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1.
Out of Reach,Out of Mind? Infants’ Comprehension of References to Hidden Inaccessible Objects 
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下载免费PDF全文 This study investigated the nature of infants’ difficulty understanding references to hidden inaccessible objects. Twelve‐month‐old infants (N = 32) responded to the mention of objects by looking at, pointing at, or approaching them when the referents were visible or accessible, but not when they were hidden and inaccessible (Experiment I). Twelve‐month‐olds (N = 16) responded robustly when a container with the hidden referent was moved from a previously inaccessible position to an accessible position before the request, but failed to respond when the reverse occurred (Experiment II). This suggests that infants might be able to track the hidden object's dislocations and update its accessibility as it changes. Knowing the hidden object is currently inaccessible inhibits their responding. Older, 16‐month‐old (N = 17) infants’ performance was not affected by object accessibility. 相似文献
2.
4-month-old infants held 2 rings, 1 in each hand, out of view. The rings moved rigidly together and were either the same (Experiment 1) or different (Experiment 2) in substance, weight, texture, and shape. After haptic habituation to a ring display, patterns of preferential looking to visibly connected vs. separated rings provided evidence that the infants perceived the rings in both experiments as parts of one connected object. This perception was no weaker when the rings differed in shape and substance, even though infants were shown (Experiment 3) to detect that difference. In the haptic mode, as in the visual mode, infants appear to perceive object unity by analyzing motion but not by analyzing figural goodness. The findings suggest that an amodal mechanism underlies object perception. 相似文献
3.
Shortcut ability in hamsters was tested in a complex wheel-shaped maze, in which kinesthetic information could be associated with environmental (proximal and/or distal) cues. The hamsters, previously trained to reach a hidden goal by a circumferential route, were led to the center of the maze to test their ability to take a directional shortcut to that same goal. In Experiment 1, their ability to accurately take a straight-line shortcut to the goal (from among eight possible paths) when distal cues were available was demonstrated. In Experiment 2, environmental information was neutralized in some conditions in order to enhance the relevance of kinesthetic information. When circumferential training runs were not too complex, the hamsters could use kinesthetic information—“path integration” processes—integrated during their previous training to infer the direction of the hidden goal. 相似文献
4.
Previous research indicated that 4-month-old infants perceive the unity of a center-occluded object when its visible ends share a common lateral translation in space. The present work investigated the class of motion relationships that can specify object unity to infants, specifically, asking whether it includes all rigid translations. 3 experiments tested the informativeness of 2 axes of translation not previously studied: translation in depth and vertical translation. These motions also allowed assessment of certain interpretations of previous results that invoke specific sensory consequences of lateral movement, rather than perceived motion, as underlying perceived unity. Experiment 1 provided evidence that a small extent of translation in depth specified the unity of an object, but only to the subgroup of infants who detected the motion. Experiment 2 used a greater displacement in depth and found clear evidence for perception of object unity. Experiment 3 indicated that vertical translation, in which the 2 visible areas of the partly hidden object undergo dissimilar changes, also specifies object unity to infants. These results suggest that infants' perception of object unity depends on perceived coherence of motion, no matter how specified, and that the class of informative motions includes all rigid translations. 相似文献
5.
Two experiments investigated whether infants can use their rich social knowledge to bind representations of individual objects into larger social units, thereby overcoming the three‐item limit of working memory. In Experiment 1, 16‐month‐olds (n = 32) remembered up to four hidden dolls when the dolls had faced and interacted with each other in pairs, but not when they faced and interacted with the infant, suggesting that infants chunked the dolls into social pairs. In Experiment 2 (n = 16), infants failed to remember four dolls when they faced each other without interacting, indicating that interaction between the dolls was necessary to drive chunking. This work bridges a gap between social cognition and memory by demonstrating that infants can use social cues to expand memory. 相似文献
6.
Emily W. Bushnell Beryl E. McKenzie Deborah A. Lawrence Sheryl Connell 《Child development》1995,66(4):937-958
The ability of 1-year-old infants to remember the location of a nonvisible target was investigated in 3 experiments. Infants searched for a toy hidden in one of many possible locations within a circular bounded space. The presence, number, and spatial arrangement of local cues or "landmarks" within this space were varied. The results of Experiment 1 showed that search performance was highly successful when a landmark was coincident with the location of the toy ("direct"), but less successful when a landmark was adjacent to the target location ("indirect"). The results of Experiment 2 suggested that search with an indirect landmark may be more fragile than search with no landmarks at all. In Experiments 3a and 3b, 2 different configurations of indirect landmarks were employed; search performance was equally poor with both of these and was inferior to search with no landmarks. It is concluded that infants of this age are able to associate a nonvisible target with a direct landmark and are able to code the distance and direction of a target with respect to themselves or with respect to the larger framework. However, there was no evidence that they can code the distance and direction of a target relative to another object. The difficulty of coding with indirect landmarks is interpreted in terms of cognitive complexity and conflict between spatial strategies. 相似文献
7.
