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1.
Four-year-olds' sensitivity to differences among faces in the spacing of features was tested under 4 task conditions: judging distinctiveness when the external contour was visible and when it was occluded, simultaneous match-to-sample, and recognizing the face of a friend. In each task, the foil differed only in the spacing of features, and spacing alterations were within normal limits. Children performed at chance levels in all but 1 task-match-to-sample, and in that task, only 10 of 18 children were correct on more than 50% of the trials. Sensitivity to the spacing of facial features in identity and distinctiveness tasks is very weak at 4 years of age-at least when the changes do not exceed +/-2.5 SD of normal variability. 相似文献
2.
Existing data indicate that newborns are able to recognize individual faces, but little is known about what perceptual cues drive this ability. The current study showed that either the inner or outer features of the face can act as sufficient cues for newborns' face recognition (Experiment 1), but the outer part of the face enjoys an advantage over the inner part (Experiment 2). Inversion of the face stimuli disrupted recognition when only the inner portion of the face was shown, but not when the whole face was fully visible or only the outer features were presented (Experiment 3). The results enhance our picture of what information newborns actually process and encode when they discriminate, learn, and recognize faces. 相似文献
3.
Previous studies on nonhuman primates have shown inconsistencies in their processing of first- and secondorder relational
properties of facial stimuli. Using greeble stimuli sharing configural properties with faces, this study assessed configural
processing in baboons. Five baboons were trained to recognize a positive stimulus among pairs of greebles in a two-alternative
forced choice task. They were then tested with new stimulus pairs involving either a first-order version, with modifications
in global qualitative spatial relations, or a second-order version, with modifications of finer spatial relations. Performance
remained above chance in all test conditions, including when only second-order cues were available, but it was higher for
first-order trials. It is proposed that an extensive training with greebles led to the processing of second-order relational
properties. These results demonstrate that configural sensitivity is not restricted to faces in baboons and suggest that a
common mechanism may support configural processing for face and nonface stimuli. 相似文献
4.
Several previous studies have shown that ASL signers are 'experts' on at least one test of face processing: the Benton Test of Face Recognition, a discrimination task that requires subjects to select a target face from a set of faces shown in profile and/or in shadow. The experiments reported here were designed to discover why ASL signers have superior skill as measured by this test and to investigate whether enhanced performance extends to other aspects of face processing. Experiment 1 indicated that the enhancement in face-processing skills does not extend to recognition of faces from memory. Experiment 2 revealed that deaf and hearing subjects do not differ in their gestalt face-processing ability; they perform similarly on a closure test of face perception. Finally, experiment 3 suggested that ASL signers do exhibit a superior ability to detect subtle differences in facial features. This superior performance may be linked both to experience discriminating ASL grammatical facial expression and to experience with lipreading. We conclude that only specific aspects of face processing are enhanced in deaf signers: those skills relevant to detecting local feature configurations that must be generalized over individual faces. 相似文献
5.
Thirty children in Geneva, Switzerland, 15 middle-class children in Bariloche and 15 lower-class children from a semi-literate or illiterate milieu in Bariloche, Argentina, were tested. All children were aged 6 and attending public schools. Tasks were: (1) judging which of two bi- or tri-digit written numerals was the biggest, and explaining why; and (2) explaining the role played by the different digits in numerals such as 11, 12, 16, 17. Results show that children at these ages use various strategies in task 1: they compare number of digits; read aloud the numerals and refer to number-string knowledge; treat bi- and tri-digits as the sum of their face value parts; and lastly, quite often take both face value and position of digits into account in a correct way. They, however, were not able to explain place-value. Most subjects gave face value interpretations, while a few children account for the whole collection of chips and make part of the chips correspond to one digit, and the other part to the other digit. Differences in performance between the three types of children emerge. 相似文献
6.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
7.
The ability to recognize emotions that were easily identifiable and those that were more difficult to identify, as expressed by male and female faces, was studied in 48 nondisabled children and 76 children with learning disabilities (LD) ages 9 through 12. On the basis of their performance on the Rey Auditory Verbal Learning Test and the Benton Visual Retention Test, the LD group was divided into three subgroups: those with verbal (VD), nonverbal (NVD), and both verbal and nonverbal (BD) deficits. A shortened version of Ekman and Friesen's Pictures of Facial Affect, including pictures of both men and women, was the measure of ability to identify facial expressions of affect. Children of both genders in all three groups of children with LD, as well as their normally achieving peers, were more accurate in identifying expressions of affect from female faces, notwithstanding differences in sensitivity to such emotional communication in favor of the nondisabled and VD groups. However, a significant interaction was found between gender and emotional recognition difficulty level, with female faces being more expressive for emotions that were difficult to recognize. 相似文献
8.
