The role of perceptual load in action affordance by ignored objects

The extent to which an irrelevant distractor is processed during selective attention depends critically on the level of perceptual load on the relevant task. Here we show that perceptual load also affects the tendency of graspable objects to afford associated actions. Participants carried out a letter-search task and identified a target letter with the right or left hand while ignoring a graspable object with a handle oriented on the left or the right side of the object. The target letter was presented either on its own (low perceptual load) or alongside five nontarget letters (high load). Responses were faster when the action afforded by the ignored object was compatible (vs. incompatible) with the current target response, but only when the perceptual load of the letter search task was low. This finding is the first to demonstrate the role of perceptual load in action affordances by ignored objects.     

Separate Pathways for the Processing of Affordance of Neutral and Dangerous Object

Previous studies have shown that observation of object automatically elicits the activation of a reach-to-grasp response specifically directed to interact with the object, which is termed affordance. Recent findings provide evidences that even dangerous objects can evoke aversive affordances. However, these studies only focused on avoidance effect emerged with dangerous objects. It remains unclear whether the neutral object and dangerous object share a common mechanism for the processing of affordance information. The affordance effect is considered to be a type of conflict between the afforded response and the response required by the task. In a symbol judgment task, we simultaneously presented the neutral object and dangerous object to investigate whether the congruency sequence effects (congruency effects following incongruent trials are smaller than those following congruent trials) occurred across the two types of affordance conflict, which is typically assumed that such flexible adjustments can only be observed between the same conflict types. It was found that congruency sequence effects were only generated between the same types of affordance conflict (e.g., neutral object or dangerous object), but not between two different affordance conflict types (e.g., neutral object and dangerous object). These results indicate there may be two different pathways for the processing of affordance of the neutral and dangerous object.     

When language affects cognition and when it does not: an analysis of grammatical gender and classification

The focus of this work was on the relation between grammatical gender and categorization. In one set of studies, monolingual English-, Spanish-, French-, and German-speaking children and adults assigned male and female voices to inanimate objects. Results from Spanish and French speakers indicated effects of grammatical gender on classification; results from German speakers did not. A connectionist model simulated the contradicting findings. The connectionist networks were also used to investigate which aspect of grammatical gender was responsible for the different pattern of findings. The predictions from the connectionist simulations were supported by the results from an artificial language-learning task. The results from this work demonstrate how connectionist networks can be used to identify the differences between languages that affect categorization.     

Children's strategies in producing three-dimensional relationships on a two-dimensional surface

It is a common task to give children a picture containing implicit depth cues and to require them to extract depth information from it. The cues are always selected from the adult repertoire; little is known about children's production of their own cues. In this experiment, 5- to 10-year-old children were required to draw one object behind another in a situation in which adults invariably produce the further object partially occluded by the nearer. The results were an age-related decline in the tendency to segregate the objects and an increase in the tendency to group the objects using partial occlusion, with a cross-over at 8 years. At all ages some children drew one object inside the boundary of the other. It is argued that the results are composed of two tendencies, a gradual mastery of discrete scaling phenomena (e.g., “up” on the page means “further”) within a given style, and a set of decisions to be made between incompatible styles.     

Perception and production of object-related grasping in 6-month-olds

In this study, 6-month-olds’ perception of an object-related human grasping action was compared with their level of grasping performance using a within-participants design. In the action perception task, infants were presented with the video of an actor’s grasping movement toward an occluded target object. Subsequently, an expected and an unexpected final state of this grasping movement were presented simultaneously, and infants’ looking times were measured. In the action production task, infants were presented with three graspable objects. Infants’ grasping behavior was coded to be either palmar or thumb-opposite grasping. Results indicate that infants who were already able to perform a thumb-opposite grasp differentiated between the two final states in the action perception task by looking longer toward the unexpected final state. In contrast, infants who showed only palmar grasps looked equally long toward both final states. This finding supports the assumption that action perception and action control are already closely related in infants as young as 6 months.     

