Beyond core knowledge: Natural geometry

Mirror-image sensitivity and invariance in object and scene processing pathways

Electrophysiological and behavioral studies in many species have demonstrated mirror-image confusion for objects, perhaps because many objects are vertically symmetric (e.g., a cup is the same cup when seen in left or right profile). In contrast, the navigability of a scene changes when it is mirror reversed, and behavioral studies reveal high sensitivity to this change. Thus, we predicted that representations in object-selective cortex will be unaffected by mirror reversals, whereas representations in scene-selective cortex will be sensitive to such reversals. To test this hypothesis, we ran an event-related functional magnetic resonance imaging adaptation experiment in human adults. Consistent with our prediction, we found tolerance to mirror reversals in one object-selective region, the posterior fusiform sulcus, and a strong sensitivity to these reversals in two scene-selective regions, the transverse occipital sulcus and the retrosplenial complex. However, a more posterior object-selective region, the lateral occipital sulcus, showed sensitivity to mirror reversals, suggesting that the sense information that distinguishes mirror images is represented at earlier stages in the object-processing hierarchy. Moreover, one scene-selective region (the parahippocampal place area or PPA) was tolerant to mirror reversals. This last finding challenges the hypothesis that the PPA is involved in navigation and reorientation and suggests instead that scenes, like objects, are processed by distinct pathways guiding recognition and action.

Arena geometry and path shape: when rats travel in straight or in circuitous paths?

We show here that the global geometry of the environment affects the shape of the paths of travel in rats. To examine this, individual rats were introduced into an unfamiliar arena. One group of rats (n=8) was tested in a square arena (2 m × 2 m), and the other group (n=8) in a round arena (2 m diameter). Testing was in a total darkness, since in the absence of visual information the geometry is not perceived immediately and the extraction of environment shape is slower. We found that while the level of the rats' activity did not seem to differ between both arenas, path shape differed significantly. When traveling along the perimeter, path shape basically followed the arena walls, with perimeter paths curving along the walls of the round arena, while being straight along the walls of the square arena. A similar impact of arena geometry was observed for travel away from the arena walls. Indeed, when the rats abandoned the arena walls to crosscut through the center of the arena, their center paths were circuitous in the round arena and relatively straight in the square arena. We suggest that the shapes of these paths are exploited for the same spatial task: returning back to a familiar location in the unsighted environment.

Young children reorient by computing layout geometry, not by matching images of the environment

Disoriented animals from ants to humans reorient in accord with the shape of the surrounding surface layout: a behavioral pattern long taken as evidence for sensitivity to layout geometry. Recent computational models suggest, however, that the reorientation process may not depend on geometrical analyses but instead on the matching of brightness contours in 2D images of the environment. Here we test this suggestion by investigating young children's reorientation in enclosed environments. Children reoriented by extremely subtle geometric properties of the 3D layout: bumps and ridges that protruded only slightly off the floor, producing edges with low contrast. Moreover, children failed to reorient by prominent brightness contours in continuous layouts with no distinctive 3D structure. The findings provide evidence that geometric layout representations support children's reorientation.

Flexible intuitions of Euclidean geometry in an Amazonian indigene group

Kant argued that Euclidean geometry is synthesized on the basis of an a priori intuition of space. This proposal inspired much behavioral research probing whether spatial navigation in humans and animals conforms to the predictions of Euclidean geometry. However, Euclidean geometry also includes concepts that transcend the perceptible, such as objects that are infinitely small or infinitely large, or statements of necessity and impossibility. We tested the hypothesis that certain aspects of nonperceptible Euclidian geometry map onto intuitions of space that are present in all humans, even in the absence of formal mathematical education. Our tests probed intuitions of points, lines, and surfaces in participants from an indigene group in the Amazon, the Mundurucu, as well as adults and age-matched children controls from the United States and France and younger US children without education in geometry. The responses of Mundurucu adults and children converged with that of mathematically educated adults and children and revealed an intuitive understanding of essential properties of Euclidean geometry. For instance, on a surface described to them as perfectly planar, the Mundurucu's estimations of the internal angles of triangles added up to ~180 degrees, and when asked explicitly, they stated that there exists one single parallel line to any given line through a given point. These intuitions were also partially in place in the group of younger US participants. We conclude that, during childhood, humans develop geometrical intuitions that spontaneously accord with the principles of Euclidean geometry, even in the absence of training in mathematics.

Kindergarten children's sensitivity to geometry in maps

Geometrical concepts are critical to a host of human cognitive achievements, from maps to measurement to mathematics, and both the development of these concepts, and their variation by gender, have long been studied. Most studies of geometrical reasoning, however, present children with materials containing both geometric and non-geometric information, and with tasks that are open to multiple solution strategies. Here we present kindergarten children with a task requiring a focus on geometry: navigation in a small-scale space by a purely geometric map. Children spontaneously extracted and used relationships of both distance and angle in the maps, without prior demonstration, instruction, or feedback, but they failed to use the sense information that distinguishes an array from its mirror image. Children of both genders showed a common profile of performance, with boys showing no advantage on this task. These findings provide evidence that some map-reading abilities arise prior to formal instruction, are common to both genders, and are used spontaneously to guide children's spatial behavior.

Spatial and numerical abilities without a complete natural language

We studied the cognitive abilities of a 13-year-old deaf child, deprived of most linguistic input from late infancy, in a battery of tests designed to reveal the nature of numerical and geometrical abilities in the absence of a full linguistic system. Tests revealed widespread proficiency in basic symbolic and non-symbolic numerical computations involving the use of both exact and approximate numbers. Tests of spatial and geometrical abilities revealed an interesting patchwork of age-typical strengths and localized deficits. In particular, the child performed extremely well on navigation tasks involving geometrical or landmark information presented in isolation, but very poorly on otherwise similar tasks that required the combination of the two types of spatial information. Tests of number- and space-specific language revealed proficiency in the use of number words and deficits in the use of spatial terms. This case suggests that a full linguistic system is not necessary to reap the benefits of linguistic vocabulary on basic numerical tasks. Furthermore, it suggests that language plays an important role in the combination of mental representations of space.

Two systems of spatial representation underlying navigation

We review evidence for two distinct cognitive processes by which humans and animals represent the navigable environment. One process uses the shape of the extended 3D surface layout to specify the navigator's position and orientation. A second process uses objects and patterns as beacons to specify the locations of significant objects. Although much of the evidence for these processes comes from neurophysiological studies of navigating animals and neuroimaging studies of human adults, behavioral studies of navigating children shed light both on the nature of these systems and on their interactions.

A modular geometric mechanism for reorientation in children

Although disoriented young children reorient themselves in relation to the shape of the surrounding surface layout, cognitive accounts of this ability vary. The present paper tests three theories of reorientation: a snapshot theory based on visual image-matching computations, an adaptive combination theory proposing that diverse environmental cues to orientation are weighted according to their experienced reliability, and a modular theory centering on encapsulated computations of the shape of the extended surface layout. Seven experiments test these theories by manipulating four properties of objects placed within a cylindrical space: their size, motion, dimensionality, and distance from the space's borders. Their findings support the modular theory and suggest that disoriented search behavior centers on two processes: a reorientation process based on the geometry of the 3D surface layout, and a beacon-guidance process based on the local features of objects and surface markings.