Recognition of color-form compounds by 4-month-old infants

Bushnell, Emily W.; Roder, Beverly J.

doi:10.1016/0163-6383(85)90015-3

Cited by 35 publications

(24 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other infant research has looked in more detail at feature binding per se. For example, infants as young as 1 month of age will dishabituate to situations in which a green triangle and a yellow ring emerge from a momentary period of occlusion as a yellow triangle and a green ringömaintaining all of the same features, changing only their bindings (eg Bushnell and Roder 1985;Kaldy and Leslie 2003;Slater et al 1991;Taga et al 2002).…”

Section: Research On Feature Bindingmentioning

confidence: 99%

Units of Visual Individuation in Rhesus Macaques: Objects or Unbound Features?

et al. 2006

View full text Add to dashboard Cite

Vision begins with the processing of unbound visual features, which must eventually be bound together into object representations. Such feature binding is required for coherent visual perception, and accordingly has received a considerable amount of study in several domains. Neurophysiological work, often in monkeys, has revealed the details of how and where feature binding occurs in the brain, but methodological limitations have not allowed this research to elucidate just how feature binding operates spontaneously in real-world situations. In contrast, behavioral work with human infants has demonstrated how we use simpler unbound features to individuate and identify objects over time and occlusion in many types of events, but this work has not typically been able to isolate the role of feature binding in such processing. Here we provide a method for assessing the spontaneity and fidelity of feature binding in non-human primates, as this process is utilized in real-world situations, including simple foraging behaviors. Using both looking-time and manual-search measures in a natural environment, we show that free-ranging rhesus macaques (Macaca mulatta) spontaneously bind features in order to individuate objects across time and occlusion in dynamic events. This pattern of results demonstrates that feature binding is used in subtle ways to guide ecologically relevant behavior in a non-human animal, spontaneously and reliably, in its natural environment.

show abstract

Section: Research On Feature Bindingmentioning

confidence: 99%

Units of Visual Individuation in Rhesus Macaques: Objects or Unbound Features?

et al. 2006

View full text Add to dashboard Cite

show abstract

“…The present study was designed to examine infants' memory for feature relations as a function of retention interval and the possibility of dissociations in memory between features and feature relations. Although a number of researchers have reported that infants can perceive relations among object features very early in life (Bumham, Vignes, & Ihsen, 1988;Bushnell & Roder, 1985;Dannemiller & Braun, 1988;Fagan, 1977;Johnson & Schroeder, 1991;Slater, Mattock, Brown, Bumham, & Young, 1991), the novelty-preference paradigms used in these studies cannot be used to investigate the long-term retention of feature relations because they typically yield no evidence of retention longer than a few minutes at most (e.g., Roberts, 1988;Sherman, 1985). However, the mobile conjugate reinforcement paradigm used in our original study of infants' perception of correlated attributes indicated that infants as young as 3 months can remember feature correlations for at least 24 hours (Bhatt & Rovee-Collier, 1994a).…”

mentioning

confidence: 99%

Infants' Forgetting of Correlated Attributes and Object Recognition

Bhatt¹,

Rovee‐Collier²

1996

Child Development

View full text Add to dashboard Cite

Infants as young as 3 months of age can encode the relations among object features. Because object recognition depends critically upon a match between perceived feature configurations and representations of the object in long-term memory, the present experiments focused on infants' long-term memory for feature correlations. In 3 experiments with 72 3-month-olds, we documented the forgetting functions of different feature correlations, examined their relation to infants' memory for individual features, and replicated the findings with different stimuli. Infants were trained to activate a mobile composed of two kinds of blocks that differed in color, the figures displayed on them, and the figures' colors and were tested after different delays with recombinations of either the block colors, the figures, or the figure colors. Infants remembered some of the original feature combinations for up to 3 days but forgot all of them after 4 days. Even after 4 days, however, infants remembered the individual features that had entered into the original combinations. These results demonstrate that very young infants not only encode the relations among object features but also remember them for several days. Moreover, there is a dissociation in memory between features and feature relations: Feature relations are forgotten sooner than the individual features that comprise those relations.

show abstract

“…Research using different tasks and paradigms may reveal further information regarding how distraction may affect these cognitive processes. In addition, a goal for future research is to focus on other areas of cognitive development that also require attention (e.g., language development and motor skills) in order to understand what processes are more (and less) susceptible to distraction (Bloom & Beckwith, 1989; Bushnell & Roder, 1985). Examination of how distraction may or may not impede these other cognitive processes is an important direction for future research.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to focusing on toddlers’ attentional abilities, this study is important in examining the effects of distraction when children are engaged in a variety of tasks thought to tap different cognitive processes. Early attentional abilities are thought to affect numerous other areas of development such as motor skills and language and are essential to cognitive development (Bloom & Beckwith, 1989; Bushnell & Roder, 1985; Ruff & Rothbart, 1996). Much of past research with infants and very young children has focused on investigating distractibility in the context of free play (e.g., Choi & Anderson, 1991; Kannass, Oakes, & Shaddy, 2006; Lansink & Richards, 1997; Oakes & Tellinghuisen, 1994; Ruff & Capozzoli, 2003).…”

mentioning

confidence: 99%

The Effects of Distraction on Cognitive Task Performance During Toddlerhood

Wyss

Kannass

Haden

2012

Infancy

View full text Add to dashboard Cite

We investigated the effects of distraction on attention and task performance during toddlerhood. Thirty toddlers (24‐ to 26‐month‐olds) completed different tasks (2 of each: categorization, problem solving, memory, free play) in one of two conditions: No Distraction or Distraction. The results revealed that the distractor had varying effects on performance scores depending on the task: The problem solving and memory tasks were more susceptible to distraction. In addition, the two conditions showed different patterns of attention over time. Toddlers in the No Distraction condition were more attentive, and their attention remained consistently high across the session. Toddlers in the Distraction condition increased their attention to the task and decreased their attention to the distractor in the second half of the session. This study demonstrates how the presence of distraction influences toddlers’ performance on individual cognitive tasks and contributes to our understanding of distractibility and endogenous attention during toddlerhood. This work also has implications for how environmental noise, such as background television, may influence cognitive development.

show abstract

Recognition of color-form compounds by 4-month-old infants

Cited by 35 publications

References 9 publications

Units of Visual Individuation in Rhesus Macaques: Objects or Unbound Features?

Units of Visual Individuation in Rhesus Macaques: Objects or Unbound Features?

Infants' Forgetting of Correlated Attributes and Object Recognition

The Effects of Distraction on Cognitive Task Performance During Toddlerhood

Contact Info

Product

Resources

About