The Development of Context-Sensitive Attention Across Cultures: The Impact of Stimulus Familiarity

Visual attention across cultures: Similarities and differences in child development and maternal attention styles

Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the field is that attention styles are gradually socialized in culture-specific interactions in childhood, empirical evidence for the proximal mechanisms underlying this development is scarce. This study aimed to document the emergence of cross-cultural differences in attention styles in three cultural contexts differing in social orientations, namely in urban middle-class families from Münster, Germany (i.e., more independent context), and Kyoto, Japan, and Indigenous-heritage families from Cotacachi, Ecuador (i.e., more interdependent contexts). Furthermore, to test the assumption that caregivers' attention guidance is one of the forces driving differential development, we investigated how caregivers guide children's attention. In total, 270 children between 4 and 9 years of age and their mothers participated in three tasks: an eye-tracking task, a picture description task and a forced-choice recognition task. Results indicate a mixed pattern of findings: While some tasks revealed the expected cultural differences, namely a higher object focus in Münster compared to Kyoto and Cotacachi, others did not. Regarding caregivers' attention guidance, we found that mothers in Münster more strongly emphasized the focal object than mothers in Kyoto and Cotacachi. The results are discussed in terms of culture-specific developmental trajectories and the generalizability of attentional processes across tasks and cultural contexts. RESEARCH HIGHLIGHTS: We investigated visual attention styles in 4- to 9-year-old children and their mothers from urban Germany, urban Japan, and rural Ecuador in three different tasks. Special emphasis lied on mothers' verbal attention guidance toward their children as a proximal mechanism underlying the emergence of culture-specific attention styles. Mothers from urban Germany guided their children's attention in more analytic ways than mothers from urban Japan and rural Ecuador. The relevance of verbal attention guidance in the development of culture-specific attention styles has been demonstrated beyond the East-West dichotomy.

Investigating attention toward pain-related cues in an Arabic-speaking population with and without chronic pain

There is some evidence for attentional biases in individuals with chronic pain (CP). Cultural and linguistic differences might affect the manifestation of these processes across populations. However, such attentional biases have not been explored in the Arabic-speaking population. The current study investigated these attentional biases and possible associations with resilience. Two matched groups of Arabic-speaking participants with (58) and without (58) CP were recruited from Jordan and the United Kingdom. They completed emotionally modified versions of the Posner cueing and Stroop tasks, alongside questionnaires. Significant group differences were found for the Posner task, with the CP group exhibiting disengagement revealed by the inhibition of return (IOR) effect for sensory pain-related cues compared to delayed disengagement for the other cue types. The control group showed IOR across cue types. No group differences were found on the Stroop task. The CP group had lower resilience scores than healthy controls, and resilience moderated performance on the Posner task. The study provides preliminary evidence about the attentional processes in the Arabic population; the speed of disengagement is affected in the CP group with early disengagement for sensory pain-related information compared to affect pain and neutral stimuli. Furthermore, resilience levels in the CP and control group moderated the performance on the Posner task, suggesting that it influences attentional allocation. This study can help in understanding how the phenomenon of attention bias intertwines with the cultural and linguistic factors. Future research should further explore attentional dynamics across different time points in this population and the modulatory effect of resilience.

Analysis of Health Disparities in the Screening and Diagnosis of Hearing Loss: Early Hearing Detection and Intervention Hearing Screening Follow-Up Survey

PURPOSE

The purpose of this study was to (a) provide introductory literature regarding cultural constructs, health disparities, and social determinants of health (SDoH); (b) summarize the literature regarding the Centers for Disease Control and Prevention (CDC) Early Hearing Detection and Intervention (EHDI) Hearing Screening Follow-Up Survey (HSFS) data; (c) explore the CDC EHDI HSFS data regarding the contribution of maternal demographics to loss-to-follow-up/loss-to-documentation (LTF/D) between hearing screening and audiologic diagnosis for 2016, 2017, and 2018; and (d) examine these health disparities within the context of potential ethnoracial biases.

