Development of body-part vocabulary in toddlers in relation to self-understanding

Waugh, Whitney E.; Brownell, Celia A.

doi:10.1080/03004430.2014.983915

Cited by 8 publications

(4 citation statements)

References 32 publications

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“…Several previous studies have examined the development of body topography in young childhood (Witt et al, 1990; Brownell et al, 2010, 2012; Camões-Costa et al, 2011; Herold and Akhtar, 2014; Waugh and Brownell, 2015). For example, Brownell et al (2010) examined the body topography of 20- and 30-month-olds using a sticker placing task.…”

Section: Introductionmentioning

confidence: 99%

Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children

Miyazaki

Asai

Mugitani

2019

Front. Hum. Neurosci.

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Developmental body topography, particularly of the face, is a fundamental research topic in the current decade. However, empirical investigation of this topic for very young children faces a number of difficulties related to the task requirements and technical procedures. In this study, we developed a new task to study the spatially-sensed position of facial parts in a self-face recognition task for 2.5- and 3.5-year-old children. Using the technique of augmented reality (AR) and 3D face tracking technology, we presented participants with their projected self-image on a screen, accompanied by a digital mark located on parts of their face. We prepared a cheerful visual and auditory reward on the screen when participants showed correct localization of the mark. We then tested whether they could indicate the position of the mark on their own faces and remain motivated for task repetition. To assess the efficacy of this task, 31 2.5- and 11 3.5-year-old children participated in this study. About half of the 2.5-year-olds and 80% of the 3.5-year-olds could perform more than 30 trials. Our new task, then, was to maintain young children’s motivation for task repetition using the cheerful visual and auditory reward. The analysis of localization errors suggested the uniqueness of spatial knowledge of self-face in young children. The efficacy of this new task for studying the development of body image has been confirmed.

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Section: Introductionmentioning

confidence: 99%

Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children

Miyazaki

Asai

Mugitani

2019

Front. Hum. Neurosci.

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“…In a broader comparison counting all body parts, the difference between arms and legs may not be as large as that between head and limbs, or other contrasts. Studies asking children to recognize, name, and point at body parts do not demonstrate large differences between arms and legs, but the performances for eyes was much earlier in the development (MacWhinney et al 1987;Waugh and Brownell 2015;Witt et al 1990). Atypical body parts may suggest injury and care, so it is meaningful to examine whether and how knowledge for body parts differ, and which factors are related to this, such as function of the parts.…”

Section: Discussionmentioning

confidence: 95%

“…Human children develop the ability to name human body parts at an early age. They can name commonly referenced parts, such as arms and legs, at approximately 2 years of age (Camões-Costa et al 2011;MacWhinney et al 1987;Mitchell 1993;Waugh and Brownell 2015;Witt et al 1990). Among other species, dolphins can also "name" their body parts: they could represent corresponding body parts in response to gestural symbols presented by humans (Herman et al 2001).…”

Section: Introductionmentioning

confidence: 99%

Chimpanzees (Pan troglodytes) detect strange body parts: an eye-tracking study

Gao

Adachi

Tomonaga³

2022

Anim Cogn

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This study investigated chimpanzee body representation by testing whether chimpanzees detect strangeness in body parts. We tested six chimpanzees with edited chimpanzee body pictures in eye-tracking tasks. The target body parts were arms or legs. For either target, there were four conditions: “normal” condition as control, where all bodies were normal; “misplaced” condition, where one arm or one leg was misplaced to an incorrect body location in each picture; “replaced by a chimpanzee part” condition, where one arm or one leg was replaced by a chimpanzee leg or arm, respectively, in its original place in each picture; and “replaced by a human part” condition, where one arm or one leg was replaced by a human arm or leg in each picture. Compared to the looking times toward the normal parts, chimpanzees had significantly longer looking times toward the human arms or legs. The looking times toward the misplaced parts were also longer than the normal parts, but the difference just failed to meet significance. These results indicate more interests toward strange body parts, compared to typical parts, suggesting that chimpanzees might have a body representation that is sufficiently sensitive to detect these aspects of strangeness.

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“…For example, the upper forehead, where the rear-search errors occur, has no independent body name and may have a less clear relative positional relationship than the nose (the rear-search errors never happen with the nose). Several studies show that the speed of name acquisition and the difficulty of body part pointing vary by body part (Brownell et al, 2007(Brownell et al, , 2010Camões-Costa et al, 2011;Waugh & Brownell, 2015;Witt et al, 1990). For example, Camões-Costa et al conducted a task in which 17 2-to 3-year-olds were asked to label and point to 50 body parts.…”

Section: Introductionmentioning

confidence: 99%

Tracking Action in XR Mark Test Reveals Developing Body Representation Among Toddlers

Miyazaki

Asai

Ban³

et al. 2021

Preprint

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The mark test is a popular test for self-recognition. Although the extent to which self-recognition can be assessed remains controversial, the test elicits visually guided, self-oriented, and spontaneous reaching movements. In this study, we demonstrated that this self-oriented reaching is suitable for estimating sensorimotor body representation in toddlers. We developed a non-verbal task (Bodytoypo) to assess the localization of body parts by gamifying the mark test and conducted it with thirty 2- and 3-year old children. Specifically, we detected the children's skeletal data in real-time, displayed virtual marks on various parts of their body, and estimated their reaction time and accuracy of body part localization. Subsequently, a statistical-based automated analysis using 2-D image processing and conventional frame-by-frame coding were performed. The results revealed developmental changes in the children's reaching strategies. A few errors were observed around the face. A reduction in the error rate for joint and movable areas was observed in children between the ages of 2 and 3 years. An analysis of movement trajectories using a combination of image processing and machine learning algorithms showed that 2-year-olds acquired visually guided reaching (feedback control) from ballistic exploratory reaching and 3-year-olds acquired rapid and predictive reaching (feedforward control) from visually guided cautious reaching. It was also found that the accuracy of localization could be predicted by examining the coordination of body parts. Evaluation of the developmental changes in self-oriented reaching reveals new possibilities for the mark test and development of body representation.

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Development of body-part vocabulary in toddlers in relation to self-understanding

Cited by 8 publications

References 32 publications

Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children

Touching! An Augmented Reality System for Unveiling Face Topography in Very Young Children

Chimpanzees (Pan troglodytes) detect strange body parts: an eye-tracking study

Tracking Action in XR Mark Test Reveals Developing Body Representation Among Toddlers

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