Development of three-dimensional form perception.

In 3 experiments with infants and one with adults we explored the generality, limitations, and informational bases of early form perception. In the infant studies we used a habituation-of-looking-time procedure and the method of Kellman (1984), in which responses to 3-dimensional (3-D) form were isolated by habituating 16-wk-old Ss to a single object in 2 different axes of rotation in depth, and testing afterward for dishabituation to the same object and to a different object in a novel axis of rotation. In Exp I, continuous optical transformations given by moving 16-wk-old observers around a stationary 3-D object specified 3-D form to infants. In Exp II, we found no evidence of 3-D form perception from multiple, stationary, binocular views of objects by 16- and 24-wk-olds. Exp IIIA indicated that perspective transformations of the bounding contours of an object, apart from surface information, can specify form at 16 wks. Exp IIIB provided a methodological check, showing that adult Ss could neither perceive 3-D forms from the static views of the objects in Exp IIIA nor match views of either object across different rotations by proximal stimulus similarities. The results identify continuous perspective transformations, given by object or observer movement, as the informational bases of early 3-D form perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multisensory recognition of actively explored objects.

Shape recognition can be achieved through vision or touch, raising the issue of how this information is shared across modalities. Here we provide a short review of previous findings on cross-modal object recognition and we provide new empirical data on multisensory recognition of actively explored objects. It was previously shown that, similar to vision, haptic recognition of objects fixed in space is orientation specific and that cross-modal object recognition performance was relatively efficient when these views of the objects were matched across the sensory modalities (Newell, Ernst, Tjan, & Bülthoff, 2001). For actively explored (i.e., spatially unconstrained) objects, we now found a cost in cross-modal relative to within-modal recognition performance. At first, this may seem to be in contrast to findings by Newell et al. (2001). However, a detailed video analysis of the visual and haptic exploration behaviour during learning and recognition revealed that one view of the objects was predominantly explored relative to all others. Thus, active visual and haptic exploration is not balanced across object views. The cost in recognition performance across modalities for actively explored objects could be attributed to the fact that the predominantly learned object view was not appropriately matched between learning and recognition test in the cross-modal conditions. Thus, it seems that participants naturally adopt an exploration strategy during visual and haptic object learning that involves constraining the orientation of the objects. Although this strategy ensures good within-modal performance, it is not optimal for achieving the best recognition performance across modalities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Notational adaptation in children.

Three experiments examined whether and how children adapt their notations (use of external symbol systems) to the communicative needs of addresses of different ages. In Exp 1, 26 8–9 yr olds, 28 10–11 yr olds, and 11 adults made 2 notations about a solution to a simple board puzzle, one for a peer and the other for a 6-yr-old. Exp 2, with 28 8–9 yr olds, 23 10–11 yr olds, and 30 adults, focused on oral adaptations in the same context. In Exp 3, 28 8–9 yr-olds, 21 10–11 yr olds, and 30 adults were asked to choose ready-made notations for different addresses. Children's notations at both age groups were overall informative and adequate and improved with age. Children's notation's however, were not as sophisticated as verbal instructions, possible due to the Ss' more extensive experience with oral communication. Children's notational adaptation also developed with age. Some 8–9 yr olds and many 10–11 yr olds made systematic changes in their notations and verbal instructions for addresses of different ages. Most Ss of both age groups were aware of the difference in communicative competence between the younger addressee and the peer. They also shared with adults certain assumptions regarding the needs of the younger addresses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of distinctive parts on recognition of depth-rotated objects by pigeons (Columba livia) and humans.

To explore whether effects observed in human object recognition represent fundamental properties of visual perception that are general across species, the authors trained pigeons (Columba livia) and humans to discriminate between pictures of 3-dimensional objects that differed in shape. Novel pictures of the depth-rotated objects were then tested for recognition. Across conditions, the object pairs contained either 0, 1, 3, or 5 distinctive pails. Pigeons showed viewpoint dependence in all object-part conditions, and their performance declined systematically with degree of rotation from the nearest training view. Humans showed viewpoint invariance for novel rotations between the training views but viewpoint dependence for novel rotations outside the training views. For humans, but not pigeons, viewpoint dependence was weakest in the 1-part condition. The authors discuss the results in terms of structural and multiple-view models of object recognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effet des stimuli écologiques et des programmes de renforcement sur les comportements exploratoires et ludiques de l'enfant.

