originally agreed, however, only 14 participants were interviewed for the project. Participants were either recruited by One Manchester or the lead researcher from areas across south, east and central Manchester. Participants were made up of the following: Eight …
publisher: Lancaster University
date: 15/09/2021
contributor: Joel Fox
rights: open
relation: Consultancy - Commercial report
format: Word doc
language: English
type: Data

Cerebral Lateralisation for Emotion Processing of Chimeric Faces in Individuals with Autism Spectrum Disorder
subject: autism spectrum disorder, cerebral lateralisation, emotion processing, adults, children, chimeric faces task
description: Many studies have suggested that typical lateralisation for emotion processing tasks, such as facial emotion recognition, is lateralised to the right-hemisphere, with different emotions eliciting differing strengths of lateralisation (Bourne, 2010). However, there has been much debate as to the lateralisation of individuals with autism spectrum disorder (ASD) (Ashwin et al., 2005; Shamay-Tsoory et al., 2010). This study assessed the cerebral lateralisation of 30 adults with ASD, five children with ASD, 435 neurotypical adults and ten neurotypical children in a chimeric faces task, and aimed to identify whether the atypical lateralisation seen in children with ASD persists into adulthood (Taylor et al., 2012). Furthermore, the study aimed to identify whether lateralisation strength is affected by the emotion of the facial stimuli. No emotion- or age-related change in lateralisation was found, however, participants with ASD demonstrated a weaker right-hemispheric lateralisation compared to neurotypical participants. Therefore, this study supported the concept that individuals with ASD show atypical lateralisation which persists into adulthood, however, no evidence was found to support the concept that different emotions elicit different strengths of lateralisation.
creator: Alexandra Crossley
source: Method Participants Data from a total of 481 participants with native level English proficiency (or age expected language development in children), normal or corrected-to-normal vision and no history of neurological disease or hearing loss were analysed for the current study (Table 1). Participants in the group ‘adults with ASD’ (N = 30; age: M = 30.17, SD = 9.85) were recruited through adverts on social media, through Prolific Academic (www.prolific.co), and through word of mouth. Participants in the groups ‘children with ASD’ (N = 5; age: M = 6.8, SD = 1.48) and ‘neurotypical children’ (N = 11; age: M = 7.0, SD = 1.90) were recruited through primary schools and word of mouth (Brooks, 2023), and parents of potential child participants were required to email a researcher to express their interest in participation. Participants in the group ‘neurotypical adults’ (N = 435; age: M = 29.44, SD = 8.03) were recruited through Prolific Academic (www.prolific.co) as part of a larger online behavioural laterality battery (Parker et al., 2021). Of the 481 participants who took part in the study, 32 were excluded during the data cleaning process (see Table 1 and Data Analysis for further information). Measures As part of the study, a series of questionnaires were administered to collect information about the participants to ensure that individual differences could be accounted for. Participants were asked to complete the study and its associated questionnaires and tasks prior to beginning the main chimeric faces task, and were requested to use a desktop or laptop computer for the entirety of the study. For the ‘neurotypical children’ and ‘children with ASD’ groups, parents were asked to complete the questionnaires on behalf of the children and were asked to be present for the tasks, which were completed during a Microsoft Teams call with a researcher. The study was completed online using the Gorilla Experiment Builder (www.gorilla.sc), a cloud-based tool for collecting data in…
publisher: Lancaster University
date: 5th September 2023
contributor: Alexandra Haslam Alexis McGuire xue guo
rights: Open
relation: None
format: .csv
language: English
type: Data
coverage: LA1 4YF

Cerebral Lateralisation for Emotion Processing of Chimeric Faces in Individuals with Autism Spectrum Disorder
subject: autism spectrum disorder, cerebral lateralisation, emotion processing, adults, children, chimeric faces task
description: Many studies have suggested that typical lateralisation for emotion processing tasks, such as facial emotion recognition, is lateralised to the right-hemisphere, with different emotions eliciting differing strengths of lateralisation (Bourne, 2010). However, there has been much debate as to the lateralisation of individuals with autism spectrum disorder (ASD) (Ashwin et al., 2005; Shamay-Tsoory et al., 2010). This study assessed the cerebral lateralisation of 30 adults with ASD, five children with ASD, 435 neurotypical adults and ten neurotypical children in a chimeric faces task, and aimed to identify whether the atypical lateralisation seen in children with ASD persists into adulthood (Taylor et al., 2012). Furthermore, the study aimed to identify whether lateralisation strength is affected by the emotion of the facial stimuli. No emotion- or age-related change in lateralisation was found, however, participants with ASD demonstrated a weaker right-hemispheric lateralisation compared to neurotypical participants. Therefore, this study supported the concept that individuals with ASD show atypical lateralisation which persists into adulthood, however, no evidence was found to support the concept that different emotions elicit different strengths of lateralisation.
creator: Alexandra Crossley
source: Method Participants Data from a total of 481 participants with native level English proficiency (or age expected language development in children), normal or corrected-to-normal vision and no history of neurological disease or hearing loss were analysed for the current study (Table 1). Participants in the group ‘adults with ASD’ (N = 30; age: M = 30.17, SD = 9.85) were recruited through adverts on social media, through Prolific Academic (www.prolific.co), and through word of mouth. Participants in the groups ‘children with ASD’ (N = 5; age: M = 6.8, SD = 1.48) and ‘neurotypical children’ (N = 11; age: M = 7.0, SD = 1.90) were recruited through primary schools and word of mouth (Brooks, 2023), and parents of potential child participants were required to email a researcher to express their interest in participation. Participants in the group ‘neurotypical adults’ (N = 435; age: M = 29.44, SD = 8.03) were recruited through Prolific Academic (www.prolific.co) as part of a larger online behavioural laterality battery (Parker et al., 2021). Of the 481 participants who took part in the study, 32 were excluded during the data cleaning process (see Table 1 and Data Analysis for further information). Measures As part of the study, a series of questionnaires were administered to collect information about the participants to ensure that individual differences could be accounted for. Participants were asked to complete the study and its associated questionnaires and tasks prior to beginning the main chimeric faces task, and were requested to use a desktop or laptop computer for the entirety of the study. For the ‘neurotypical children’ and ‘children with ASD’ groups, parents were asked to complete the questionnaires on behalf of the children and were asked to be present for the tasks, which were completed during a Microsoft Teams call with a researcher. The study was completed online using the Gorilla Experiment Builder (www.gorilla.sc), a cloud-based tool for collecting data in…
publisher: Lancaster University
date: 5th September 2023
contributor: Mshary Al Jaber
rights: Open
relation: None
format: .csv
language: English
type: Data
coverage: LA1 4YF