The influence of popular media characters on children's object choices

Children often prefer objects and food packaging bearing images of popular media characters. However, it is unclear what factors may influence this. This study investigated whether depictions of popular media characters on high-quality (brand new) and low-quality (dirty, broken) objects influenced 3- to 4-year-old children's (N = 84) object preferences, as well as which objects children selected to help them complete a functional task (e.g., using a bucket to transport several small items). We also investigated whether children's preferences were related to inhibitory control. We found children's preferences were influenced by images of popular characters, but not their choice of objects for functional use. Instead, children relied on object quality when selecting an object to complete a task. Inhibitory control was not related to children's object choices. These results suggest children may weigh object features differently when making decisions for different purposes.     

Object processing for action across childhood

Human adults process and select the opportunities for action in their environment rapidly, efficiently, and effortlessly. While several studies have revealed substantial improvements in object recognition skills, motor abilities, and control over the motor system during late childhood, surprisingly little is known about how object processing for action develops during this period. This study addresses this issue by investigating how the ability to ignore actions potentiated by a familiar utensil develops between ages 6 and 10 years. It is the first study to demonstrate that (1) the mechanisms that transform a graspable visual stimulus into an object‐appropriate motor response are in place by the sixth year of life and (2) graspable features of an object can facilitate and interfere with manual responses in an adult‐like manner by this age. The results suggest that there may be distinct developmental trajectories for the ability to ignore motor responses triggered by visual affordances and the stimulus response compatibility effects typically assessed with Simon tasks.     

Young children's ability to solve spatial problems involving a choice

When do young children become able to make an adequate choice between two alternatives based on spatial information? Children of 20, 30, and 40 months of age were either presented with two objects with different cross-sections and one aperture, or one object and two different apertures. In each trial there was one object – aperture match and the task was to find that match and insert the object. All the children understood the task and tried to solve the problems but the 20-month-olds performed randomly and not even the 40-month-olds chose all the correct correspondences consistently. The results also showed that it is easier to choose between apertures than objects. This contrasts with the ability to solve the insertion problem once the choice was made. When choosing the correct object or aperture, the 40-month-olds inserted the triangle successfully in 85% of the cases. The boys and girls were equally good at solving the task, but the boys did it faster. The results show that making a choice adds significantly to the difficulty of solving spatial problems. It requires systematic examination of the objects and apertures involved, a working memory that can handle at least three items at a time, and an ability to inhibit an incorrect choice. Such executive functions are typically found in older preschool children but the present task shows that with an appropriate setup their development can be traced from a much earlier age.     

Developmental changes in colour constancy in a naturalistic object selection task

When the illumination falling on a surface change, so does the reflected light. Despite this, adult observers are good at perceiving surfaces as relatively unchanging—an ability termed colour constancy. Very few studies have investigated colour constancy in infants, and even fewer in children. Here we asked whether there is a difference in colour constancy between children and adults; what the developmental trajectory is between six and 11 years; and whether the pattern of constancy across illuminations and reflectances differs between adults and children. To this end, we developed a novel, child-friendly computer-based object selection task. In this, observers saw a dragon's favourite sweet under a neutral illumination and picked the matching sweet from an array of eight seen under a different illumination (blue, yellow, red, or green). This set contained a reflectance match (colour constant; perfect performance) and a tristimulus match (colour inconstant). We ran two experiments, with two-dimensional scenes in one and three-dimensional renderings in the other. Twenty-six adults and 33 children took part in the first experiment; 26 adults and 40 children took part in the second. Children performed better than adults on this task, and their performance decreased with age in both experiments. We found differences across illuminations and sweets, but a similar pattern across both age groups. This unexpected finding might reflect a real decrease in colour constancy from childhood to adulthood, explained by developmental changes in the perceptual and cognitive mechanisms underpinning colour constancy, or differences in task strategies between children and adults.

Highlights

• Six- to 11-year-old children demonstrated better performance than adults on a colour constancy object selection task.
• Performance decreased with age over childhood.
• These findings may indicate development of cognitive strategies used to overcome automatic colour constancy mechanisms.

     

The role of affordances in inhibition of return

Inhibition of return (IOR) is a response delay that occurs when the target is preceded by an irrelevant stimulus (cue) at the same location. IOR can be object based, as well as location based. The aim of the present study was to investigate the role of the pragmatic features of a visually presented object in causing IOR. Two experiments were carried out using different objects as stimuli, for which the graspable part (affordance) was clearly defined. The presentation of a whole object, with the part commonly used to grasp it located below, served as a cue. The presentation of either the graspable or the ungraspable part of the cued or uncued object served as the target Results showed that responses were slower when the graspable part was shown in the cued location than when the ungraspable part was shown in the same location. The effect was apparently linked to the kind of action necessary to grasp an object.     