This research investigated the ability of 4- and 7-month-old infants to match unfamiliar, dynamic faces and voices on the basis of age or maturity. In Experiment 1, infants received videotaped trials of an adult and a child of the same gender, side by side, speaking a nursery rhyme in synchrony with one another. The voice to one and then the other face was played in synchrony with the movements of both faces in a random order across 12 trials. On one block of 6 trials a man and a boy were presented, and on the other block a woman and a girl. Results indicated significant matching of the faces and voices at both ages, and the infant's prior experience with children appeared to facilitate matching at 7 months. Further, a visual preference for the children's faces was found. Experiment 2 assessed matching to the same events by 7-month-olds, only with the faces inverted. Results indicated no evidence of matching; however, the visual preference for the children's faces was replicated. Together, the findings suggest that infants are able to detect invariant intermodal relations specifying the age or maturity of a person's face and voice. This matching was most likely based on information that was degraded by inverting the faces, including invariant relations between the sound of the voice and configurational aspects of the face, or between temporal aspects of the voice and the relative motion of facial features. 相似文献
9.
教师专业成长中,面临角色不适应的问题,教师需要理顺“变”与“不变”的辩证关系,寻找和认识自我内心世界,合理定位自身角色,抓住专业成长的机会,促成角色实现。 相似文献
10.
6 1-month-old infants and 6 2-month-old infants each viewed 3 faces (his mother's, a strange woman's, and a strange man's) while his eye movements were recorded by corneal photography. The 1-month-olds fixated away from the faces most of the time, and they looked at their mothers even less often than at the strangers. When they did fixate a face, they usually chose a limited portion of the perimeter. By constrast, 2-month-olds fixated the faces most of the time, looked at more features, and were more likely to look at internal features, especially the eyes. This scanning resembles that reported previously for 2-dimensional shapes, although in some respects it appears unique to faces. 相似文献
11.
Generalized Discrimination of Positive Facial Expressions by Seven- and Ten-Month-Old Infants 总被引：1，自引：0，他引：1
Pamela M. Ludemann 《Child development》1991,62(1):55-67
The ability of 7- and 10-month-old infants to generalize their discrimination of facial expressions lacking featural consistency was investigated in a series of 4 experiments. Infants were habituated to models posing either prototypically positive displays (e.g., happy expressions) or positive expression blends (e.g., mock surprise). They were then tested for their ability to recognize a positive expression on the face of a novel model and to discriminate positive and negative facial expressions. Only in Experiment 1, in which infants were familiarized to a mix of happy and surprised facial expressions, did 10-month-olds demonstrate generalized discrimination of positive affect. When positive blends or happy expressions alone served as familiarization stimuli, both 7- and 10-month-old infants failed to dishabituate to a change in affective tone. 7-month-olds, in particular, showed consistent recovery of looking to the introduction of novel models. The pattern of results suggests that it is not until sometime after 7 months of age that dependence on the presence of expression-specific features for affect recognition and discrimination diminishes. By 10 months of age, however, infants are beginning to recognize the affective similarity of familiar positive facial expressions. 相似文献
12.
There are no salient word spaces in Mandarin Chinese. Thus, it is unclear whether word spacing information differentially affects the reading speed of children with and without reading difficulties (RD). In the present study, native Chinese-speaking children of differential reading abilities were tested with Chinese text in un-spaced versus spaced versions at different time points during training. The results indicated that spaced texts slow down reading speeds in children without RD. In contrast, spaced texts improved reading speeds in children with reading difficulties after some training took place. These findings suggest that the effect of word spacing information on Chinese reading might vary as a function of individual differences in reading abilities. We argue that children with RD can accommodate to the spaced text better than children without RD and that they can take advantage of using bottom-up spacing information to segment and recognize words in text. 相似文献
13.
Neural correlates of face and object recognition in young children with autism spectrum disorder,developmental delay,and typical development 总被引：11，自引：0，他引：11
Dawson G Carver L Meltzoff AN Panagiotides H McPartland J Webb SJ 《Child development》2002,73(3):700-717
This study utilized electroencephalographic recordings to examine whether young children with autism spectrum disorder (ASD) have impaired face recognition ability. High-density brain event-related potentials (ERPs) were recorded to photos of the child's mother's face versus an unfamiliar female face and photos of a favorite versus an unfamiliar toy from children with ASD, children with typical development, and children with developmental delay, all 3 to 4 years of age (N = 118). Typically developing children showed ERP amplitude differences in two components, P400 and Nc, to a familiar versus an unfamiliar face, and to a familiar versus an unfamiliar object. In contrast, children with ASD failed to show differences in ERPs to a familiar versus an unfamiliar face, but they did show P400 and Nc amplitude differences to a familiar versus an unfamiliar object. Developmentally delayed children showed significant ERP amplitude differences for the positive slow wave for both faces and objects. These data suggest that autism is associated with face recognition impairment that is manifest early in life. 相似文献
14.
