Effects of environmental diversity on exploration and learning: The case of bilingualism.

Bilingual environments provide a commonplace example of increased complexity and uncertainty. Learning multiple languages entails mastery of a larger and more variable range of sounds, words, syntactic structures, pragmatic conventions, and more complex mapping of linguistic information to objects in the world. Recent research suggests that bilingual learners demonstrate fundamental variation in how they explore and learn from their environment, which may derive from this increased complexity. In particular, the increased complexity and variability of bilingual environments may broaden the focus of learners' attention, laying a different attentional foundation for learning. In this review, we introduce a novel framework, with accompanying empirical evidence, for understanding how early learners may adapt to a more complex environment, drawing on bilingualism as an example. Three adaptations, each relevant to the demands of abstracting structure from a complex environment, are introduced. Each adaptation is discussed in the context of empirical evidence attesting to shifts in basic psychological processes in bilingual learners. This evidence converges on the notion that bilingual learners may explore their environment more broadly. Downstream consequences of broader sampling for perception and learning are discussed. Finally, recommendations for future research to expand the scientific narrative on the impact of diverse environments on learning are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Bilingual infants readily orient to novel visual stimuli.

Bilingualism has been shown to modify infants' responses in a range of domains. In particular, early bilingual experience is associated with greater flexibility and openness in infant perception and learning. In this study, we investigated whether bilingual infants demonstrate more fundamental differences in how they explore their environment in ways that could contribute to greater openness. Specifically, we investigated whether bilingual infants orient more rapidly to new information. Capitalizing on a classic paradigm by Fantz (1964), monolingual and bilingual infants (5-6 months and 8-9 months) were simultaneously presented with familiar and novel stimuli. As they received increased exposure to the familiar and novel stimuli, monolingual infants demonstrated a null preference, followed by a novelty preference, as previously evidenced in Fantz's study. In contrast, an orientation toward novelty emerged more readily in bilingual infants. Characteristics of a bilingual environment that may modulate the allocation of attention toward novelty are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Does extended experience with other-race nannies predict racial bias in the preschool years?

Most existing studies on racial bias reduction have used short-term interracial interaction interventions with fleeting effects. The current natural experiment examined whether daily interactions with other-race nannies relate to reduced racial bias in the preschool years. We capitalized on a unique child-rearing situation in Singapore whereby children are often cared for by other-race nannies since infancy. Singaporean Chinese 3- to 6-year-olds (N = 100) completed explicit and implicit racial bias measures assessing their preferential bias favoring own-race adults over adults of their nannies' race. Differential findings were obtained for children's explicit and implicit racial bias. Extensiveness, but not mere presence, of other-race nanny experience was associated with lower levels of explicit racial bias in children. In contrast, neither presence nor extensiveness of other-race nanny experience was associated with children's implicit racial bias. Together, these findings suggest that long-term and extensive contact with an other-race caregiver could have subtle mitigating effects on children's explicit, but not implicit, racial bias.

Effects of face masks on language comprehension in bilingual children.

Due to the COVID-19 pandemic, many children receive language input through face coverings. The impact of face coverings for children's abilities to understand language remains unclear. Past research with monolingual children suggests that hearing words through surgical masks does not disrupt word recognition, but hearing words through transparent face shields proves more challenging. In this study, we investigated effects of different face coverings (surgical masks and transparent face shields) on language comprehension in bilingual children. Three-year-old English-Mandarin bilingual children (N = 28) heard familiar words in both English and Mandarin spoken through transparent face shields, surgical masks, and without masks. When tested in English, children recognized words presented without a mask and through a surgical mask, but did not recognize words presented with transparent face shields, replicating past findings with monolingual children. In contrast, when tested in Mandarin, children recognized words presented without a mask, through a surgical mask, and through a transparent face shield. Results are discussed in terms of specific properties of English and Mandarin that may elicit different effects for transparent face shields. Overall, the present findings suggest that face coverings, and in particular, surgical masks do not disrupt spoken word recognition in young bilingual children.

Asymmetrical responding to male versus female other-race categories in 9- to 12-month-old infants.

