Perception–action coupling in the development of visual control of posture.

In this investigation of developmental changes in the coordination of perceived optical flow and postural responses, 4 age groups of infants (5-, 7-, 9-, and 13-month-olds) were tested while seated on a force plate in a "moving room." During each trial the walls oscillated in an anteroposterior direction for 12 s, and the postural sway of the infant was measured. The results revealed that infants perceived the frequency and amplitude of the optical flow and scaled their postural responses to the visual information. This scaling was present even before infants could sit without support, but it showed considerable improvement during the period when infants learn to sit. Taken together, these results suggest that the visuomotor coordination necessary for controlling sitting is functional prior to the onset of independent sitting but becomes more finely tuned with experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locomotor experience affects self and emotion.

Two studies investigated the role of locomotor experience on visual proprioception in 8-month-old infants. Visual proprioception refers to the sense of self-motion induced in a static person by patterns of optic flow. A moving room apparatus permitted displacement of an entire enclosure (except for the floor) or the side walls and ceiling. In Study 1, creeping infants and prelocomotor/walker infants showed significantly greater postural compensation and emotional responses to side wall movement than did same-age prelocomotor infants. Study 2 used true random assignment of prelocomotor infants to locomotor-training (via a powered-mobility device) and no-training conditions. Experimental infants showed powerful effects of locomotor training. These results imply that locomotor experience is playing a causal role in the ontogeny of visual proprioception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of self-produced locomotion on infant postural compensation to optic flow.

This research demonstrates that experiences associated with early self-produced locomotion facilitate a developmental shift in the visual control of posture. Results showed greater use of optic flow for postural control (as measured in a "moving room") after self-produced locomotor experience. Infants (aged 7–9 mo) with endogenous (creeping) or artificial (walker) self-produced locomotor experience responded to portions of the optic flow field, whereas prelocomotor infants did not. Taken together, these findings suggest that self-produced locomotion facilitates differential use of smaller portions of the optic flow field. Findings are discussed in terms of how perceptual experiences associated with moving the self in space bring about important changes in visual proprioception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coupling of head and body movement with motion of the audible environment.

The authors asked whether standing posture could be controlled relative to audible oscillation of the environment. Blindfolded sighted adults were exposed to acoustic flow in a moving room, and were asked to move so as to maintain a constant distance between their head and the room. Acoustic flow had direct (source) and indirect (reflected) components. Participants exhibited strong coupling of postural motion with room motion, even when direct information about room motion was masked and was available only in reflected sound. Patterns of hip–ankle coordination closely resembled patterns observed in previous research involving coupling of sway with a visible moving room. The results demonstrate that blindfolded adults can control the dynamics of stance relative to motion of the audible environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Object segregation in 8-month-old infants

Two experiments examined 8-month-old infants' use of configural and physical knowledge in segregating three-dimensional adjacent displays. The infants in Experiment I saw two identical yellow octagons standing side by side: in the test events, a hand grasped the right octagon and pulled it to the side. The infants looked reliably longer when the octagons moved apart than when they moved together, suggesting that the infants (a) perceived the octagons as a single unit and hence (b) expected them to move together and were surprised when they did not. The infants in Experiment 2 saw a yellow cylinder and a blue box: a hand grasped the cylinder and pulled it to the side. The infants looked reliably longer when the box moved with the cylinder than when the box remained in place, suggesting that they (a) viewed the cylinder and box as distinct units and thus (b) expected the cylinder to move alone and were surprised when it did not. These results indicate that, by 8 months of age, infants use configural knowledge when organizing adjacent displays: they expect similar parts to belong to the same unit and dissimilar parts to belong to distinct units. Additional results revealed that 8-month-old infants' interpretation of displays is affected not only by configural but also by physical consideration. Thus, infants in Experiment 1 who saw a thin blade lowered between the octagons viewed them as two rather than as one unit. Similarly, infants in Experiment 2 who saw the cylinder lying above instead of on the apparatus floor perceived the cylinder and box as one rather than two units. These results indicate that 8-month-old infants bring to bear their knowledge of impenetrability and support when parsing adjacent displays. Furthermore, when faced with two conflicting interpretations of a display, one suggested by their configural and one by their physical knowledge, infants allow the latter to supersede the former. Together, these findings suggest that, by 8 months of age infants approach to segregation is fundamentally similar to that of adults.     

Object perception in infancy: Interaction of spatial and kinetic information for object boundaries.

