### Join a Cutting-Edge Study at the Intersection of Cognitive, Developmental, and Affective Science ###

A central question in developmental psychology concerns whether infants require a basic form of self-awareness before they can express emotions such as embarrassment. Influential theoretical accounts hold that such emotions only emerge once a child is able to recognize themselves in a mirror. This claim, however, rests largely on a single classic study from 1989 that has never been directly replicated in the decades since.

This project revisits that relationship by examining mirror self-recognition and early expressions of embarrassment in infants aged 9 to 24 months. Infants first complete a mirror task assessing self-recognition, and subsequently take part in a series of brief, naturalistic situations designed to elicit heightened social attention — for example, viewing themselves in a mirror, receiving compliments, or being encouraged to dance to music. Embarrassment is assessed through two complementary methods: detailed frame-by-frame behavioral coding of non-verbal signals, and thermal imaging to detect subtle temperature changes in the cheeks as a potential physiological indicator of blushing. The study is designed as a large-scale, preregistered replication with direct implications for a foundational theory in the field.

Students joining this project will gain substantive, hands-on experience with advanced research methods, including thermal imaging, high-precision behavioral micro-coding software, and modern statistical approaches such as Bayesian analysis. Beyond assisting with data collection, students will have the opportunity to develop and pursue their own research question within the broader project, rather than working solely within a predetermined analytic plan. The project also offers direct experience with infant and family research in an applied laboratory setting, training in preregistration and replication methodology, and involvement in a high-profile Registered Report — exposing students to the full research cycle behind testing a landmark theory.

Students with an interest in infant development, social cognition, affective science, and quantitative research are encouraged to get in touch to discuss possible research questions and involvement within the project.

Feel free to reach out to Dr. Chris Riddell (c.d.riddell@uva.nl) if you have any questions.