Faces can be categorized along various dimensions including gender or race, an ability developing in infancy. Infant categorization studies have focused on facial attributes in isolation, but the interaction between these attributes remains poorly understood. Experiment 1 examined gender categorization of other-race faces in 9- and 12-month-old White infants. Nine- and 12-month-olds were familiarized with Asian male or female faces, and tested with a novel exemplar from the familiarized category paired with a novel exemplar from a novel category. Both age groups showed novel category preferences for novel Asian female faces after familiarization with Asian male faces, but showed no novel category preference for novel Asian male faces after familiarization with Asian female faces. This categorization asymmetry was not due to a spontaneous preference hindering novel category reaction (Experiment 2), and both age groups displayed difficulty discriminating among male, but not female, other-race faces (Experiment 3). These results indicate that category formation for male other-race faces is mediated by categorical perception. Overall, the findings suggest that even by 12 months of age, infants are not fully able to form gender category representations of other-race faces, responding categorically to male, but not female, other-race faces.

Infant sensitivity to age-based social categories in full-body displays.

This study examined 3.5- and 6-month-old infants' visual preferences for individuals from different age groups: adults versus infants. Unlike previous studies that only studied faces, here we included bodies, which are as frequent as faces in our environment, and highly salient, and in consequence, may play a role in identifying social categories and driving social preferences. In particular, we studied three salient dimensions along which individuals of different ages differ: body length, body typology, and face typology. In Experiment 1, adult and infant stimuli were presented in real proportions, differing both in body length and face typology, and infants preferred the adult stimuli. Experiment 2 demonstrated that given identical adult stimuli, which differ only in body length, infants attended more to the longer stimuli. In Experiment 3, infant and adult stimuli were matched on body length with the infant stimuli having larger heads, and infants preferred the infant stimuli. Experiment 4 measured infant visual preference for infant or adult bodies in the absence of face information, and found that 4-month-olds attended more to the infant bodies. Experiment 5 measured infants' sensitivity to matching or mismatching faces and bodies based on age, and infants demonstrated a preference for the incongruent stimuli (i.e., adult head with an infant body). Altogether these studies show that while face typology and body size are main drivers of infant visual preference for adults, when body typology information is provided for bodies matched in size, infant preference shifts towards their peers. Thus, our results suggest that infants have early developing age-based body representations, and that body information shifts their pattern of visual behavior from a visual preference for adult faces, to a visual preference for full-body peers.

Effects of interracial experience on the race preferences of infants.

Over their first year of life, infants express visual preferences for own- versus other-race faces. This developmental transition has primarily been investigated in monoracial societies where infants have limited personal or societal contact with other races. We investigated whether previously reported visual preferences for race generalize to a multiracial society (i.e., Singapore). In addition, we investigated effects of caregiver race on visual preferences for race. In Experiment 1, race preferences were measured at 3, 6, and 9 months of age for own-race (Chinese) versus other-race (Indian) faces in infants with no regular interaction with Indian-race individuals. Singaporean infants displayed a significant visual preference for Indian-race faces at each age group. Furthermore, infants raised with other-race caregivers demonstrated an age-related increase in other-race visual preferences. The visual preferences of infants for other-race faces were predicted by the extent of other-race contact. In Experiment 2, we confirmed that an other-race visual preference was not exclusive to Indian faces in a sample of 6-month-old Singaporean Chinese infants who demonstrated a similar other-race visual preference for Caucasian faces over Chinese faces. Findings are discussed in terms of the influence of other-race contact on visual preferences for race in infants.

When novelty prevails on familiarity: Visual biases for child versus infant faces in 3.5- to 12-month-olds.