Analyzed functional relationships between children's exploratory and play behaviors, and stimuli elicited by a novel object in a familiar setting. In Exp I, a wooden duck was presented to 4 groups of 3–5 yr olds. Manipulation of the duck's tail elicited, according to groups, tactile–visual, tactile–auditory, or tactile–visual–auditory stimulations. In Exp II, an intermittent schedule of reinforcement was implemented to examine variations of responses in the tactile–auditory condition. Results indicate variations in the manipulatory response and in the 3 classes of observed behaviors. Tactile–visual–auditory stimulations elicited a maximum of behaviors associated with the novel object and an exponential decrease of manipulatory responses after 2 sessions. The intermittent schedule, in the tactile–auditory condition, elicited behaviors relatively similar to those observed in the tactile–visual–auditory condition. Ecological stimuli affected differently the operant response, as well as other classes of behaviors. The difficulty, and probably the uselessness, of a differentiation between exploration and play is underlined in the discussion. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cognitive interviewing and practice on children's recall performance.

In Exp 1, a staged event was carried out that involved a private encounter between an unfamiliar man and 2 children. The results show that questioning techniques based on principles from cognitive psychology significantly increased the number of correct facts recalled by both 7–8 yr olds and 10–11 yr olds over that gained with standard interview procedures and without affecting the number of incorrect items generated. These results were replicated in Exp 2 with a different staged event and with 8–9 yr olds and 11–12 yr olds. Exp 2 also assessed the impact of a prior practice cognitive interview, and practice was found to be effective for both age groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in forgetting sentences.

Carried out age comparisons of performance-based measures of forgetting. In Exp 1, 18–21 yr olds and 55–64 yr olds (n?=?24) forgot at an equal rate when compared at 30 sec and 3, 6, and 24 hrs after acquisition. In Exp 2, 17–21 yr olds and 65–74 yr olds (n?=?24) were compared at the same 4 retention intervals. Initial learning was equated for the 2 groups. There was evidence for an age difference in forgetting rate in cued recall when a minimal learning level was required. In Exp 3, 440 men and women (aged 17–74 yrs) were assigned to a retention interval from 10 min to 7 hrs. Age was related to 4 performance-based measures of forgetting rate. Although the age differences were small, they imply 2 decremental processes: one before 10 min, possibly a result of incomplete consolidation, and a later one that is continuously and cumulatively operative thereafter. Evidence relating initial level to forgetting rate is presented. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Mental representation of three-dimensional objects in visual problem solving and recognition.

Ss inspected sets of flat, separated orthographic projections of surfaces of potential 3-dimensional objects. After solving problems based on these orthographic views, Ss discriminated between isometric views of the same objects and drawings of distractor structures. Recognition of the isometrics, which had never been shown during the problem-solving phase of the experiment, was excellent. In addition, recognition of isometrics corresponding to problems that had been solved correctly when presented in orthographic form was significantly superior to recognition of isometrics based on problems solved incorrectly. In Exp 2, conditions were included in which either orthographic or isometric views functioned as problem solving or recognition displays. Only in the case of orthographic problem solving followed by isometric recognition (Exp 1) was the superiority of recognition for correctly solved problems over incorrectly solved problems obtained. The pattern of results suggests that viewers construct mental representations embodying structural information about integrated, 3-dimensional objects when asked to reason about flat, disconnected projections. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Adult age differences in memory-driven selective attention.

