Mean accuracy rates of 3-years-old children in the low-experienced group (a) and in the high-experienced group (b) when younger and older adult faces were presented upright and inverted.

<p>Error bars represent standard errors of the means.</p

Examples of the younger adult and older adult faces stimuli used in the study.

<p>Examples of the younger adult and older adult faces stimuli used in the study.</p

Questionnaire-based information concerning the amount of contact that 3-year-old children in the low-experienced and in the high-experienced group had with elderly adults aged 60 to 90 years. For each participant, the table reports the average number of hours of contact per year during the last 3 years.

<p>Questionnaire-based information concerning the amount of contact that 3-year-old children in the low-experienced and in the high-experienced group had with elderly adults aged 60 to 90 years. For each participant, the table reports the average number of hours of contact per year during the last 3 years.</p

Questionnaire-based information concerning the amount of contact that participants in the low-experienced and in the high-experienced group had with elderly adults aged 60 to 90 years.

<p>For each participant, the table reports the total amount of hours of contact in the last year. For the nursing home assistants in the high-experienced group, the number of years of working experience is also reported.</p

Children’s accuracy rate for upright older adult faces (a) and inversion score for older adult faces (b) collapsed across experience plotted as a function of the average number of hours of contact per year with elderly adults.

<p>Children’s accuracy rate for upright older adult faces (a) and inversion score for older adult faces (b) collapsed across experience plotted as a function of the average number of hours of contact per year with elderly adults.</p

Mean accuracy rates of adult participants in the low-experienced group (a) and in the high-experienced group (b) when younger and older adult faces were presented upright and inverted.

<p>Error bars represent standard errors of the means.</p

Schematic representation of a congruent trial in the Arabic digits condition of Experiment 1.

<p>Schematic representation of a congruent trial in the Arabic digits condition of Experiment 1.</p

Numerical and non-numerical magnitudes presented as cues in Experiment 1 and in Experiment 2, respectively.

<p>Numerical and non-numerical magnitudes presented as cues in Experiment 1 and in Experiment 2, respectively.</p

Mean times to target fixation exhibited by participants on congruent and incongruent trials for the Dots and Arabic digits conditions of Experiment 1 and for the Brightness and Size conditions of Experiment 2.

<p>Error bars represent standard error of the means.</p

Looking times in Experiment 1 and Experiment 2.

<p>Mean looking times and s.e. (seconds) to the familiar and to the novel test trials for infants habituated to increasing and for infants habituated to decreasing sequences for both Experiment 1 and Experiment 2.</p