Transfer and Scaffolding of Perceptual Grouping Occurs Across Organizing Principles in 3- to 7-Month-Old Infants

ABSTRACT— Previous research has demonstrated that organizational principles become functional over different time courses of development: Lightness similarity is available at 3 months of age, but form similarity is not readily in evidence until 6 months of age. We investigated whether organization would transfer across principles and whether perceptual scaffolding can occur from an already functional principle to a not-yet-operational principle. Six- to 7-month-old infants (Experiment 1) and 3- to 4-month-old infants (Experiment 2) who were familiarized with arrays of elements organized by lightness similarity displayed a subsequent visual preference for a novel organization defined by form similarity. Results with the older infants demonstrate transfer in perceptual grouping: The organization defined by one grouping principle can direct a visual preference for a novel organization defined by a different grouping principle. Findings with the younger infants suggest that learning based on an already functional organizational process enables an organizational process that is not yet functional through perceptual scaffolding.     

Comparative analysis of movement characteristics during dead-reckoning-based navigation in humans and rats

Human and rat movement organization was investigated as they searched for randomly located rewards without access to visual information. Under dark conditions, rats foraged for randomly located food pellets (Experiment 1). Blindfolded humans were instructed to search for an ostensible hidden coin using a metal detector (Experiment 2). After locating the food pellet, rats carried it back to the refuge, and after a designated searching time, humans were instructed to return to the start location. Although both species exhibited a high degree of similarity in searching path movement organization and ability to return to the start location, disruption of human searching path organization was associated with impairments in returning to the start location. These results support the vestibular "gain" account of movement organization during dead-reckoning-based navigation.     

Categorical and schematic organization and the development of retrieval strategies

This study investigated the effects of schematic and categorical organization on young children's recall. Preschool and kindergarten children recalled either a taxonomic list or a story in one of two presentation conditions: an alternate condition, in which the material was presented, children recalled it and the procedure was repeated, or a successive condition in which the material was presented twice and children recalled it twice. Although preschool children's story recall was well organized, their list recall was poorly organized, and organization did not increase over recall trials in either presentation condition. In contrast, kindergarten children's recall of both the story and the list was well organized, and their recall was better organized on the second recall trial than on the first in both presentation conditions. These results are discussed in terms of the development of retrieval strategies during the preschool years/     

Information-gathering strategies in hypothesis-testing

Three experiments were conducted to investigate the informational factors affecting the kinds of questions people ask for testing a hypothesis about another's personality. In Experiment 1, subjects formulated by themselves questions to test either the hypothesis that the interviewee is polite or the hypothesis that he is impolite. The boundary of the hypothesis was set either at an extreme or at an intermediate point on the trait dimension. Experiment 2 also varied the location of the boundary, but the hypotheses concerned extroversion-introversion and subjects chose questions from a predetermined list of questions that asked either about extroverted features or introverted features and that were either low or high in diagnostic value. Both studies found that subjects preferred to ask about features that are consistent with the hypothesis only when the boundary was extreme. In contrast, diagnostic features were preferred in all conditions. Experiment 3 showed that subjects' judgment of the diagnosticity of the various kinds of questions for discriminating at different boundaries paralleled subjects' preferences among these questions. These results were interpreted as providing support for the diagnostic strategy in social information gathering.     

背景性质对7-10岁自闭症谱系障碍儿童面孔搜索与加工的作用

为了考察背景性质对ASD者搜索面孔的影响,设计两个眼动实验任务,要求14名7~10岁ASD儿童和20名同年龄正常儿童观看图片。实验一采用将面孔嵌入风景图片中引起语义不一致的刺激;实验二采用含有面孔的无意义背景乱序图片刺激。结果发现：（1）面孔与背景语义不一致并不能促进ASD儿童对面孔的搜索;（2）乱序背景对ASD儿童面孔搜索与加工没有产生干扰作用,但使正常儿童的搜索时间变长;（3）一旦觉察到面孔后,ASD儿童对面孔的注视时间少于正常儿童。表明正常儿童对面孔的搜索与加工受背景性质的影响,而ASD儿童不受背景性质的影响;一旦发现面孔,ASD儿童的注意维持较短,但面孔加工模式与正常儿童相似。     

A Visual Representation and the Control of Manual Aiming Movements

Three experiments were conducted to determine if a representation of the movement environment is functional in the organization and control of limb movements, when direct visual contact with the environment is prevented. In Experiment 1, a visual rearrangement procedure was employed to show that a representation of the environment that provides inaccurate information about the spatial location of a target can disrupt manual target aiming. In Experiment 2, we demonstrated that spatial information about the position of a target can be destroyed by a visual pattern mask, supporting our claim that the representation is visual. A target-cuing procedure was used in Experiment 3 to show that representation of target position can be useful for premovement organization in a targetaiming task. Together our findings suggest that a short-lived visual representation of the movement environment may serve a useful role in the organization and control of limb movements.     

