Infants' Recognition of Invariant Features of Faces

Fagan, Joseph F.

doi:10.1111/j.1467-8624.1976.tb02226.x

Cited by 168 publications

(98 citation statements)

References 11 publications

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“…Based on pilot work involving 11 infants who received recognition tests identical to those in the present study, the Pearson coefficient of correlation between observed fixation times was .93, with almost identical totals for mean fixation times recorded by the two observers. This agreement is typical in laboratories using the same apparatus and measurement procedures (see Fagan, 1976, andRose et al, 1982). measures analysis of variance [F(3,645 In sum, when the babies studied faces ordered in distributed blocks, the attractiveness of the faces appeared to wane in a monotonic fashion, both within and across blocks.…”

Section: Methodsmentioning

confidence: 61%

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Serial-position effects in infants’ recognition memory

Cornell

Bergstrom

1983

Memory & Cognition

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Preverbal infants (7 months of age) were repeatedly shown a fixed series of photographs of adult female faces. The effects of the order of presentation of a photo (first, middle, or last) and the duration of retention (5 sec, 1 min, or 5 min) were subsequently assessed in a proberecognition test. Both primacy and recency effects were obtained, but there was no evidence of recognition of the face that appeared in the middle of the series. There was also no evidence of recognition of the most recently studied face following the 5-min retention interval. The bowed serial-position function and labile recency effect match those found in the performance of older subjects in classical verbal learning tasks, and we suggest an automatic process underlying these effects. Our explanation emphasizes differential learning and the context of the items to be remembered.It has generally been acknowledged since antiquity that human learning, memory, and the organization of ideas are affected by the temporal succession of experience. Hence, one of the first problems for experimental psychology was to describe and explain the lawful relations between the order of events and their mental representation. Ebbinghaus (1885/1964) is credited with the isolation of one of the most prevalent relations, the serial-position effect. The serial-position effect occurs when an item (word, picture, or action) to be remembered appears in an invariant sequence of other items (a list). Learning and memory of the item are related to its serial position in the list-if it occurs in the middle of the sequence, it is less likely to be remembered than if it occurs at the beginning or the end. The advantage at the beginning of a list is termed "the primacy effect," and the advantage at the end of a list is termed "the recency effect."Crowder (1976) recently reviewed several explanations for these effects, and in the present analysis we focus on two dimensions used by Crowder to categorize these explanations. First, there are explanations that maintain that a single process is responsible for both the primacy and the recency effects, and there are twoprocess explanations that describe separate mechanisms. Second, there are explanations that emphasize passive or automatic processes and other explanations that emphasize strategic or semantic cognition.

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Section: Methodsmentioning

confidence: 61%

“…the camera. Similar three-quarter poses are illustrated by Fagan (1976), who noted high recognition performance by infants who had studied such representations. We used eight photos: two identical copies of each of four faces.…”

Section: Apparatus and Materialsmentioning

confidence: 58%

Serial-position effects in infants’ recognition memory

Cornell

Bergstrom

1983

Memory & Cognition

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“…Although the objective criteria for defining the age or sex of a face cannot be specified as can those for phonemes or hue classification, the present results indicate that infants at 5 months are more apt to base their memory for face photos on those features or feature combinations (whatever they may be) that define sex or age rather than on the number of simple feature differences among faces. However, by 7 months, the number of simple feature differences among faces does aid the infant in differentiating between two male faces (Fagan, 1976). Hence, it would appear that particular features or feature combinations defining the sex or age of a face are responded to or relied on for recognition earlier in development than are differences along more easily specified face features.…”

Section: Resultsmentioning

confidence: 99%

The role of simple feature differences in infants' recognition of faces

Fagan¹,

Singer²

1979

Infant Behavior and Development

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“…From infancy, people show a preference for stimuli that exhibit certain low-level feature properties. For example, a fourmonth-old infant is more likely to look at a moving object than a static one, or a face-like object than one that has similar, but jumbled, features (Fagan, 1988). Both Cog and Kismet use a perceptual system which combine basic feature detectors including face detectors, motion detectors, skin color filters, and color saliency analysis.…”

Section: A Context-dependant Attention System For Determining Saliencymentioning

confidence: 99%

Challenges in Building Robots that Imitate People

Breazeal¹,

Scassellati²

2000

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X.1 IntroductionHumans (and some other animals) acquire new skills socially through direct tutelage, observational conditioning, goal emulation, imitation, and other methods (Galef, 1988;Hauser, 1996). These social learning skills provide a powerful mechanism for an observer to acquire behaviors and knowledge from a skilled individual (the model). In particular, imitation is an extremely powerful mechanism for social learning which has received a great deal of interest from researchers in the fields of animal behavior and child development.Similarly, social interaction can be a powerful way for transferring important skills, tasks, and information to a robot. A socially competent robot could take advantage of the same sorts of social learning and teaching scenarios that humans readily use. From an engineering perspective, a robot that could imitate the actions of a human would provide a simple and effective means for the human to specify a task to the robot and for the robot to acquire new skills without any additional programming. From a computer science perspective, imitation provides a means for biasing interaction and constraining the search space for learning. From a developmental psychology perspective, building systems that learn through imitation allows us to investigate a minimal set of competencies necessary for social learning. We can further speculate that constructing an artificial system may provide useful information about the nature of imitative skills in humans (or other animals).Initial studies of social learning in robotics focused on allowing one robot to follow a second robot using simple perception (proximity and infrared sensors) through mazes (Hayes & Demiris, 1994) or an unknown landscape (Dautenhahn, 1995). Other work in social learning for autonomous robots addressed learning inter-personal communication protocols between similar robots (Steels, 1996), and between robots with similar morphology but which differ in scale (Billard & Dautenhahn, 1998). Robotics research has also focused on how sequences of known behaviors can be chained together based on input from a model. Mataric, Williamson, Demiris & Mohan (1998) used a simulated humanoid to learn a sequence of gestures from a set of joint angles recorded from a human performing those same gestures, and Gaussier, Moga, Banquet, and Quoy (1998) used a neural network architecture to allow a robot to sequence motor primitives in order to follow the trajectory of a teacher robot. One research program has addressed how perceptual states can be categorized by matching against models of known behaviors; Demiris and Hayes (1999) implemented an architecture for the imitation of movement on a simulated humanoid by predictively matching observed sequences to known behaviors. Finally, a variety of research programs have aimed at training robots to perform single tasks by observing a human demonstrator. Schaal (1997) used a robot arm to learn a pendulum balancing task from constrained visual feedback, and Kuniyoshi, Inaba, and Inoue (1994) discuss...

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Infants' Recognition of Invariant Features of Faces

Cited by 168 publications

References 11 publications

Serial-position effects in infants’ recognition memory

Serial-position effects in infants’ recognition memory

The role of simple feature differences in infants' recognition of faces

Challenges in Building Robots that Imitate People

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