Investigated the ability of young and elderly adults to use memory-driven selective attention in 2 visual-search experiments. In Exp I, 16 18–22 yr olds and 16 60–74 yr olds were Ss in a yes–no search paradigm. Stimulus-onset-asynchrony (SOA) was varied from 200 to 1,000 msec. In Exp II, 18 18–24 yr olds and 18 60–73 yr olds were presented 1 of 2 target letters as a cue, using the same SOA ranges. Results in both experiments show that both age groups exhibited faster RTs to a visual display on trials when advance information (a cue) correctly predicted the particular target letter that would most likely be present in the display. Variations in the SOA between the cue and the display demonstrated that both age groups were capable of developing this selective preparation for a particular target letter within 200 msec. Results indicate that age differences in performance were determined primarily by quantitative changes in the speed of information processing rather than by qualitative changes in attention. In both experiments, the 2 age groups differed in the type of relationship between speed and accuracy that they adopted, suggesting a possible age difference in performance strategy. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of semantic priming on visual encoding of pictures.

We investigated the effects of semantic priming on initial encoding of briefly presented pictures of objects and scenes. Pictures in 4 experiments were presented for varying durations and were followed immediately by a mask. In Exps 1 and 2, pictures of simple objects were either preceded or not preceded by the object's category name (e.g., dog). In Exp 1 we measured immediate object identification; in Exp 2 we measured delayed old/new recognition in which targets and distractors were from the same categories. In Exp 3 naturalistic scenes were either preceded or not preceded by the scene's category name (e.g., supermarket). We measured delayed recognition in which targets and distractors were described by the same category names. In Exps 1–3, performance was better for primed than for unprimed pictures. Exp 4 was similar to Exp 2 in that we measured delayed recognition for simple objects. As in Exps 1–3, a prime that preceded the object improved subsequent memory performance for the object. However, a prime that followed the object did not affect subsequent performance. Together, these results imply that priming leads to more efficient information acquisition. We offer a picture-processing model that accounts for these results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in the ability to cope with situations of high arousal in a precision sport.

Conducted 3 field experiments in which skilled miniature golf players were studied in 3 types of activities (training, minor competitions, and large competitions). Ss for Exp I were 5 22–32 yr olds and 5 47–58 yr olds; 14 Ss in Exp II were aged 7–24 yrs, 15–28 yrs, or 19–45 yrs; Ss for Exp III were 5 48–59 yr olds and 6 23–35 yr olds. Performance (i.e., number of shots) and arousal (heart rate and subjective ratings of anxiety) measures were registered in all types of activities. Findings show that the level of performance of older adult players deteriorated in the large competitions, whereas groups of younger adult players, junior players, and youth players performed at the same level in all 3 events, although all of the groups exhibited a similar increase in arousal from training and minor competitions to large competitions. It is suggested that older players may have a deficit in the ability to compensate for the negative effects of nonoptimal levels of arousal because of impairments in a variety of cognitive abilities that are critical to successful performance. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in selective attention among prereaders: A key to mirror-image confusions.

Exp I investigated the position that mirror-image confusions reflect an inability to attend to low-salient cues. 84 3–5 yr olds were given 3 problems: mirror-image matching, shape-detail matching, and consistent left–right ordering on a picture-naming task. With nonlearners, performance was reassessed following explicit instructions. This rendered Ss divisible into levels: spontaneous, instructed learners, and nonlearners. As predicted, most 3-yr-olds fell into identical categories across all low-salient problems, either instructed learners or nonlearners. The 4–5 yr olds were spontaneous or instructed learners but did not exhibit concordance across all problems. It is suggested that for these Ss, level differences reflected differences between nonreaders already attending to reading cues and those not yet attending. Exp II, with the 4–5 yr olds from Exp I, identified the nonreaders, who were given a letter-series and letter-writing task. Significant-levels agreement occurred among the prereading tasks involving attention to individual shape details. The ordering problem showed level concordance only with tasks involving left–right scanning. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual representation of malleable and rigid objects that deform as they rotate.