Color-object interference in young children: A Stroop effect in children 3½-6½ years old

The Stroop color–word task cannot be administered to children who are unable to read. However, our color–object Stroop task can. One hundred and sixty-eight children of 3½–6½ years (50% female; 24 children at each 6-month interval) were shown line drawings of familiar objects in a color that was congruent (e.g., an orange carrot), incongruent (e.g., a green carrot), or neutral (for objects having no canonical color [e.g., a red book]), and abstract shapes, each drawn in one of six colors. Half the children were asked to name the color in which each object was drawn, and half were to name each object. Children's predominant tendency was to say what the object was; when instructed to do otherwise they were slower and less accurate. Children were faster and more accurate at naming the color of a stimulus when the form could not be named (abstract shape) than when it could, even if in its canonical color. The heightened interference to color-naming versus object-naming was not due to lack of familiarity with color names or group differences: Children in the color condition were as fast and accurate at naming the colors of abstract shapes as were children in the form condition at naming familiar objects.     

Object manipulability affects children’s and adults’ conceptual processing

Research on kinds of concepts indicates that children use perceptual and functional information differently to form natural and artifact concepts. Beyond object domain, object manipulability appears to be a decisive factor in adult conceptual processing. Thus, the effect of object manipulability on conceptual processing was tested in 5- and 7-year-olds and adults using a picture matching task. Reaction times for identifying conceptual relations on the basis of perceptual similarity (e.g., jacket-coat) and contextual/functional information (e.g., jacket-hanger) were analyzed according to object manipulability and domain. Both children and adults were faster to identify contextual/functional relations for manipulable than for nonmanipulable objects. Conversely, they were faster to identify perceptual similarity relations for nonmanipulable than for manipulable objects, particularly for natural concepts. Results reveal an early distinction between concepts of manipulable and nonmanipulable objects. Implications for further research on concept formation and for embodied views of concepts are discussed.     

Test sample selection by preschool children: Honoring diversity

In a test of an inductive inference, preschool children's selection of objects was examined. In Experiment 1, 4-year-olds selected diverse objects first in sequential selections; in Experiment 2, adults and 4-year-olds, but not 3-year-olds, made similar selections under the same conditions. A defective object led subjects in all age groups to test a similar object. In Experiment 3, 4-year-olds chose to test a pair of dissimilar objects rather than a pair of similar objects, but 3-year-olds did not. Three-year-olds' selections were independent of diversity. In Experiment 4, we attempted to emphasize the diversity of objects for 3-year-olds. Their first task was to select an object that was the same as or different from a target object. The subjects responded correctly in this task but did not prefer to test diverse objects. Experiment 5 showed that neither 3- nor 4-year-olds have a bias to select nondiverse objects in a nontest context. The findings indicate that children as young as 4 years old value diverse evidence in induction.     

The development of category learning strategies: What makes the difference?

Category learning can be achieved by identifying common features among category members, distinctive features among non-members, or both. These processes are psychologically and computationally distinct, and may have implications for the acquisition of categories at different hierarchical levels. The present study examines an account of children’s difficulty in acquiring categories at the subordinate level grounded on these distinct comparison processes. Adults and children performed category learning tasks in which they were exposed either to pairs of objects from the same novel category or pairs of objects from different categories. The objects were designed so that for each category learning task, two features determined category membership whereas two other features were task irrelevant. In the learning stage participants compared pairs of objects noted to be either from the same category or from different categories. Object pairs were chosen so that the objective amount of information provided to the participants was identical in the two learning conditions. We found that when presented only with object pairs noted to be from the same category, young children (6 ? YO ? 9.5) learned the novel categories just as well as older children (10 ? YO ? 14) and adults. However, when presented only with object pairs known to be from different categories, unlike older children and adults, young children failed to learn the novel categories. We discuss cognitive and computational factors that may give rise to this comparison bias, as well as its expected outcomes.     

