1
|
Ganea N, Addyman C, Yang J, Bremner A. Effects of multisensory stimulation on infants' learning of object pattern and trajectory. Child Dev 2024. [PMID: 39105480 DOI: 10.1111/cdev.14147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/07/2024]
Abstract
This study investigated whether infants encode better the features of a briefly occluded object if its movements are specified simultaneously by vision and audition than if they are not (data collected: 2017-2019). Experiment 1 showed that 10-month-old infants (N = 39, 22 females, White-English) notice changes in the visual pattern on the object irrespective of the stimulation received (spatiotemporally congruent audio-visual stimulation, incongruent stimulation, or visual-only;η p 2 $$ {\eta}_{\mathrm{p}}^2 $$ = .53). Experiment 2 (N = 72, 36 female) found similar results in 6-month-olds (Test Block 1,η p 2 $$ {\eta}_{\mathrm{p}}^2 $$ = .13), but not 4-month-olds. Experiment 3 replicated this finding with another group of 6-month-olds (N = 42, 21 females) and showed that congruent stimulation enables infants to detect changes in object trajectory (d = 0.56) in addition to object pattern (d = 1.15), whereas incongruent stimulation hinders performance.
Collapse
Affiliation(s)
- Nataşa Ganea
- Department of Psychology, Goldsmiths, University of London, London, UK
| | - Caspar Addyman
- Department of Psychology, Goldsmiths, University of London, London, UK
| | - Jiale Yang
- School of Psychology, Chukyo University, Nagoya, Japan
| | - Andrew Bremner
- Centre for Developmental Science, School of Psychology, University of Birmingham, Birmingham, UK
| |
Collapse
|
2
|
Amso D, Kirkham N. A Multiple‐Memory Systems Framework for Examining Attention and Memory Interactions in Infancy. CHILD DEVELOPMENT PERSPECTIVES 2021. [DOI: 10.1111/cdep.12410] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
3
|
Cheng C, Kaldy Z, Blaser E. Two-year-olds succeed at MIT: Multiple identity tracking in 20- and 25-month-old infants. J Exp Child Psychol 2019; 187:104649. [PMID: 31352226 DOI: 10.1016/j.jecp.2019.06.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Revised: 06/06/2019] [Accepted: 06/06/2019] [Indexed: 10/26/2022]
Abstract
Infants' ability to remember objects and their locations emerges during the first year of life. However, not much is known about infants' ability to track objects' identities in a dynamic environment. Here, we tailored the delayed match retrieval eye-tracking paradigm to study infants' ability to track two object identities during occlusion-an infant version of multiple identity tracking (MIT). Delayed match retrieval uses virtual "cards" as stimuli that are first shown face up, exposing to-be-remembered information, and then turned face down, occluding it. Here, cards were subject to movement during the face-down occlusion period. We used complex non-nameable objects as card faces to discourage verbal rehearsal. In three experiments (N = 110), we compared infants' ability to track object identities when two previously exposed cards were static (Experiment 1), were moved into new positions along the same trajectory (Experiment 2), or were moved along different trajectories (Experiment 3) while face down. We found that 20-month-olds could remember two object identities when static; however, it was not until 25 months of age that infants could track when movement was introduced. Our results show that the ability to track multiple identities in visual working memory is present by 25 months.
Collapse
Affiliation(s)
- Chen Cheng
- Department of Psychology, University of Massachusetts Boston, Boston, MA 02125, USA.