Most studies and theories of object recognition have addressed the perception of rigid objects. Yet, physical objects may also move in a nonrigid manner. A series of priming studies examined the conditions under which observers can recognize novel views of objects moving nonrigidly. Observers were primed with 2 views of a rotating object that were linked by apparent motion or presented statically. The apparent malleability of the rotating prime object varied such that the object appeared to be either malleable or rigid. Novel deformed views of malleable objects were primed when falling within the object's motion path. Priming patterns were significantly more restricted for deformed views of rigid objects. These results suggest that moving malleable objects may be represented as continuous events, whereas rigid objects may not. That is, object representations may be "dynamically remapped" during the analysis.of the object's motion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining in infancy: Does it reflect active processing?

Two studies explored whether sustained attention during infants' object exploration, or examining, reflects more active processing than do other components of attention. In Exp 1, infants examined complex objects more than simple ones and novel objects more than familiar ones. In addition, 7-mo-olds examined objects more than did 10-mo-olds. Looking that did not involve examining did not vary systematically with either complexity or age. These findings suggest that infants' examining is related to the amount of information to be processed. Exp 2 tested this hypothesis more directly by evaluating how distractible 7- and 10-mo-olds were during examining as compared with nonexamining phases of attention. Infants were less distractible during examining, supporting the assumption that examining involves more active cognitive processing than other aspects of visual attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contextual cues and release from proactive inhibition in young and old people.

Three experiments examined whether elderly people perform similarly to Korsakoff amnesics on tests of release from proactive inhibition (PI). In Exp I, with 20 18–36 yr old undergraduates, 20 64–77 yr old university alumni, 20 employed 21–43 yr olds, and 21 institutionalized but healthy 71–92 yr olds, only the latter Ss failed to release from PI, like Korsakoff amnesics, whereas all the other groups of Ss showed the normal release from PI. Exp II, with 12 institutionalized 64–90 yr olds and 12 25–47 yr old controls, showed that release from PI could be induced in institutionalized elderly, as in Korsakoff amnesics, by salient environmental cues that coincided with the category shift. Exp III, with 13 67–89 yr old institutionalized Ss and 12 22–42 yr old controls, demonstrated that even in the absence of a category shift, salient environmental cues could lead to smaller, but noticeable, release from PI in institutionalized elderly, but not in young controls. The similarity in performance between the institutionalized elderly and Korsakoff amnesics suggested that it results from a common neurological deficit. (French abstract) (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of activity level in children revisited: Effects of mother presence.

D. K. Routh et al (see record 1974-25047-001) found a consistent decrease in children's activity in a standardized playroom over the ages 3–9 yrs. The present experiment (using 100 10 mo–5 yr olds) was an attempt to extend these findings downward to the age of 10 mo, which necessitated certain changes in procedures. Surprisingly, in Exp I there was a significant increase in activity level over the ages from 3 to 5 yrs. Exp II (96 3-, 4-, and 5-yr-olds) then varied factorially the procedural differences between the 1974 Routh et al study and Exp I, namely the furnishings (tables and chairs vs rugs), type of toys (child toys vs baby toys), and the presence or absence of the child's mother from a small adjoining cubicle. The anomalous findings of the other 2 studies were reproduced and found to be due to the effects of mother presence rather than the other factors varied. With mother present, 5-yr-olds (but not 3- or 4-yr-olds) were significantly more active than with mother absent. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social competence and person-object differentiation: An analysis of the still-face effect.

The communicative abilities of infants, revealed by the still-face (SF) procedure, were examined in 2 studies comparing behavior toward people and "interactive" objects. In Exp 1, 32 3- and 6-mo-olds were presented with an object and a person (mother or female stranger). The SF effect was produced only by mothers and strangers. Positive affect clearly established person–object differentiation; infants smiled at people but rarely smiled at the object. In Exp 2, 12 3-mo-olds were presented with 4 stimuli: a female stranger and 3 objects with features varying in similarity to an abstract, smiling face. Again, infants reserved their smiles for the person. Positive affect appears to be a primary index of young infants' social–perceptual competence and person–object differentiation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)