Self‐generated variability in object images predicts vocabulary growth

Slone, Lauren K.; Smith, Linda B.; Yu, Chen

doi:10.1111/desc.12816

Cited by 53 publications

(39 citation statements)

References 53 publications

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“…Visual-manual multimodal exploration. Recent studies show that children's manual actions to objects during toy play create many different views of the same object, which facilitates both visual object recognition and early word learning [35][36][37] . In light of those findings, we next examined how children with ASD coordinate their eye and hand movements during object exploration.…”

Section: Distribution Of Manual Activities Over Toysmentioning

confidence: 99%

Using head-mounted eye tracking to examine visual and manual exploration during naturalistic toy play in children with and without autism spectrum disorder

Yurkovic

Lisandrelli

Shaffer

et al. 2021

Sci Rep

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Multimodal exploration of objects during toy play is important for a child’s development and is suggested to be abnormal in children with autism spectrum disorder (ASD) due to either atypical attention or atypical action. However, little is known about how children with ASD coordinate their visual attention and manual actions during toy play. The current study aims to understand if and in what ways children with ASD generate exploratory behaviors to toys in natural, unconstrained contexts by utilizing head-mounted eye tracking to quantify moment-by-moment attention. We found no differences in how 24- to 48-mo children with and without ASD distribute their visual attention, generate manual action, or coordinate their visual and manual behaviors during toy play with a parent. Our findings suggest an intact ability and willingness of children with ASD to explore toys and suggest that context is important when studying child behavior.

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Section: Distribution Of Manual Activities Over Toysmentioning

confidence: 99%

Using head-mounted eye tracking to examine visual and manual exploration during naturalistic toy play in children with and without autism spectrum disorder

Yurkovic

Lisandrelli

Shaffer

et al. 2021

Sci Rep

Self Cite

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show abstract

“…The ability to form robust object categories is often thought to rely on extensive experience with different exemplars, as well as conceptual object knowledge (Kibbe & Leslie, 2019;Slone, Smith, & Yu, 2019). Here we provide evidence for a perceptual mechanism that may support rapid object learning and may be innate to the visual system.…”

Section: Discussionmentioning

confidence: 56%

Perception of an object’s global shape is best described by a model of skeletal structure in human infants

Ayzenberg¹,

Sf²

2019

Preprint

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Humans exhibit the remarkable ability to form abstract object representations from few exemplars, a feat not yet matched by state-of-the-art artificial neural networks. Using a habituation-dishabituation paradigm, we tested whether object learning early in human life is made possible via the medial axis of an object, known as its "shape skeleton". Shape skeletons may be ideally suited for rapid object learning because they provide a summary description of an object's internal structure, which is robust to viewpoint changes and noisy contours. Across two experiments, infants (Mage= 9.29 months; N = 82) categorized unfamiliar objects by their skeletons following exposure to a single exemplar. Their performance was robust to changes in the component parts of the objects, differences in image-level properties, and even when the coarse spatial relations of object parts were not diagnostic of category. These findings suggest a robust, and early-developing, perceptual mechanism by which objects are quickly categorized.

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“…An increase in the average gaze time supports an indication of the importance of experiencing changes in visual appearance associated with body movement (Ayres, 1979;Slone et al, 2019). In Experiment 1, we examined only whether the participant was looking at the sample stimuli from another viewpoint and did not prompt while moving to another viewpoint.…”

Section: Discussionmentioning

confidence: 98%

“…Finally, I look at the milk to the left of the cereal box." Looking at objects from various viewpoints in this way promotes learning of physical properties between space and objects (Ayres, 1979) and the acquisition of vocabulary (Slone, Smith, & Yu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Training Conditions for Establishing Visual Level 2 Perspective-Taking in Children with Autism Spectrum Disorder

Asaoka¹,

Fujiwara²,

Noro³

2020

PSYCH

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Perspective transformations that are considered the first step of visual level 2 perspective-taking (VPT2) are not highly active in children with autism spectrum disorder (ASD). We investigated training procedures to develop moving to another viewpoint and observing the view from the new viewpoint to establish VPT2. The Face Rotation Task was used as the VPT2 task in three experiments. Experiments 1 and 2 examined the time-lag from the removal of sample stimuli to the presentation of comparison stimuli. The results of the two experiments indicated that VPT2 was established when participants move from the self-viewpoint to the other's viewpoint while continuing to look at the stimuli, and when participants move from the other's viewpoint to the self-viewpoint while maintaining a representation from the other's viewpoint. Eye movements during the presentation of sample stimuli were analyzed in Experiment 3. The results indicated the possibility of mutually looking at elements of a spatial array while performing the perspective transformation.

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Self‐generated variability in object images predicts vocabulary growth

Cited by 53 publications

References 53 publications

Using head-mounted eye tracking to examine visual and manual exploration during naturalistic toy play in children with and without autism spectrum disorder

Using head-mounted eye tracking to examine visual and manual exploration during naturalistic toy play in children with and without autism spectrum disorder

Perception of an object’s global shape is best described by a model of skeletal structure in human infants

Training Conditions for Establishing Visual Level 2 Perspective-Taking in Children with Autism Spectrum Disorder

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