| | - Zsuzsa Kaldy
- Department of Psychology, University of Massachusetts Boston, Boston, MA 02125, USA
| | - Erik Blaser
- Department of Psychology, University of Massachusetts Boston, Boston, MA 02125, USA
| |
Collapse
|
4
|
Clark JM, Connor TA, Post A, Hoshizaki TB, Gilchrist MD. The influence of impact surface on head kinematics and brain tissue response during impacts with equestrian helmets. Sports Biomech 2019; 20:737-750. [PMID: 31124751 DOI: 10.1080/14763141.2019.1599062] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Current equestrian standards employ a drop test to a rigid steel anvil. However, falls in equestrian sports often result in impacts with soft ground. The purpose of this study was to compare head kinematics and brain tissue response associated with surfaces impacted during equestrian accidents and corresponding helmet certification tests. A helmeted Hybrid III headform was dropped freely onto three different anvils (steel, turf and sand) at three impact locations. Peak linear acceleration, rotational acceleration and impact duration of the headform were measured. Resulting accelerations served as input into a three-dimensional finite element head model, which calculated Maximum principal strain (MPS) and von Mises stress (VMS) in the cerebrum. The results indicated that impacts to a steel anvil produced peak head kinematics and brain tissue responses that were two to three times greater than impacts against both turf and sand. Steel impacts were less than half the duration of turf and sand impacts. The observed response magnitudes obtained in this study suggest that equestrian helmet design should be improved, not only for impacts to rigid surfaces but also to compliant surfaces as response magnitudes for impacts to soft surfaces were still within the reported range for concussion in the literature.
Collapse
Affiliation(s)
- J Michio Clark
- College of Engineering & Architecture, School of Mechanical & Materials Engineering, University College Dublin Belfield, Dublin, Ireland
| | - Thomas A Connor
- College of Engineering & Architecture, School of Mechanical & Materials Engineering, University College Dublin Belfield, Dublin, Ireland.,Design Department, Charles Owen & Co Ltd, Wrexham, UK
| | - Andrew Post
- Division of Neurosurgery, St. Michael's Hospital, Toronto, Ontario, Canada.,Faculty of Health Sciences, School of Human Kinetics, University of Ottawa, Ottawa, Ontario, Canada
| | - T Blaine Hoshizaki
- Faculty of Health Sciences, School of Human Kinetics, University of Ottawa, Ottawa, Ontario, Canada
| | - Michael D Gilchrist
- College of Engineering & Architecture, School of Mechanical & Materials Engineering, University College Dublin Belfield, Dublin, Ireland.,Faculty of Health Sciences, School of Human Kinetics, University of Ottawa, Ottawa, Ontario, Canada
| |
Collapse
|
5
|
Wu R, Qian T, Aslin RN. No Evidence That Abstract Structure Learning Disrupts Novel-Event Learning in 8- to 11-Month-Olds. Front Psychol 2019; 10:498. [PMID: 30906275 PMCID: PMC6418032 DOI: 10.3389/fpsyg.2019.00498] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2018] [Accepted: 02/20/2019] [Indexed: 11/26/2022] Open
Abstract
Although infants acquire specific information (e.g., motion of a specific toy) and abstract information (e.g., likelihood of events repeating), it is unclear whether extraction of abstract information interferes with specific learning. In the present study, 8- to 11-month-old infants were shown four audio-visual movies, either with a mixed or uniform presentation structure. Learning of abstract information was operationally defined as the looking time to changes in presentation structure of the movies (mixed vs. uniform blocks), and learning of specific information was defined as the looking time to changes in content in the four movies (object properties and identities). We found evidence of both specific and abstract learning, but did not find evidence that extraction of the presentation structure (i.e., abstract learning) impacts specific learning of the events. We discuss the implications of the costs and benefits of the interaction between abstract and specific learning for infants.