Binocular vision enhances a rapidly evolving affordance priming effect: Behavioural and TMS evidence

Extensive research has suggested that simply viewing an object can automatically prime compatible actions for object manipulation, known as affordances. Here we explored the generation of covert motor plans afforded by real objects with precision (‘pinchable’) or whole-hand/power (‘graspable’) grip significance under different types of vision. In Experiment 1, participants viewed real object primes either monocularly or binocularly and responded to orthogonal auditory stimuli by making precision or power grips. Pinchable primes facilitated congruent precision grip responses relative to incongruent power grips, and vice versa for graspable primes, but only in the binocular vision condition. To examine the temporal evolution of the binocular affordance effect, participants in Experiment 2 always viewed the objects binocularly but made no responses, instead receiving a transcranial magnetic stimulation pulse over their primary motor cortex at three different times (150, 300, 450 ms) after prime onset. Motor evoked potentials (MEPs) recorded from a pinching muscle were selectively increased when subjects were primed with a pinchable object, whereas MEPs from a muscle associated with power grips were increased when viewing graspable stimuli. This interaction was obtained both 300 and 450 ms (but not 150 ms) after the visual onset of the prime, characterising for the first time the rapid development of binocular grip-specific affordances predicted by functional accounts of the affordance effect.     

Cross-cultural differences in cognitive development: attention to relations and objects

Growing evidence indicates a suite of generalized differences in the attentional and cognitive processing of adults from Eastern and Western cultures. Cognition in Eastern adults is often more relational and in Western adults is more object focused. Three experiments examined whether these differences characterize the cognition of preschool children in the two cultures. In Experiment 1, 4-year-olds from the two cultures (N=64) participated in a relational match-to-standard task in two conditions, with simple or richly detailed objects, in which a focus on individual objects may hurt performance. Rich objects, consistent with past research, strongly limited the performance of U.S. children but not Japanese children. In Experiment 2, U.S. and Japanese 4-year-olds (N=72) participated in a visual search task that required them to find a specific object in a cluttered, but organized as a scene, visual field in which object-centric attention might be expected to aid performance and relational attentional pattern may hinder the performance because of relational structure that was poised by the scene. U.S. children outperformed Japanese children. In Experiment 3, 4-year-olds from both cultures (N=36) participated in a visual search task that was similar to Experiment 2 but with randomly placed objects, where there should not be a difference between the performance of two cultures because the relational structure that may be posed by the scene is eliminated. This double-dissociation is discussed in terms of implications for different developmental trajectories, with different developmental subtasks in the two cultures.     

On the relations between action planning, object identification, and motor representations of observed actions and objects

Recent evidence suggests that viewing a static prime object (a hand grasp), can activate action representations that affect the subsequent identification of graspable target objects. The present study explored whether stronger effects on target object identification would occur when the prime object (a hand grasp) was made more action-rich and dynamic. Of additional interest was whether this type of action prime would affect the generation of motor activity normally elicited by the target object. Three experiments demonstrated that grasp observation improved the identification of grasp-congruent target objects relative to grasp-incongruent target objects. We argue from this data that identifying a graspable object includes the processing of its action-related attributes. In addition, grasp observation was shown to influence the motor activity elicited by the target object, demonstrating interplay between action-based and object-based motor coding.     

The influence of object conceptions on the mechanical intuitions of children and adults

This research examines how initial conceptualizations of objects and space exert an influence on predictions about the physical world but simultaneously lead the naïve to misconstrue a dynamic event. In four investigations, children (kindergartners, third graders, and sixth graders) and adults predicted where an oscillating screen would contact an object occluded by the screen's motion, a task adapted from the infant literature which is used to assess early knowledge of the solidity constraint on object motion. Participants demonstrated remarkable proficiency in anticipating the point of contact despite the formal geometric complexity of the event. However, although predictions were close approximations of the parameters objectively determinable for the event, responses were universally biased; participants systematically underestimated the distance the screen would travel to contact the object. Participants' responses were never in violation of the principle: One object cannot pass into the space occupied by another. Children and adults used different strategies to achieve their predictions, so the pattern of misconstruals across task parameters were developmentally related; however, the direction of the misconstrual was developmentally invariant. The findings are evaluated in terms of how initial knowledge of objects constrains intuition about physical events.