The current study examined the influence of everyday perceptual experience with infant and child faces on the shaping of visual biases for faces in 3.5-, 6-, 9-, and 12-month-old infants. In Experiment 1, infants were presented with pairs of photographs of unfamiliar child and infant faces. Four groups with differential experience with infant and child faces were composed from parents' reports of daily exposure with infants and children (no experience, infant face experience, child face experience, and both infant and child face experience) to assess influence of experience on face preferences. Results showed that infants from all age groups displayed a bias for the novel category of faces in relation to their previous exposure to infant and child faces. In Experiment 2, this pattern of visual attention was reversed in infants presented with pictures of personally familiar child faces (i.e., older siblings) compared with unfamiliar infant faces, especially in older infants. These results suggest that allocation of attention for novelty can supersede familiarity biases for faces depending on experience and highlight that multiple factors drive infant visual behavior in responding to the social world.

Infants recognize words spoken through opaque masks but not through clear masks.

COVID-19 has modified numerous aspects of children's social environments. Many children are now spoken to through a mask. There is little empirical evidence attesting to the effects of masked language input on language processing. In addition, not much is known about the effects of clear masks (i.e., transparent face shields) versus opaque masks on language comprehension in children. In the current study, 2-year-old infants were tested on their ability to recognize familiar spoken words in three conditions: words presented with no mask, words presented through a clear mask, and words presented through an opaque mask. Infants were able to recognize familiar words presented without a mask and when hearing words through opaque masks, but not when hearing words through clear masks. Findings suggest that the ability of infants to recover spoken language input through masks varies depending on the surface properties of the mask.

Age-related differences in implicit and explicit racial biases in Cameroonians.

Age-related differences in explicit and implicit racial biases in Black Cameroonians (N = 187, 94 females) were investigated using a cross-sectional design. Participants ranged in age from 3 to 30 years, and were from middle-to-high income families in Yaoundé, Cameroon. Biases were assessed by comparing attitudes toward Blacks with those toward Whites and Chinese. Implicit pro-Black/anti-other-race (White and Chinese) biases were present at age 4, in contrast to anti-Black/pro-other-race biases, which were observed among 9- to 30-year-olds. In addition, explicit pro-Black/anti-other-race biases that were present at age 4 were no longer evident by age 7. These findings provide a detailed picture of age-related differences in racial biases in an understudied part of the world that can inform theories regarding the development of racial biases, as well as efforts to reduce such biases. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Cognitive flexibility and parental education differentially predict implicit and explicit racial biases in bilingual children.

Prior research has suggested that bilingual children demonstrate reduced social bias relative to their monolingual peers. In particular, they exhibit less implicit bias against racial outgroups. However, the cognitive determinants of racial bias in bilingual children remain unclear. In the current study, relationships between racial bias and three cognitive factors (inhibitory control, cognitive flexibility, and perspective-taking ability), along with language proficiency and parental education, were investigated in a sample of bilingual preschoolers (N = 55). Children were bilingual learners of English and Mandarin. Results demonstrated that implicit bias was predicted by cognitive flexibility, independent of variation in inhibitory control, second language vocabulary, perspective taking, and parental education. In contrast, explicit bias was predicted by parental education alone and not by cognitive or linguistic factors. Findings suggest that increased cognitive flexibility, often thought to be an outgrowth of bilingual experience, may also be associated with a reduction in implicit bias. Findings are discussed in terms of specific mechanisms that may link cognitive factors, bilingualism, and racial bias.

Reorganization in the representation of face-race categories from 6 to 9 months of age: Behavioral and computational evidence.

Prior research has reported developmental change in how infants represent categories of other-race faces (Developmental Science 19 (2016) 362-371). In particular, Caucasian 6-month-olds were shown to represent African versus Asian face categories, whereas Caucasian 9 month-olds represented different classes of other-race faces in one category, inclusive of African and Asian faces but exclusive of Caucasian faces. The current investigation sought to provide stronger evidence that is convergent with these findings by asking whether infants will generalize looking-time responsiveness from one to another other-race category. In Experiment 1, an experimental group of Caucasian 6-month-olds was familiarized with African (or Asian) faces and then given a novel category preference test with an Asian (or African) face versus a Caucasian face, while a control group of Caucasian 6-month-olds viewed the test faces without prior familiarization. Infants in the experimental group divided attention between the test faces and infants in the control group did not manifest a spontaneous preference. Experiment 2 used the same procedure, but was conducted with Caucasian 9-month-olds. Infants in the experimental group displayed a robust preference for Caucasian faces when considered against the finding that infants in the control group displayed a spontaneous preference for other-race faces. The results offer confirmation that between 6 and 9 months, infants transition to representing own-race versus other-race face categories, with the latter inclusive of multiple other-race face classes with clear perceptual differences. Computational modeling of infant responding suggests that the developmental change is rooted in the statistics of experience with majority versus minority group faces.