两个实验采用联结学习范式,分别探讨知觉类别和语义类别材料中,类别感知对特征学习的影响.结果发现,即使是在联结学习范式中,当学习者感知学习材料存在类别时,不仅关注可以有效预测结果的特征,也会关注类别中的其他特征.同时,在知觉类别和语义类别材科中都发现了相同的结果.本实验结果说明,当学习者感知学习材料中存在类别时,即使是在联结学习范式中,学习者也会像类别学习范式中一样,学习额外特征,支持对存在类别的感知,是影响学习者特征学习的重要原因. 相似文献
8.
Jannath Begum Ali Rhiannon L. Thomas Stephanie Mullen Raymond Andrew J. Bremner 《Child development》2021,92(1):21-34
Two experiments examined perceptual colocation of visual and tactile stimuli in young infants. Experiment 1 compared 4- (n = 15) and 6-month-old (n = 12) infants’ visual preferences for visual-tactile stimulus pairs presented across the same or different feet. The 4- and 6-month-olds showed, respectively, preferences for colocated and noncolocated conditions, demonstrating sensitivity to visual-tactile colocation on their feet. This extends previous findings of visual-tactile perceptual colocation on the hands in older infants. Control conditions excluded the possibility that both 6- (Experiment 1), and 4-month-olds (Experiment 2, n = 12) perceived colocation on the basis of an undifferentiated supramodal coding of spatial distance between stimuli. Bimodal perception of visual-tactile colocation is available by 4 months of age, that is, prior to the development of skilled reaching. 相似文献
9.
Infants can track small groups of solid objects, and infants can respond when these quantities change. But earlier work is equivocal about whether infants can track continuous substances, such as piles of sand. Experiment 1 (N = 88) used a habituation paradigm to show infants can register changes in the size of piles of sand that they see poured from a container when there is a 1-to-4 ratio. Experiment 2 (N = 82) tested whether infants could discriminate a 1-to-2 ratio. The results demonstrate that females could discriminate the difference but males could not. These findings constitute the youngest evidence of successful quantity discriminations for a noncohesive substance and begin to characterize the nature of the representation for noncohesive entities. 相似文献
10.
The study assessed the contribution of stereoscopic depth cues to infants' perception of a Kanizsa rectangle as a surface that temporarily occludes a moving object. In Experiment 1, the Kanizsa figure was shifted into the foreground by enriching it with stereoscopic depth information. According to the results, perception of a three‐dimensional Kanizsa figure as an occluding surface emerges between 5 (n = 16) and 7 (n = 16) months of age. Experiment 2 demonstrated that 7‐month‐old (n = 16) infants performed similarly to the 7‐month‐olds who participated in Experiment 1 if the moving object was shifted into the background. These findings suggest that 7‐month‐old infants respond to stereoscopic depth cues and that they exploit it to perceive subjective contours as occluders. 相似文献
11.
Thirteen-month-olds rely on shared labels and shape similarity for inductive inferences 总被引：4，自引：0，他引：4
This study examined the influence of shape similarity and labels on 13-month-olds' inductive inferences. In 3 experiments, 123 infants were presented with novel target objects with or without a nonvisible property, followed by test objects that varied in shape similarity. When objects were not labeled, infants generalized the nonvisible property to high-similarity objects (Experiment 1). When objects were labeled with the same noun, infants generalized the nonvisible property to high- and low-similarity objects (Experiment 2). Finally, when objects were labeled with different nouns, infants generalized the nonvisible property to high-similarity objects (Experiment 3). Thus, infants who are beginning to acquire productive language rely on shared shape similarity and shared names to guide their inductive inferences. 相似文献
12.
English- and Spanish-learning infants were tested for perception of 2 synthetic speech contrasts differing in voice onset time. The 2 pairs were chosen so that they were native to either Spanish or English. Using the Visually Reinforced Infant Speech Discrimination (VRISD) paradigm, 6--8-month-old infants were taught to respond to a change in auditory stimuli with a headturn. Correct headturns were reinforced by the activation of a lighted animated toy. While Spanish-learning infants provided evidence of discriminating both English and Spanish contrasts, English-learning infants only provided evidence of discriminating their native contrast. The results are discussed in terms of the role of linguistic experience in the development of speech perception skills in infancy. 相似文献
13.
This study examined 7-to-13.5-month-old middle-class Western infants’ visual orienting to third-party interactions in parallel with their social attention behavior during own social interactions (Leipzig, Germany). In Experiment 1, 9.5- to-11-month-olds (n = 20) looked longer than 7- to-8.5-month-olds (n = 20) at videos showing two adults interacting with one another when simultaneously presented with a scene showing two adults acting individually. Moreover, older infants showed higher social engagement (including joint attention) during parent–infant free play. Experiment 2 replicated this age-related increase in both measures and showed that it follows continuous trajectories from 7 to 13.5 months (n = 50). This suggests that infants’ attentional orienting to others’ interactions coincides with parallel developments in their social attention behavior during own social interactions. 相似文献
14.