A visual representation and the control of manual aiming movements

Three experiments were conducted to determine if a representation of the movement environment is functional in the organization and control of limb movements, when direct visual contact with the environment is prevented. In Experiment 1, a visual rearrangement procedure was employed to show that a representation of the environment that provides inaccurate information about the spatial location of a target can disrupt manual target aiming. In Experiment 2, we demonstrated that spatial information about the position of a target can be destroyed by a visual pattern mask, supporting our claim that the representation is visual. A target-cuing procedure was used in Experiment 3 to show that representation of target position can be useful for premovement organization in a target-aiming task. Together our findings suggest that a short-lived visual representation of the movement environment may serve a useful role in the organization and control of limb movements.     

Visual experience is not necessary for efficient survey spatial cognition: evidence from blindness

This study investigated whether the lack of visual experience affects the ability to create spatial inferential representations of the survey type. We compared the performance of persons with congenital blindness and that of blindfolded sighted persons on four survey representation-based tasks (Experiment 1). Results showed that persons with blindness performed better than blindfolded sighted controls. We repeated the same tests introducing a third group of persons with late blindness (Experiment 2). This last group performed better than blindfolded sighted participants, whereas differences between participants with late and congenital blindness were nonsignificant. The present findings are compatible with results of other studies, which found that when visual perception is lacking, skill in gathering environmental spatial information provided by nonvisual modalities may contribute to a proper spatial encoding. It is concluded that, although it cannot be asserted that total lack of visual experience incurs no cost, our findings are further evidence that visual experience is not a necessary condition for the development of spatial inferential complex representations.     

Visual experience is not necessary for efficient survey spatial cognition: Evidence from blindness

This study investigated whether the lack of visual experience affects the ability to create spatial inferential representations of the survey type. We compared the performance of persons with congenital blindness and that of blindfolded sighted persons on four survey representation-based tasks (Experiment 1). Results showed that persons with blindness performed better than blindfolded sighted controls. We repeated the same tests introducing a third group of persons with late blindness (Experiment 2). This last group performed better than blindfolded sighted participants, whereas differences between participants with late and congenital blindness were nonsignificant. The present findings are compatible with results of other studies, which found that when visual perception is lacking, skill in gathering environmental spatial information provided by nonvisual modalities may contribute to a proper spatial encoding. It is concluded that, although it cannot be asserted that total lack of visual experience incurs no cost, our findings are further evidence that visual experience is not a necessary condition for the development of spatial inferential complex representations.     

How Do Opportunities to View Objects Together in Time Influence Children's Memory for Location?

We conducted three experiments to investigate how opportunities to view objects together in time influence memory for location. Children and adults learned the locations of 20 objects marked by dots on the floor of an open, square box. During learning, participants viewed the objects either simultaneously or in isolation. At test, participants replaced the objects without the aid of the dots. Experiment 1 showed that when the box was divided into quadrants and the objects in each quadrant were categorically related, 7-, 9-, and 11-year-olds and adults in the simultaneous viewing condition exhibited categorical bias, but only 11-year-olds and adults in the isolated viewing condition exhibited categorical bias. Experiment 2 showed that when the objects were categorically related but no boundaries were present, 11-year-olds and adults in the simultaneous viewing condition exhibited categorical bias, but only adults showed bias in the isolated viewing condition. Experiment 3 revealed that adults exhibited bias in both simultaneous and isolated viewing conditions when boundaries were present but the objects were not related. These findings suggest that opportunities to see objects together in time interact with cues available for grouping objects to help children form spatial groups.     