Sensitivity to race in language comprehension in monolingual and bilingual infants.

Past studies suggest that monolingual and bilingual infants respond differently to race information in face discrimination and social learning tasks. In particular, bilingual infants have been shown to respond more similarly to own- and other-race individuals, in contrast to monolingual infants, who respond preferentially to own-race individuals. In the current study, we investigated monolingual and bilingual sensitivity to speaker race in spoken word recognition. Two-year-old infants were presented with spoken words in association with visual targets. Words were presented in association with own- or other-race actors and were either correctly pronounced or mispronounced. Measuring speech-responsive eye movements to visual targets, we analyzed fixation to visual targets for correct and mispronounced words in relation to speaker race for each group. When presented with own-race speakers, both monolingual and bilingual infants associated correctly pronounced labels, but not mispronounced labels, with visual targets. When presented with other-race speakers, bilingual infants responded similarly. In contrast, monolingual infants did not fixate visual targets regardless of whether words were correctly pronounced or mispronounced by an other-race speaker. Results are discussed in terms of the sensitivities of bilingual and monolingual infants to novelty, learned associations between race and language, and prior social experiences.

A developmental investigation of the other-race categorization advantage in a multiracial population: Contrasting social categorization and perceptual expertise accounts.

Most prior studies of the other-race categorization advantage have been conducted in predominantly monoracial societies. This limitation has left open the question of whether tendencies to more rapidly and accurately categorize other-race faces reflect social categorization (own-race vs. other-race) or perceptual expertise (frequent exposure vs. infrequent exposure). To address this question, we tested Malay and Malaysian Chinese children (9- and 10-year-olds) and adults on (a) own-race faces (i.e., Malay faces for Malay participants and Chinese faces for Malaysian Chinese participants), (b) high-frequency other-race faces (i.e., Chinese faces for Malay participants and Malay faces for Malaysian Chinese participants), and (c) low-frequency other-race faces (i.e., Caucasian faces). Whereas the other-race categorization advantage was in evidence in the accuracy data of Malay adults, other aspects of performance were supportive of either the social categorization or perceptual expertise accounts and were dependent on the race (Malay vs. Chinese) or age (child vs. adult) of the participants. Of particular significance is the finding that Malaysian Chinese children and adults categorized own-race Chinese faces more rapidly than high-frequency other-race Malay faces. Thus, in accord with a perceptual expertise account, the other-race categorization advantage seems to be more an advantage for racial categories of lesser experience regardless of whether these face categories are own-race or other-race.

Beyond perceptual development: Infant responding to social categories.

A body of research is reviewed that has investigated how infants respond to social category information in faces based on differential experience. Whereas some aspects of behavioral performance (visual preference, discrimination, and scanning) are consistent with traditional models of perceptual development (induction, maintenance, and attunement), other aspects (category formation, association with valence, and selective learning) suggest the need for an account that links perceptual with social-emotional processing. We also consider how responding to social categories in infancy may anticipate subsequent responding to these categories in childhood and adulthood.

Bilingualism is associated with less racial bias in preschool children.

Bilingual children have been shown to differ from monolingual children in several domains of human cognition. Comparatively few studies have investigated social-interactional processes in bilingual populations. Here, we investigated whether monolingual and bilingual children demonstrate similar susceptibility to an aspect of social functioning with broad societal reach: racial bias. We measured both implicit and explicit biases against African race individuals in 2 groups of monolingual preschoolers (native speakers of English or Chinese) and in 2 groups of English-Chinese bilingual preschoolers (tested in English or Chinese; total N = 160). We found that monolingual children demonstrated greater implicit bias against African race individuals than bilingual children, independent of their native language. Monolingual Chinese children demonstrated greater explicit bias than bilingual children, although monolingual English children's explicit bias scores did not differ from those of bilingual children. Findings are discussed in terms of cognitive and experiential mechanisms that may link bilingualism and racial bias. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Emotional expressions reinstate recognition of other-race faces in infants following perceptual narrowing.