Two preregistered experiments (N = 218) investigated children's developing ability to respond reasonably to disagreement. U.S. children aged 4–9, and adults (50% female, mostly white) formed an initial belief, and were confronted with the belief of a disagreeing other, whose evidence was weaker, stronger than, or equal to participants' evidence. With age, participants were increasingly likely to maintain their initial belief when their own evidence was stronger, adopt the other's belief when their evidence was weaker, and suspend judgment when both had equally strong evidence. Interestingly, 4- to 6-year-olds only suspended judgment reliably when this was assessed via the search for additional information (Experiment 2). Together, our experiments suggest that the ability to respond reasonably to disagreement develops over the preschool years. 相似文献
15.
Infant Sensitivity to Adult Eye Direction 总被引：5，自引：0，他引：5
Adult eye direction was manipulated while adults interacted with 3–6-month-olds over closed-circuit television (Experiment 1) or in person (Experiment 2). Infants received 4 1-min interaction periods. For experimental groups, adult eye contact was maintained during Periods 1 and 3, and averted during Periods 2 and 4 (by viewing infants on a television monitor to maintain contingency). Control infants received eye contact during all periods. Experimental infants' smiling declined whenever adults looked away; their visual attention simply decreased across periods. Control infants showed little change in gaze or smiling across periods. The implications of these results for Baron-Cohen's model of infant theory of mind and Morton and Johnson's 2-process theory of infant face perception are discussed. 相似文献
16.
The monkey’s capacity to extract tonal pattern from a sequence of tones was assessed in four subjects that had the benefit of substantial past experience in discriminating, matching, and remembering acoustic stimuli. In Experiment 1, the monkeys failed to transfer their well-established matching behavior to the matching of two structured sequences of tones that differed primarily in tonal pattern, indicating that for them tonal pattern was not a salient feature of the acoustic stimuli. Experiment 2 was an attempt to encourage tonal pattern perception by employing, within a discrimination paradigm, very simple tonal patterns and multiple exemplars of the positive and negative patterns; the transfer design, borrowed from Hulse and Cynx (1985), was a powerful one for revealing tonal pattern perception. Verifying earlier results from our laboratory, there was little in the monkeys’ transfer performance to indicate that they had extracted tonal pattern from the acoustic stimuli. Major discriminative control seemed to be vested in the first tone of each exemplar. This apparent cognitive limitation may be rather general among animals, perhaps reflecting an intimate connection between the capacity for tonal pattern perception and that for acoustically based language. 相似文献
17.
Lincoln G. Craton 《Child development》1996,67(3):890-904
We explored infants' ability to perceive stationary, partially occluded objects as connected units (Experiments 1 and 2) with specific appearances (Experiment 3). In each experiment, the infants saw 2 test events involving what appeared to adults to be a tall rectangular object whose middle portion was hidden behind a narrow screen. During the test events, the screen alternately uncovered and covered the object. In Experiments 1 and 2, removal of the screen revealed either a single, connected rectangle (complete object event) or an interrupted rectangle with a gap where the screen had been (broken object event). In Experiment 3, removal of the screen revealed either a rectangle (rectangle event) or a cross-shaped object (cross-shape event). The pattern of infants' looking times at these events suggest that they perceive the unity of the partially occluded object by 6.5 months of age but did not perceive the form of the hidden part of the object until 8 months. The results of baseline control conditions support this interpretation. 相似文献
18.
Shannon M. Pruden Sarah Roseberry Tilbe Göksun Kathy Hirsh‐Pasek Roberta M. Golinkoff 《Child development》2013,84(1):331-345
Fundamental to amassing a lexicon of relational terms (i.e., verbs, prepositions) is the ability to abstract and categorize spatial relations such as a figure (e.g., boy) moving along a path (e.g., around the barn). Three studies examine how infants learn to categorize path over changes in manner, or how an action is performed (e.g., running vs. crawling). Experiment 1 (n = 60) finds that 10‐ to 12‐month‐old English‐learning infants categorize a figure’s path. In Experiment 2 (n = 27) categorization is disrupted when the ground object is removed, suggesting the relation between figure and ground defines the path. Experiment 3 (n = 24) shows that language may be a mechanism guiding category formation. These studies suggest that English‐learning infants can categorize path, a component lexicalized in the world’s languages. 相似文献
19.
Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety‐two 3‐ to 7‐year‐olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put inside (partial exposure). Even 3‐year‐olds could assess their epistemic states in the total ignorance and the complete knowledge task. However, only children older than 5 could assess their ignorance in the partial exposure task. In Experiment 2 with one hundred and one 3‐ to 7‐year‐olds, similar results were found for children under 5 years even when more objects were shown in partial exposure tasks. Implications for children’s developing theory of knowledge are discussed. 相似文献
20.
Adults recognize emotions conveyed by bodies with comparable accuracy to facial emotions. However, no prior study has explored infants' perception of body emotions. In Experiment 1, 6.5‐month‐olds (n = 32) preferred happy over neutral actions of actors with covered faces in upright but not inverted silent videos. In Experiment 2, infants (n = 32) matched happy and angry videos to corresponding vocalizations when the videos were upright but not when they were inverted. Experiment 3 (n = 16) demonstrated that infants' performance in Experiment 2 was not driven by information from the covered face and head. Thus, young infants are sensitive to emotions conveyed by bodies and match them to affective vocalizations, indicating sophisticated emotion processing capabilities early in life. 相似文献