Is that the human patient has been replaced by an inanimate object. The object, of course, does not display any emotions; it is in one of two states: either standing upright (the equivalent of the girl dancing) or lying on the ground (the equivalent of the girl lying and crying). Each of the four action scripts was cast twice, using two different male adults as actors (actors A and B), resulting in eight 30-seconds movie clips. In all of the movie clips, the human patient was a female 12-year-old actor and the inanimate object was a backpack resting on a stool, whose size approximately matched the size of the human patient. The movie clips were silent, and were cast in a studio with a uniform blue background. The movie clips were then mounted into sequences of two consecutive actions separated by a blank screen of two seconds. These sequences involved the same actor but different patients (human patient or inanimate object) and actions (harming or comforting). For instance, in an `anti-social’ sequence, actor A harms the little girl and then comforts the backpack. In a `prosocial’ sequence, actor B hits the object and then comforts the little girl. Eight such sequences were generated by crossing the two actors (A and B), the two roles (pro-social and anti-social), and two orders of APTO-253MedChemExpress APTO-253 presentation of actions (harming first or comforting first). Note that movies are available upon request to the main authors. Procedure. Before the experiments, the toddlers were familiarized to the puppet character (animated by the experimenter) that will be used subsequently. The puppet played with them and asked them to name and point to various animals in a picture book (what is this animal? Where is the elephant? etc.). The toddlers were then placed two meters away from of a 261.5 m projection screen, in front of a table, on their parent’s lap. The parents were blindfolded during the entire experiment. The experimenter was seated on the ground facing away from the screen and was, therefore, blind to the movies being played. The experiment consisted of three parts. In the first part, the toddlers were LY2510924 site presented with one of the eight sequences (involving,PLOS ONE | www.plosone.orgfor instance, actor A in the anti-social role, with the harming action first) played twice, with a 2-second blank screen interval between each repetition. This was followed by a photograph of the actor facing the camera, at which point the toddler was introduced to an experimenter blind to the film, who used the puppet to interact verbally with him/her and asked social/moral evaluation questions regarding the actor appearing in the photograph: Do you like him? Is he a good guy or a bad guy? Is he nice looking or ugly? Is he scary or nice? Do you want to play with him or not? In the second part, toddlers were presented twice with a sequence involving the other actor playing the opposite role (here, actor B in the pro-social role, with the harming action first). As in the first part, the sequence was followed by a presentation of actor B’s photograph, and the same questions were used again. In the third part, the two sequences with actor A and actor B were shown once and the two actors appeared side by side on the screen. When faced with the two actors, the child was asked one question for each agent “Is he a good guy or a bad guy?” while the puppet pointed first to the actor on the left, then to the actor on the right. Then, they were asked three questions using a contrastive co.Is that the human patient has been replaced by an inanimate object. The object, of course, does not display any emotions; it is in one of two states: either standing upright (the equivalent of the girl dancing) or lying on the ground (the equivalent of the girl lying and crying). Each of the four action scripts was cast twice, using two different male adults as actors (actors A and B), resulting in eight 30-seconds movie clips. In all of the movie clips, the human patient was a female 12-year-old actor and the inanimate object was a backpack resting on a stool, whose size approximately matched the size of the human patient. The movie clips were silent, and were cast in a studio with a uniform blue background. The movie clips were then mounted into sequences of two consecutive actions separated by a blank screen of two seconds. These sequences involved the same actor but different patients (human patient or inanimate object) and actions (harming or comforting). For instance, in an `anti-social’ sequence, actor A harms the little girl and then comforts the backpack. In a `prosocial’ sequence, actor B hits the object and then comforts the little girl. Eight such sequences were generated by crossing the two actors (A and B), the two roles (pro-social and anti-social), and two orders of presentation of actions (harming first or comforting first). Note that movies are available upon request to the main authors. Procedure. Before the experiments, the toddlers were familiarized to the puppet character (animated by the experimenter) that will be used subsequently. The puppet played with them and asked them to name and point to various animals in a picture book (what is this animal? Where is the elephant? etc.). The toddlers were then placed two meters away from of a 261.5 m projection screen, in front of a table, on their parent’s lap. The parents were blindfolded during the entire experiment. The experimenter was seated on the ground facing away from the screen and was, therefore, blind to the movies being played. The experiment consisted of three parts. In the first part, the toddlers were presented with one of the eight sequences (involving,PLOS ONE | www.plosone.orgfor instance, actor A in the anti-social role, with the harming action first) played twice, with a 2-second blank screen interval between each repetition. This was followed by a photograph of the actor facing the camera, at which point the toddler was introduced to an experimenter blind to the film, who used the puppet to interact verbally with him/her and asked social/moral evaluation questions regarding the actor appearing in the photograph: Do you like him? Is he a good guy or a bad guy? Is he nice looking or ugly? Is he scary or nice? Do you want to play with him or not? In the second part, toddlers were presented twice with a sequence involving the other actor playing the opposite role (here, actor B in the pro-social role, with the harming action first). As in the first part, the sequence was followed by a presentation of actor B’s photograph, and the same questions were used again. In the third part, the two sequences with actor A and actor B were shown once and the two actors appeared side by side on the screen. When faced with the two actors, the child was asked one question for each agent “Is he a good guy or a bad guy?” while the puppet pointed first to the actor on the left, then to the actor on the right. Then, they were asked three questions using a contrastive co.