Infants' perception of object boundaries was studied using reaching and preferential looking methods. In 3 reaching studies, 5-month-old infants viewed 2 adjacent or separated objects that were stationary, moved together, or moved separately. Infants reached for the objects as distinct units when they moved separately or were separated in space and otherwise reached for the objects as 1 unit. In the looking study, 3-month-old infants were habituated to adjacent or separated objects alternately moving together and separately and were then tested with objects in the other spatial relationship. Patterns of dishabituation provided further evidence that separated or separately moving objects were perceived as distinct units. Infants appear to analyze surface arrangements and motions to form spatially connected bodies that move as wholes. This tendency may stem from an initial conception of the physical world. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Geometric complexity and object search in infancy.

In four experiments we investigated the role of geometric path type in infants' ability to make spatial inferences about the location of a hidden object after they themselves had been moved through space. Nine-month-old infants were moved along geometrically simple paths of rotation (Experiments 1 and 2) or translation (Experiment 3) or along geometrically complex paths of combined rotation and translation (Experiment 4). In all but the fourth experiment, infants were able to retrieve an object hidden before they were moved, as long as the object was not located behind them at test time. Direct comparisons among the conditions showed that moving infants along geometrically simple paths led to significantly better performance than moving them along geometrically complex paths. We found the length of a path, the time needed to traverse it, and the likelihood of fixation of the target to be unrelated to the infants' performance. These findings are discussed in the context of theories of the development of spatial knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stability in Young Infants' Discrimination of Optic Flow.

Although considerable progress has been made in understanding how adults perceive their direction of self-motion, or heading, from optic flow, little is known about how these perceptual processes develop in infants. In 3 experiments, the authors explored how well 3- to 6-month-old infants could discriminate between optic flow patterns that simulated changes in heading direction. The results suggest that (a) prior to the onset of locomotion, the majority of infants discriminate between optic flow displays that simulate only large (> 22°) changes in heading, (b) there is minimal development in sensitivity between 3 and 6 months, and (c) optic flow alone is sufficient for infants to discriminate heading. These data suggest that spatial abilities associated with the dorsal visual stream undergo prolonged postnatal development and may depend on locomotor experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infant discrimination of faces in naturalistic events: Actions are more salient than faces.

Despite the fact that faces are typically seen in the context of dynamic events, there is little research on infants' perception of moving faces. L. E. Bahrick, L. J. Gogate, and I. Ruiz (2002) demonstrated that 5-month-old infants discriminate and remember repetitive actions but not the faces of the women performing the actions. The present research tested an attentional salience explanation for these findings: that dynamic faces are discriminable to infants, but more salient actions compete for attention. Results demonstrated that 5-month-old infants discriminated faces in the context of actions when they had longer familiarization time (Experiment 1) and following habituation to a single person performing 3 different activities (Experiment 2). Further, 7-month-old infants who have had more experience with social events also discriminated faces in the context of actions. Overall, however, discrimination of actions was more robust and occurred earlier in processing time than discrimination of dynamic faces. These findings support an attentional salience hypothesis and indicate that faces are not special in the context of actions in early infancy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning and discrimination of audiovisual events in human infants: The hierarchical relation between intersensory temporal synchrony and rhythmic pattern cues.

This study examined 4- to 10-month-old infants' perception of audio-visual (A-V) temporal synchrony cues in the presence or absence of rhythmic pattern cues. Experiment 1 established that infants of all ages could successfully discriminate between two different audiovisual rhythmic events. Experiment 2 showed that only 10-month-old infants detected a desynchronization of the auditory and visual components of a rhythmical event. Experiment 3 showed that 4- to 8-month-old infants could detect A-V desynchronization but only when the audiovisual event was nonrhythmic. These results show that initially in development infants attend to the overall temporal structure of rhythmic audiovisual events but that later in development they become capable of perceiving the embedded intersensory temporal synchrony relations as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Responses to deceleration during car following: Roles of optic flow, warnings, expectations, and interruptions.

