Visual behavior of the young human infant: Relationships between chromatic and spatial perception and the activity of underlying brain mechanisms

Two experiments investigated visual attention in human infants. In one experiment, babies looked longer at more than at less saturated colors. In a second experiment, babies looked longer at gratings aligned along the horizontal and vertical orthogonals than along the obliques. Because saturated colors and orthogonal stimulation elicit greater activity in visual system neurons and greater amplitude evoked potentials than desaturated colors or oblique stimulation, these two experiments support the hypothesis that the simple visual stimuli to which infants preferably attend are those that are particularly appropriate in stimulating the geniculostriate or primary visual system. The ethological significance of this taxic mechanism and its utility and function in perception, cognition, and aesthetics are underscored.     

Is knowledge base development a necessary and sufficient condition for memory development?

The hypothesis that knowledge base development is an important condition for memory development was tested in two experiments. In Experiment 1 subjects from grades K, 6, and college participated in an incidental learning task where they analyzed words according to one of four featural systems: physical, acoustic, semantic, and imagery. Large developmental differences in recall were found in the imagery and semantic conditions, small differences were observed in the acoustic conditions, and no developmental differences were found in the physical condition. Experiment 2 involved presenting college students and third graders words either from categories highly salient to third graders, e.g., cartoons, games, etc., or from corresponding Battig and Montague categories generated by college students. Free recall and clustering performances showed significant interactions, with third graders superior on the third-grade salient items, and college students superior on Battig and Montague items.     

Qualities of color vision in infancy.

Four-month-old infants attended differentially to eight equally bright, monochromatic spectral lights; that is, they discriminated colors. Moreover, infants showed the same pattern of differential attention regardless of experimental group (different groups of infants saw different subsets of all possible pairings of colors) or experimental method (paired comparisons or single stimulus). In general, the differential attention of infants to colors parallels the ratings of the pleasantness of those same colors by adults. Finally, infants looked significantly longer at color category centers than at color category boundaries. These results suggest that looking at this early stage of infancy can better be understood in terms of preference rather than in terms of stimulus categorization. The results also provide further evidence for a neural excitation model of early visual attention.     

Associative and categorical hypotheses of organization in the free recall of adults and children

Associative and categorical explanations for the organization children and adults display in free recall were tested. It was expected that young children would show output clustering as a function of associations between individual items within categories rather than relationship to the taxonomy itself. Kindergarten, fourth-grade, and tenth-grade subjects were presented with pictures representing the four factorial combinations of high and low interitem association and high and low category relatedness. Each set of pictures could be divided into four taxonomic categories of six items each. Kindergarteners displayed greater category clustering of highly associated items than weak associates. Older subjects showed sensitivity to both organizational dimensions. These data support a hypothesis that young children cluster in recall as a function of associations while older individuals show organizational flexibility which serves to facilitate greater recall.     

Casper or 'the cabinet of horrors'

This paper is an account of a four-times-a-week analysis with a very deprived, feral-like child. The author, who has come to understand feral children as very deprived children, turns to an historical account written in 1826 by Anselm von Feuerbach, the jurist who was asked to make enquiries into the identity of a savage and mysterious boy, Kaspar Hauser. The author describes how she has made use of the observations and thoughts of Anselm von Feurbach in her attempts to process her own thoughts and reflections around the unfolding clinical material and how the exploration of the differences and similarities between Casper and Kaspar Hauser helped her to gradually grasp the psychological essence of the patient. The question of an appropriate reading of the clinical material for theoretical purposes remains open.     

ANIMALS,ANIMISTS, AND ACADEMICS

Abstract. Animism is the label given to worldviews in which the world is understood to be a community of living persons, only some of whom are human. (An older use of the term to label a putative “belief in spirits” is less useful.) Animists inculcate locally meaningful means of communicating with other‐than‐human persons, especially in order to express respect. Ethnographic accounts of particular animist ways of engaging with animal persons are noted. I argue that ethologists interested in engaging respectfully with animals while researching cognition, behavior, and other critical issues may find their research methods and results enhanced by learning from animists about tested methods of communicating with animals. The mediation of animists in this communicative engagement between animals and those who research among them is proposed not as a romantic gloss on modernist culture but in full recognition that the challenge offered by dialogue with marginalized and excluded “others” may result in a reconfiguration of academic protocols. Nonetheless, this entry into full relationality is seriously posed as an improved means of achieving established goals of understanding animals, humans, and the world we coinhabit.     

Social problem solving and mother-child interactions of educable mentally retarded children

Mothers of retarded children and nonretarded children were observed and videotaped as they interacted with their own child in a seminaturalistic situation, requiring teaching, cooperation, and free play. The child's social problem-solving abilities were assessed independently. The Vineland scale was employed to provide some convergent evidence of social problem-solving as a component of social competence. Twelve educable mentally retarded and 19 nonretarded 10-year-old children and their mothers comprised the sample. For the mentally retarded group, it was found that the higher maternal directiveness, the lower the child's social problem-solving skills. Mothers who often gave the child opportunity for decision-making and social influence had children with higher problem-solving skills. The retarded children produced significantly fewer different strategies for solving social problems, but gave a wider range of strategies than has been found in previous research. There was some support that social problem-solving skills are related to social maturity.     

On the development of color naming in young children: data and theory

Among the semantics of different common attributes of the environment, consistent and correct color naming seems to develop paradoxically late in children, for even young infants discriminate and categorize colors well, color is a salient feature of the child's world, and children are aware of color as a separate domain, know color terms, and respond to color questions with color names. Several specific anomalies characterize early linguistic development in this domain: Errors in beginning color naming are perseverative or random, there seems to be a minimum age for correct and consistent color naming, developmental rate shows wide individual differences, and acquisition among girls is generally faster than among boys. This essay reviews data that support these observations, and evaluates three traditional explanations for them--including the perceptual salience of color for children, experience and learning in the child, and cognitive development--against a fourth new possibility. It is hypothesized that appropriate color naming may depend on the maturation and integration of specific cortical neurological structures; among several interpretations, the neurological one accounts best for diverse characteristics of early color naming.     

Being Conscious of Marc Bekoff: Thinking of Animal Self-Consciousness

The preceding article by Marc Bekoff reveals much about our current understanding of animal self‐consciousness and its implications. It also reveals how much more there is to be said and considered. This response briefly examines animal self‐consciousness from scientific, moral, and theological perspectives. As Bekoff emphasizes, self‐consciousness is not one thing but many. Consequently, our moral relationship to animals is not simply one based on a graded hierarchy of abilities. Furthermore, the complexity of animal self‐awareness can serve as stimulus for thinking about issues of theodicy and soteriology in a broader sense.