METHOD

This is a comprehensive narrative literature review of cultural constructs, hearing health disparities, and SDoH as they relate to the CDC EHDI HSFS data. We explore the maternal demographic data reported on the CDC EHDI website and report disparities for maternal age, education, ethnicity, and race for 2016, 2017, and 2018. We focus on LTF/D for screening and diagnosis within the context of racial and cultural bias.

RESULTS

A literature review demonstrates the increase in quality of the CDC EHDI HSFS data over the past 2 decades. LTF/D rates for hearing screening and audiologic diagnostic testing have improved from higher than 60% to current rates of less than 30%. Comparisons of diagnostic completion rates reported on the CDC website for the EHDI HSFS 2016, 2017, and 2018 data show trends for maternal age, education, and race, but not for ethnicity. Trends were defined as changes more than 10% for variables averaged over a 3-year period (2016-2018).

CONCLUSIONS

Although there have been significant improvements in LTF/D over the past 2 decades, there continue to be opportunities for further improvement. Beyond neonatal screening, delays continue to be reported in the diagnosis of young children with hearing loss. Notwithstanding the extraordinarily diverse families within the United States, the imperative is to minimize such delays so that all children with hearing loss can, at the very least, have auditory accessibility to spoken language by 3 months of age. Conscious awareness is essential before developing a potentially effective plan of action that might remediate the problem.

Cross-Cultural Differences in the Generation of Novel Ideas in Middle Childhood

Innovation and creativity have recently been in the center of the debate on human cultural evolution. Yet, we know very little about childrens’ developing capacity to generate novel ideas, as a key component of innovation and creativity, in different cultural contexts. Here, we assessed 8‐ to 9-year-old children from an autonomous and a relational cultural context, namely Münster (urban Germany; n = 29) and Banten (rural Cameroon; n = 29). These cultural contexts vary largely in their ecology, social structure, and educational system, as well as the cultural models on children’s individual development and thinking. Therefore, they provide an optimal contrast to investigate cultural similarities and differences in development of creative capacities. We applied classical divergent thinking tasks, namely an alternative uses task and a pattern association task. In these tasks, children are asked to generate as many ideas as possible what an object could be used for or what a pattern could be. First, our study revealed a good internal consistency and inter-task correlations for the assessment of children’s fluency and the generation of unique ideas in both cultures. Second, and most critically, we found significantly higher levels of creative capacities in children from Münster in contrast to Banten. This was reflected in both a higher number of ideas (fluency) and a higher number of unique ideas (uniqueness). Third, looking at the type of answers that children gave in the alternative uses task, we found that children from Münster and Banten uttered a similar number of conventional ideas, but that children from Münster uttered more ideas to manipulate an object, invent novel things with an object, and involve an object in play or pretend play, or in a fantasy story. This demonstrates that early creative development is strongly influenced by the cultural context and substantiates the cultural nature of human cognitive development.

The Development of Context-Sensitive Attention in Urban and Rural Brazil

Human perception differs profoundly between individuals from different cultures. In the present study, we investigated the development of context-sensitive attention (the relative focus on context elements of a visual scene) in a large sample (N = 297) of 5- to 15-year-olds and young adults from rural and urban Brazil, namely from agricultural villages in the Amazon region and the city of São Paulo. We applied several visual tasks which assess context-sensitive attention, including an optical illusion, a picture description, a picture recognition and a facial emotion judgment task. The results revealed that children and adults from the urban sample had a higher level of context-sensitive attention, when compared to children and adults from the rural sample. In particular, participants from São Paulo were more easily deceived by the context elements in an optical illusion task and remembered more context elements in a recognition task than participants from rural Amazon villages. In these two tasks, context-sensitivity increased with age. However, we did not find a cultural difference in the picture description and the facial emotion judgment task. These findings support the idea that visual information processing is highly dependent on the culture-specific learning environments from very early in development. Specifically, they are more consistent with accounts that emphasize the role of the visual environment, than with the social orientation account. However, they also highlight that further research is needed to disentangle the diverse factors that may influence the early development of visual attention, which underlie culture-specific developmental pathways.