Establishing verbal repertoires in children with autism using function-based video modeling

Previous research suggests that language-training procedures for children with autism might be enhanced following an assessment of conditions that evoke emerging verbal behavior. The present investigation examined a methodology to teach recognizable mands based on environmental variables known to evoke participants' idiosyncratic communicative responses in the natural environment. An alternating treatments design was used during Experiment 1 to identify the variables that were functionally related to gestures emitted by 4 children with autism. Results showed that gestures functioned as requests for attention for 1 participant and as requests for assistance to obtain a preferred item or event for 3 participants. Video modeling was used during Experiment 2 to compare mand acquisition when video sequences were either related or unrelated to the results of the functional analysis. An alternating treatments within multiple probe design showed that participants repeatedly acquired mands during the function-based condition but not during the nonfunction-based condition. In addition, generalization of the response was observed during the former but not the latter condition.     

Visual and haptic perception of postural affordances in children and adults

The present study compared how children and adults perceived affordances for upright stance when information was available either visually or haptically. 12 adults (mean age=26.5 years) and 13 children (mean age=4.5 years) examined an adjustable wooden platform that was randomly set at five different degrees of inclination (17, 22, 27, 33, 39). In the haptic condition, a masking curtain excluded vision of the platform and the surface was explored with a hand-held, wooden dowel. Results showed that for both children and adults there was closer agreement between perceptual judgments and action capabilities in the visual condition. Children overestimated their ability to stand on the steeper slopes, took equal amounts of time to make their judgments across all slopes, and were equally confident in their judgments across all slopes. In contrast, adults were more accurate than children at judging the affordances for upright stance, took longer to respond close to the actual action boundary, and were less confident close to the action boundary. Furthermore, adults took longer to respond and were less confident in the haptic condition whereas children had similar response times and were equally confident in both conditions. These important differences between adults and children in the perception of a basic affordance are discussed with reference to the coupling between perception and action at different phases of the lifespan and to the factors that might influence the organization of this coupling. Finally, implications are drawn for the prevention of accidents and the promotion of basic motor competence in children.     

Categorical implicit learning in real-world scenes: evidence from contextual cueing

The present study examined the extent to which learning mechanisms are deployed on semantic-categorical regularities during a visual searching within real-world scenes. The contextual cueing paradigm was used with photographs of indoor scenes in which the semantic category did or did not predict the target position on the screen. No evidence of a facilitation effect was observed in the predictive condition compared to the nonpredictive condition when participants were merely instructed to search for a target T or L (Experiment 1). However, a rapid contextual cueing effect occurred when each display containing the search target was preceded by a preview of the scene on which participants had to make a decision regarding the scene's category (Experiment 2). A follow-up explicit memory task indicated that this benefit resulted from implicit learning. Similar implicit contextual cueing effects were also obtained when the scene to categorize was different from the subsequent search scene (Experiment 3) and when a mere preview of the search scene preceded the visual searching (Experiment 4). These results suggested that if enhancing the processing of the scene was required with the present material, such implicit semantic learning can nevertheless take place when the category is task irrelevant.     

An object-based template for rejection effect

ABSTRACT

In the process of searching for targets, our visual system not only prioritizes target-relevant features, but can also suppress nontarget-related features. Although this template for rejection has been well demonstrated, whether the features (i.e. the objects) or locations are suppressed remains unresolved due to the experimental paradigms in previous studies: in particular, object-based templates for rejection were confounded with location-based inhibition in visual search paradigms. The present study examined an object-based template for rejection by introducing search arrays comprised of two overlapping shapes with search items distributed along the shape's contours. To discourage location-based inhibition, the two shapes were spatially intermingled (Experiment 1), rotated (Experiment 2), or jiggled (Experiment 3). Participants identified the colour of a target cross. The pre-cue indicated the shape in which the target would appear (positive cue condition), the shape in which only distractors would appear (negative cue condition), or the shape that was irrelevant to the current search array (neutral cue condition). In all three experiments, the reaction times for the negative cue condition were shorter than those for the neutral cue condition, which is a hallmark of the object-based template for rejection effect, even under conditions in which location-based inhibition was discouraged.     