More than 25% of accidents are rear-end collisions. It is essential to identify the factors that contribute to such collisions. One such factor is a driver’s ability to respond to the deceleration of the car ahead. In Experiment 1, we measured effects of optic flow information and discrete visual and auditory warnings (brake lights, tones) on responses to deceleration during car following. With computer simulations of car-following scenes, university students pressed a button when the lead car decelerated. Both classes of information affected responses. Observers relied on discrete warnings when optic flow information was relatively less effective as determined by the lead car’s headway and deceleration rate. This is consistent with DeLucia’s (2008) conceptual framework of space perception that emphasized the importance of viewing distance and motion (and task). In Experiment 2, we measured responses to deceleration after a visual interruption. Scenes were designed to tease apart the role of expectations and optic flow. Responses mostly were consistent with optic flow information presented after the interruption rather than with putative mental expectations that were set up by the lead car’s motion prior to the interruption. The theoretical implication of the present results is that responses to deceleration are based on multiple sources of information, including optical size, optical expansion rate and tau, and discrete warnings that are independent of optic flow. The practical implication is that in-vehicle collision-avoidance warning systems may be more useful when optic flow is less effective (e.g., slow deceleration rates), implicating a role for adaptive collision-warning systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When cues collide: Use of stress and statistical cues to word boundaries by 7- to 9-month-old infants.

Prior research suggests that stress cues are particularly important for English-hearing infants' detection of word boundaries. It is unclear, though, how infants learn to attend to stress as a cue to word segmentation. This series of experiments was designed to explore infants' attention to conflicting cues at different ages. Experiment 1 replicated previous findings: When stress and statistical cues indicated different word boundaries, 9-month-old infants used syllable stress as a cue to segmentation while ignoring statistical cues. However, in Experiment 2, 7-month-old infants attended more to statistical cues than to stress cues. These results raise the possibility that infants use their statistical learning abilities to locate words in speech and use those words to discover the regular pattern of stress cues in English. Infants at different ages may deploy different segmentation strategies as a function of their current linguistic experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual experience influences 12-month-old infants' perception of goal-directed actions of others.

In the present study, we investigated whether infants' own visual experiences affected their perception of the visual status of others engaging in goal-directed actions. In Experiment 1, infants viewed video clips of successful and failed goal-directed actions performed by a blindfolded adult, with half the infants having previously experienced being blindfolded. The results showed that 12-month-old infants who were previously blindfolded preferred to look longer at the demonstrator's successful actions, whereas no such preference was observed in 8-month-old infants. In Experiment 2, infants watched the same 2 actions when the adult demonstrator was not blindfolded. The responses of 12-month-old infants were the opposite of those observed in Experiment 1: They showed a preference for the failed actions. These findings suggest that previous experience influenced the subsequent perception of others' goal-directed actions in the 12-month-old infants. We favor the interpretation that the preference for the successful actions in the 12-months-old infants provided with blindfolded experience demonstrates the influence of perceptual experience on considering the visual status of others engaging in goal-directed actions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Perception of the symmetrical patterning of human gait by infants.

Two experiments tested 3- and 5-month-old infants' sensitivity to properties of point-light displays of human gait. In Experiment 1, infants were tested for discrimination of point-light displays of a walker and a runner, which, although they differed in many ways, were equivalent with regard to the phasing of limb movements. Results revealed that 3-month-old, but not 5-month-old, infants discriminated these displays. In Experiment 2, the symmetrical phase-patterning of the runner display was perturbed by advancing two of its limbs by 25% of the gait cycle. Both 3- and 5-month-old infants discriminated the walker display from this new phase-shifted runner display. These findings suggest that 3-month-old infants respond to the absolute and relative motions within a single limb, whereas 5-month-old infants respond primarily to the relations between limbs and, in particular, to the bilateral symmetry between the limbs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Long-term recognition memory for faces assessed by visual paired comparison in 3- and 6-month-old infants.

It has been argued that operant conditioning is the only type of long-term memory present in infants prior to 6 months of age. In this study, memory for faces was investigated in 3- and 6-month-old infants with a visual paired-comparison task. In Experiment 1, infants were habituated to a face presented in different poses; recognition was assessed after a 2-min or a 24-hr retention interval. The 6-month-old infants and the male but not the female 3-month-old infants exhibited novelty preferences. A 2nd experiment showed that 3-month-old female infants were delayed relative to male infants in their face-processing ability rather than in their memory capacity. The results of Experiment 3 demonstrated in 3-month-olds an electrophysiological correlate of delayed recognition memory. These findings are discussed in the context of the neural systems thought to be involved in visual recognition memory (but not in procedural memory), namely the limbic system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locomotor expertise predicts infants’ perseverative errors.