Collapse
Affiliation(s)
- Rachel Wu
- Department of Psychology, University of California, Riverside, Riverside, CA, United States
| | - Ting Qian
- Department of Psychology, Princeton University, Princeton, NJ, United States
| | | |
Collapse
|
6
|
Osina MA, Saylor MM, Ganea PA. Infants Use Category Label Knowledge to Interpret Absent Reference. INFANCY 2018. [DOI: 10.1111/infa.12241] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Maria A. Osina
- Department of Psychology and Human Development; Vanderbilt University
| | - Megan M. Saylor
- Department of Psychology and Human Development; Vanderbilt University
| | | |
Collapse
|
7
|
Abstract
Perception involves making sense of a dynamic, multimodal environment. In the absence of mechanisms capable of exploiting the statistical patterns in the natural world, infants would face an insurmountable computational problem. Infant statistical learning mechanisms facilitate the detection of structure. These abilities allow the infant to compute across elements in their environmental input, extracting patterns for further processing and subsequent learning. In this selective review, we summarize findings that show that statistical learning is both a broad and flexible mechanism (supporting learning from different modalities across many different content areas) and input specific (shifting computations depending on the type of input and goal of learning). We suggest that statistical learning not only provides a framework for studying language development and object knowledge in constrained laboratory settings, but also allows researchers to tackle real-world problems, such as multilingualism, the role of ever-changing learning environments, and differential developmental trajectories.
Collapse
Affiliation(s)
- Jenny R Saffran
- Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin 53706;
| | - Natasha Z Kirkham
- Department of Psychological Sciences, Birkbeck, University of London, London WC1E 7HX, United Kingdom;
| |
Collapse
|
8
|
Osina MA, Saylor MM, Ganea PA. Out of Reach, Out of Mind? Infants’ Comprehension of References to Hidden Inaccessible Objects. Child Dev 2016; 88:1572-1580. [DOI: 10.1111/cdev.12656] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
9
|
Chong HJ, Richmond JL, Wong J, Qiu A, Rifkin-Graboi A. Looking Behavior at Test and Relational Memory in 6-Month-Old Infants. INFANCY 2014. [DOI: 10.1111/infa.12067] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | | | | | - Anqi Qiu
- National University of Singapore
- Singapore Institute for Clinical Sciences
| | | |
Collapse
|
10
|
Wu R, Tummeltshammer KS, Gliga T, Kirkham NZ. Ostensive signals support learning from novel attention cues during infancy. Front Psychol 2014; 5:251. [PMID: 24723902 PMCID: PMC3971204 DOI: 10.3389/fpsyg.2014.00251] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2014] [Accepted: 03/06/2014] [Indexed: 11/13/2022] Open
Abstract
Social attention cues (e.g., head turning, gaze direction) highlight which events young infants should attend to in a busy environment and, recently, have been shown to shape infants' likelihood of learning about objects and events. Although studies have documented which social cues guide attention and learning during early infancy, few have investigated how infants learn to learn from attention cues. Ostensive signals, such as a face addressing the infant, often precede social attention cues. Therefore, it is possible that infants can use ostensive signals to learn from other novel attention cues. In this training study, 8-month-olds were cued to the location of an event by a novel non-social attention cue (i.e., flashing square) that was preceded by an ostensive signal (i.e., a face addressing the infant). At test, infants predicted the appearance of specific multimodal events cued by the flashing squares, which were previously shown to guide attention to but not inform specific predictions about the multimodal events (Wu and Kirkham, 2010). Importantly, during the generalization phase, the attention cue continued to guide learning of these events in the absence of the ostensive signal. Subsequent experiments showed that learning was less successful when the ostensive signal was absent even if an interesting but non-ostensive social stimulus preceded the same cued events.
Collapse
Affiliation(s)
- Rachel Wu
- Brain and Cognitive Sciences, University of RochesterRochester, NY, USA
| | - Kristen S. Tummeltshammer
- Department of Psychological Sciences, Centre for Brain and Cognitive Development, Birkbeck, University of LondonLondon, UK
| | - Teodora Gliga
- Department of Psychological Sciences, Centre for Brain and Cognitive Development, Birkbeck, University of LondonLondon, UK
| | - Natasha Z. Kirkham
- Department of Psychological Sciences, Centre for Brain and Cognitive Development, Birkbeck, University of LondonLondon, UK
| |
Collapse
|