Interactions between spatial and spatiotemporal information in spatiotemporal boundary formation

The surface and boundaries of an object generally move in unison, so the motion of a surface could provide information about the motion of its boundaries. Here we report the results of three experiments on spatiotemporal boundary formation that indicate that information about the motion of a surface does influence the formation of its boundaries. In Experiment 1, shape identification at low texture densities was poorer for moving forms in which stationary texture was visible inside than for forms in which the stationary texture was visible only outside. In Experiment 2, the disruption found in Experiment 1 was removed by adding a second external boundary. We hypothesized that the disruption was caused by boundary assignment that perceptually grouped the moving boundary with the static texture. Experiment 3 revealed that accurate information about the motion of the surface facilitated boundary formation only when the motion was seen as coming from the surface of the moving form. Potential mechanisms for surface motion effects in dynamic boundary formation are discussed.     

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.     

Visual search in children and adults: Top-down and bottom-up mechanisms

Three experiments investigated visual search for targets that differed from distractors in colour, size, or orientation. In one condition the target was defined by a conjunction of these features, while in the other condition the target was the odd one out. In all experiments, 6–7- and 9–10-year-old children were compared with young adults. Experiment 1 showed that children's search differed from adults' search in two ways. In conjunction searches children searched more slowly and took longer to reject trials when no target was present. In the odd-one-out experiments, 6–7-year-old children were slower to respond to size targets than to orientation targets, and slower for orientation targets than for colour targets. Both the other groups showed no difference in their rate of responding to colour and orientation. Experiments 2 and 3 highlighted that these results were not a function of either differential density across set sizes (Experiment 2) or discriminability of orientation and colour (Experiment 3). Across all three experiments, the results of both conjunction and odd-one-out searches highlighted a development in visual search from middle to late childhood.     

Visual search in children and adults: top-down and bottom-up mechanisms

Three experiments investigated visual search for targets that differed from distractors in colour, size, or orientation. In one condition the target was defined by a conjunction of these features, while in the other condition the target was the odd one out. In all experiments, 6-7- and 9-10-year-old children were compared with young adults. Experiment 1 showed that children's search differed from adults' search in two ways. In conjunction searches children searched more slowly and took longer to reject trials when no target was present. In the odd-one-out experiments, 6-7-year-old children were slower to respond to size targets than to orientation targets, and slower for orientation targets than for colour targets. Both the other groups showed no difference in their rate of responding to colour and orientation. Experiments 2 and 3 highlighted that these results were not a function of either differential density across set sizes (Experiment 2) or discriminability of orientation and colour (Experiment 3). Across all three experiments, the results of both conjunction and odd-one-out searches highlighted a development in visual search from middle to late childhood.     

Chromatic information processing: Rate depends on stimulus location in the category and psychological complexity

Summary Colors are typically categorized, and color sensations can be conceived to lie on a continuum of psychological complexity from simple, sensations provoked by colors that fall near the centers of color categories and that convey predominately a single percept (like blue), to complex, sensations provoked by colors that fall near boundaries between color categories and that convey two percepts (like blue-green). In three experiments we assessed the effect of the location of colors in a category (their psychological complexity) on the rate at which observers identified and classified them. In Experiment 1, observers named category center colors faster than boundary colors. A subsidiary experiment with range-shifted stimuli showed that observers were not merely bisecting a stimulus continuum. In Experiment 2, observers classified a variety of category centers more rapidly than a variety of boundaries. In Experiment 3, observers who first practiced classifying color centers or boundaries as such later classified category centers faster than boundaries. A subsidiary experiment showed that this differential was not selective to particular response category labels. Neither Experiment 2 nor Experiment 3 showed any differential effect of visual field of presentation. The advantage of category center or simple over boundary or complex sensations in chromatic information processing is discussed in terms of the physiological sensitivity of the visual system to color.     

Problem solving by reference to rules or previous episodes: The effects of organized training,analogical models,and subsequent complexity of experience

Subjects learned a microcomputer drawing package under different conditions of training organization and practice complexity. Training instructions were presented in either a random or an organized order, and with or without an analogical model of the software package. Practice trials varied in visual and logical complexity. Performance on paper-arid-pencil and problem-solving tests was better following the model than following the no-model condition when practice trials were logically complex; the reverse was true when they were logically simple. Performance on the test of problem solving was also better following organized training than following randomly ordered training when practice trials were visually complex; the reverse was true following visually simple practice. We propose that the subjects performed the tasks by engaging in either episodebased or rule-based processing, and that performance was optimized when the processing used at encoding and retrieval was the same. The acquisition of skill in solving real problems is explained as procedural compilation.