This research examined the development of inhibition in a locomotor context. In a within-subjects design, infants received high- and low-demand locomotor A-not-B tasks. In Experiment 1, walking 13-month-old infants followed an indirect path to a goal. In a control condition, infants took a direct route. In Experiment 2, crawling and walking 13-month-old infants crawled through a tunnel to reach a goal at the other end and received the same control condition as in Experiment 1. In both experiments, perseverative errors occurred more often in the high-demand condition than in the low-demand condition. Moreover, in Experiment 2, walkers perseverated more than crawlers, and extent of perseveration was related to infants’ locomotor experience. In Experiment 3, the authors addressed a possible confound in Experiment 2 between locomotor expertise and locomotor posture. Novice crawlers perseverated in the difficult tunnels condition, behaving more like novice walkers than expert crawlers. As predicted by a cognitive capacity account of infant perseveration, overtaxed attentional resources resulted in a cognition–action trade-off. Experts who found the task less motorically effortful than novices had more cognitive resources available for problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infants learn about objects from statistics and people.

In laboratory experiments, infants are sensitive to patterns of visual features that co-occur (e.g., Fiser & Aslin, 2002). Once infants learn the statistical regularities, however, what do they do with that knowledge? Moreover, which patterns do infants learn in the cluttered world outside of the laboratory? Across 4 experiments, we show that 9-month-olds use this sensitivity to make inferences about object properties. In Experiment 1, 9-month-old infants expected co-occurring visual features to remain fused (i.e., infants looked longer when co-occurring features split apart than when they stayed together). Forming such expectations can help identify integral object parts for object individuation, recognition, and categorization. In Experiment 2, we increased the task difficulty by presenting the test stimuli simultaneously with a different spatial layout from the familiarization trials to provide a more ecologically valid condition. Infants did not make similar inferences in this more distracting test condition. However, Experiment 3 showed that a social cue did allow inferences in this more difficult test condition, and Experiment 4 showed that social cues helped infants choose patterns among distractor patterns during learning as well as during test. These findings suggest that infants can use feature co-occurrence to learn about objects and that social cues shape such foundational learning in distraction-filled environments. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Memory for multiple visual ensembles in infancy.

The number of individual items that can be maintained in working memory is limited. One solution to this problem is to store representations of ensembles that contain summary information about large numbers of items (e.g., the approximate number or cumulative area of a group of many items). Here we explored the developmental origins of ensemble representations by asking whether infants represent ensembles and, if so, how many at one time. We habituated 9-month-old infants to arrays containing 2, 3, or 4 spatially intermixed colored subsets of dots, then asked whether they detected a numerical change to one of the subsets or to the superset of all dots. Experiment Series 1 showed that infants detected a numerical change to 1 of the subsets when the array contained 2 subsets but not 3 or 4 subsets. Experiment Series 2 showed that infants detected a change to the superset of all dots no matter how many subsets were presented. Experiment 3 showed that infants represented both the approximate number and the cumulative surface area of these ensembles. Our results suggest that infants, like adults (Halberda, Sires, & Feigenson, 2006), can store quantitative information about 2 subsets plus the superset: a total of 3 ensembles. This converges with the known limit on the number of individual objects infants and adults can store and suggests that, throughout development, an ensemble functions much like an individual object for working memory. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Optical flow not retinal flow is the basis of wayfinding by foot.

Two experiments were directed at the hypothesis that wayfinding is achieved by a recursive strategy using differential motion parallax (DMP), a property of retinal flow due to near and far objects moving against fixation. Experiment 1 showed that without the changing global optical pattern due to translation of the eye, DMP failed to support wayfinding accuracy in the 2°–4° range assumed necessary for guiding locomotion. Experiment 2 revealed that the requisite accuracy was achievable when displays simulating locomotion violated the conditions for the DMP strategy but included the optical flow pattern due to translation. It was concluded that DMP is neither necessary nor sufficient for wayfinding; the information for wayfinding is in optical flow. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Perceiving curvilinear heading in the presence of moving objects.

Four experiments were directed at understanding the influence of multiple moving objects on curvilinear (i.e., circular and elliptical) heading perception. Displays simulated observer movement over a ground plane in the presence of moving objects depicted as transparent, opaque, or black cubes. Objects either moved parallel to or intersected the observer's path and either retreated from or approached the moving observer. Heading judgments were accurate and consistent across all conditions. The significance of these results for computational models of heading perception and for information in the global optic flow field about observer and object motion is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)