Recent research studies have shown that increased letter spacing has a positive effect on the reading ability of dyslexic individuals. This study aims to investigate the effect of spacing on the readability of different fonts for children with and without dyslexia. Results did not support the hypothesis of better performance among children with dyslexia when reading text in Dyslexie than in other fonts. They, however, revealed that only spacing plays a role in enhancing dyslexic individuals’ reading performance because Dyslexie and the Times New Roman interspaced font have no difference. Furthermore, the negative effect of the unfriendly fonts Times New Roman Italic and Curlz MT was eliminated through increased interletter spacing. 相似文献
15.
Four-month-old infants were habituated with an upright or an upside-down face. Eye-movement recordings showed that the upright and upside-down faces were not explored the same way. Infants spent more time exploring internal features, mainly in the region of the nose and mouth, when the face was upright. They also alternated as frequently between the face's internal features (eyes vs. nose/mouth) as between external and internal features. When the face was upside down, the infants spent half of their time exploring external features, and preferentially alternated between external features and internal features. The main effect of inversion was a decrease of the looking time to the nose/mouth region and of the number of shifts between the eye region and the nose/mouth region. 相似文献
16.
Robert Pasnak Brittany N. Thompson Katrina M. Gagliano Matthew T. Righi K. Marinka Gadzichowski 《The Journal of educational research》2019,112(4):528-534
Knowing what kinds of patterns are easy for children to recognize early in their kindergarten year, and what kinds are difficult, can be a useful guide for patterning instruction. Hence, the ability of children to recognize complex patterns early in their kindergarten year was assessed in two experiments. One experiment showed that the children were significantly less accurate on patterns made of progressively higher numbers or of letters that came progressively later in the alphabet than on patterns made of clock faces that showed increasing amounts of time or were made of rotating objects. There was an interaction between the type of element of which the pattern was composed and the pattern’s orientation. A second experiment showed that symmetric patterns were easier than growing patterns, and there were effects of orientation and the elements of which a pattern was composed, as well as interactions. This research indicates that instruction on clock faces and rotating objects should precede instruction on letters and numbers, and that symmetric patterns can also be easily understood. 相似文献
17.
An interesting conflict exists in the developmental literature concerning the strength of thematic versus taxonomic associations. "Dog-doghouse" is a thematic match, while "dog-horse" is a taxonomic match. This study compared the ability of children to identify both types of associations at 2 points during the third year of life: 26 months (N = 15) and 34 months (N = 24). A reinforced match-to-sample technique was used in which half of the matches were thematic and the other half were taxonomic. Both age groups were able to identify thematic matches, although children near 3 years of age were able to recognize a wider range of thematic associations than children near 2 years of age. The 26-month-olds were unable to identify taxonomic matches that had no perceptual basis, but the 34-month-olds were successful at this task; the 34-month-olds appeared to have a more general understanding of categories that was less tied to perceptual features. 相似文献
18.
Schwarzer G 《Child development》2000,71(2):391-401
The present experiment examined the degree to which analytic and holistic modes of processing play a role in the way children and adults categorize upright and inverted faces. Seven-year-old children (n = 38), 10-year-old children (n = 40), and adults (n = 55) were instructed to classify upright and inverted faces into two categories. The construction of the categories allowed participants to categorize the faces either analytically (by focusing on a single attribute) or holistically (in terms of overall similarity). The results show both a developmental trend from analytic to holistic processing and an effect of face inversion with increasing age. Thus, it appears that 7-year-old children process upright and inverted faces in a way comparable to their processing of nonfacial visual stimuli, namely analytically, whereas a growing proportion of 10-year-olds and adults process only upright faces holistically by adopting a specific mode of face processing. 相似文献
19.
Concept acquisition in the human infant. 总被引：1，自引：0，他引：1
The ability of 18-, 24-, and 30-week-old infants to learn conceptual categories regarding adult female faces was examined using a habituation paradigm. Little evidence for conceptual categorization occurred at 18 or 24 weeks, but at 30 weeks infants learned to respond to "a specific female face regardless of orientation" and to "female faces in general." 相似文献
20.
Young children's understanding of counting and cardinality 总被引：4，自引：0，他引：4
4-year-old's knowledge of counting and cardinality--the last count word reached represents the numerosity of the set--was tested in 2 experiments. Experiment 1 investigated the nature of early cardinality responses by presenting different forms of the cardinality question before, after, and before and after the child counted. Both type and time of question has large effects. Experiment 2 examined whether children of this age could recognize errors in 4 counting procedures and whether they would reject a cardinality response arrived at through a mistaken counting procedure. The children were very good at recognizing a standard counting procedure as correct. They had only limited success at treating procedures that violated the stable order of count words or violated the one-one correspondence between count word and object as incorrect. They lacked an understanding of the order irrelevance in that they judged valid, nonstandard counting orders as incorrect. The children did not seem to link their evaluation of a cardinality response with their evaluation of the counting procedure used to reach that response. The results do not indicate that counting principles initially govern the child's acquisition of counting knowledge. They are consistent with the suggestion that early cardinality responses are last-word responses. 相似文献