Tactual discrimination thresholds for shape and texture in young children |
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| Authors: | C R Gliner |
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| Affiliation: | 1. Sensorimotor Development Research Unit, Department of Psychology, Goldsmiths College, University of London, London SE14 6NW, UK;2. Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck College, University of London, London WC1E 7HX, UK;3. Department of Psychology, University of Durham, Durham DH1 3LE, UK;1. Concordia University, Montreal, QC, Canada;2. University of Heidelberg, Heidelberg, Germany;1. Department of Psychology, Durham University, Durham DH1 3LE, UK;2. Department of Psychological Sciences, Birkbeck, University of London, London WC1E 7HX, UK;3. Department of Experimental Psychology, Medical Sciences Division, University of Oxford, Oxford OX2 6GG, UK;4. Center for Learning and Memory, University of Texas at Austin, Austin, TX 78712, USA;1. University of York, Heslington, York, YO10 5DD, United Kingdom;2. Università degli Study di Milano - Bicocca, Piazza dell’Ateneo Nuovo, 1, Milan, 20126, Italy;3. NeuroMi, Milan Center for Neuroscience, Milano, Italy |
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| Abstract: | Discrimination thresholds for shape and texture were obtained in kindergarten and third-grade children. Pairs of shapes (ellipses) and textures (sandpaper patches) were presented to the children who judged whether the stimuli were the same or different from each other. The stimuli were presented in two different embedding contexts. The texture pairs covered the entire perceptual field or were confined to the top of a constant shape. The shape pairs were presented as plain Masonite cut-outs or were covered with a constant grit sandpaper. There was a significant increase with age in sensitivity to texture but not to shape. However, the variability in sensitivity to shape did show a decrease with age. The rougher stimuli were easier to discriminate than the smooth stimuli by both age under all conditions in texture discriminations. Results of replication studies with adults and blind children showed no overall significant differences from the normally sighted third graders. |
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