Perceptual narrowing occurs in human infants for other-race faces. A paired-comparison task measuring infant looking time was used to investigate the hypothesis that adding emotional expressiveness to other-race faces would help infants break through narrowing and reinstate other-race face recognition. Experiment 1 demonstrated narrowing for White infants viewing neutral Asian faces: whereas 3-month-olds differentiated Asian faces, 6-month-olds did not. Experiment 2 showed that White 6-month-olds differentiated the same Asian faces depicted with angry or happy expressions. Experiments 3 and 4 yielded comparable results for 6- and 9-month-olds tested with Black faces (i.e., narrowing with neutral faces, reinstatement of sensitivity when the faces were presented with emotion). Experiment 5 showed that White 6-month-olds did not differentiate inverted angry or happy Asian faces, and that White 9-month-olds did not differentiate inverted angry or happy Black faces. Looking time during familiarization did not differ for upright neutral and emotional faces, indicating that the expressions did not yield more salient stimuli. Also, consistent with the inversion findings, analyses of the low-level image properties as well as equivalent pairwise similarity ratings obtained from White adults for the neutral and emotional faces indicated that the expressions did not simply create more discriminable stimuli. Without support for the lower-level accounts, we discuss the possibility that the infants processed the communicative intent of the expressions. Because angry faces pose threat and happy faces invite affiliation, expression may create motivation to individuate. Overall, the data suggest that early perceptual-social linkage in face representation can arise via a social-to-perceptual pathway. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Differential developmental courses of implicit and explicit biases for different other-race classes.

We investigated the developmental courses of both implicit and explicit racial biases in relation to the perceived social status of outgroups. We did so by assessing these biases among Chinese participants (N = 200, age range from 4- to 19-year-olds) toward 2 different other-race groups that differ in terms of perceived social status (i.e., Whites and Blacks). At the youngest age, children showed both implicit anti-White and anti-Black bias at similar levels. However, these biases had different patterns of age-related change: implicit anti-Black bias remained strong and stable over time, whereas implicit anti-White bias declined after age 10. For explicit bias, children showed a decline in anti-Black and anti-White bias. Implicit and explicit biases were uncorrelated at all ages. The observed age-related changes demonstrate that it is possible for patterns of biases toward different races to diverge with age, and that perceived social status may contribute to the differential developmental patterns. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Monolingual but not bilingual infants demonstrate racial bias in social cue use.

Bilingualism exerts early and pervasive effects on cognition, observable in infancy. Thus far, investigations of infant bilingual cognition have focused on sensitivity to visual memory, executive function, and linguistic sensitivity. Much less research has focused on how bilingualism impacts processing of social cues. The present study sought to investigate whether bilingualism modulates the expression of one aspect of social processing: early racial bias. Using a gaze-following paradigm, we investigated whether 18- to 20-month-old monolingual and bilingual infants favored their own race. Results demonstrated that monolingual infants favored their own race in following a model whose direction of gaze signaled an event. In contrast, bilingual infants demonstrated race-neutral gaze-following patterns, relying more heavily on the reliability of the behavior of the model over race. Findings suggest that bilingualism may have protective effects against the early emergence of racial bias.

Face Processing in Infancy and Beyond: The Case of Social Categories.

Prior reviews of infant face processing have emphasized how infants respond to faces in general. This review highlights how infants come to respond differentially to social categories of faces based on differential experience, with a focus on race and gender. We examine six different behaviors: preference, recognition, scanning, category formation, association with emotion, and selective learning. Although some aspects of infant responding to face race and gender may be accounted for by traditional models of perceptual development, other aspects suggest the need for a broader model that links perceptual development with social and emotional development. We also consider how responding to face race and gender in infancy may presage responding to these categories beyond infancy and discuss how social biases favoring own-race and female faces are formed.