Evidence of different developmental trajectories for length estimation according to egocentric and allocentric viewpoints in children and adults

This study investigated the influence of egocentric and allocentric viewpoints on a comparison task of length estimation in children and adults. A total of 100 participants ranging in age from 5 years to adulthood were presented with virtual scenes representing a park landscape with two paths, one straight and one serpentine. Scenes were presented either from an egocentric or allocentric viewpoint. Results showed that when the two paths had the same length, participants always overestimated the length of the straight line for allocentric trials, whereas a development from a systematic overestimation in children to an underestimation of the straight line length in adults was found for egocentric trials. We discuss these findings in terms of the influences of both bias-inhibition processes and school acquisitions.     

Pleasant emotional induction broadens the visual world of young children

These experiments aimed at studying the influence of emotional context on global/local visual processing in children. Children 5 years old, known to present an immature global visual bias, and 8 years old, known to pay attention predominantly to global information, were placed in either a neutral or pleasant emotional context and subsequently presented with a global/local visual judgement task. As with previous findings for adults, both age groups presented a pronounced perceptual bias toward global information following exposure to emotionally pleasant pictures. Interestingly, younger children, who do not present a global bias during the neutral exposure, presented the same preference for global information as older children when exposed to the pleasant context. These findings indicate that emotion may strongly affect visual perception in children, with important implications for educational practice and models of cognition.     

Global context effects on musical expectancy

The effects of global harmonic contexts on expectancy formation were studied in a set of three experiments. Eight-chord sequences were presented to subjects. Expectations for the last chord were varied by manipulating the harmonic context created by the first six: in one context, the last chord was part of an authentic cadence (V–I), whereas in the other, it was a fourth harmonic degree following a full cadence (I–IV). Given this change in harmonic function, the last chord was assumed to be more expected in the former context, all the other local parameters being held constant. The effect of global context on expectancy formation was supported by the fact that subjects reported a lower degree of completion for sequences ending on an unexpected chord (Experiment 1), took longer to decide whether the last chord belonged to the sequence when the last chord was unexpected (Experiment 2), and took longer to decide whether the last chord was consonant or dissonant when it was unexpected (Experiment 3). These results are discussed with reference to current models of tonal cognition.     

Pleasant emotional induction broadens the visual world of young children

These experiments aimed at studying the influence of emotional context on global/local visual processing in children. Children 5 years old, known to present an immature global visual bias, and 8 years old, known to pay attention predominantly to global information, were placed in either a neutral or pleasant emotional context and subsequently presented with a global/local visual judgement task. As with previous findings for adults, both age groups presented a pronounced perceptual bias toward global information following exposure to emotionally pleasant pictures. Interestingly, younger children, who do not present a global bias during the neutral exposure, presented the same preference for global information as older children when exposed to the pleasant context. These findings indicate that emotion may strongly affect visual perception in children, with important implications for educational practice and models of cognition.     

Intermodal transfer of spatial arrangement of the component parts of an object in infants aged 4-5 months

Infants' tactual discriminative abilities and intermodal transfer were investigated in two research studies which endeavoured to answer two questions: can infants aged 4-5 months process and discriminate tactually information about different spatial arrangements of elements of an object, in the absence of visual control, and secondly, can they transfer this information from touch to vision? Two experiments were conducted involving a habituation procedure and a procedure which tests reaction to novelty. Infants were found to be able to discriminate tactually between different spatial arrangements of the three elements of an object (experiment 1), and to transfer this information to the visual mode (experiment 2). These findings constitute new data on intermodal functioning in babies.