The Development of Object Permanence in Children with Intellectual Disability, Physical Disability, Autism, and Blindness

Bruce, Susan; Zayyad, Muhammad

doi:10.1080/10349120903102213

Cited by 6 publications

(6 citation statements)

References 46 publications

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“…Object indexing is a similar theory of object representation, derived from studies of infant attention. Young children lack an understanding of object permanence, and their ability to represent objects is consequently limited to those that they can presently see and manipulate (Bruce & Muhammad, 2009). For this reason, Leslie, Xu, Tremoulet, and Scholl (1998) proposed that object representation relies on mental indexes pointing to each object by its location.…”

mentioning

confidence: 99%

The role of location in visual feature binding

Kovacs

Harris

2019

Atten Percept Psychophys

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Location appears to play a vital role in binding discretely processed visual features into coherent objects. Consequently, it has been proposed that objects are represented for cognition by their spatiotemporal location, with other visual features attached to this location index. On this theory, the visual features of an object are only connected via mutual location; direct binding cannot occur. Despite supporting evidence, some argue that direct binding does take over according to task demands and when representing familiar objects. The current study was developed to evaluate these claims, using a brief memory task to test for contingencies between features under different circumstances. Participants were shown a sequence of three items in different colours and locations, and then asked for the colour and/or location of one of them. The stimuli could either be abstract shapes, or familiar objects. Results indicated that location is necessary for binding regardless of the type of stimulus and task demands, supporting the proposed structure. A follow-up experiment assessed an alternate explanation for the apparent importance of location in binding; eye movements may automatically capture location information, making it impossible to ignore and suggesting a contingency that is not representative of cognitive processes. Participants were required to maintain fixation on half of the trials, with an eye tracker for confirmation. Results indicated that the importance of location in binding cannot be attributed to eye movements. Overall, the findings of this study support the claim that location is essential for visual feature binding, due to the structure of object representations.

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mentioning

confidence: 99%

The role of location in visual feature binding

Kovacs

Harris

2019

Atten Percept Psychophys

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“…We suggest that the ability of learning object permanence is the prerequisite for the ToM. As indicated in Piaget and Cook (1952) and Bruce and Muhammad (2009), Piaget defined six developmental stages of object permanence. During the early stages (Stage I, Stage II, Stage III), children failed to find a hidden object.…”

Section: Opaque-and-transparent Blindfold Testmentioning

confidence: 79%

A Brain-Inspired Model of Theory of Mind

et al. 2020

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Theory of mind (ToM) is the ability to attribute mental states to oneself and others, and to understand that others have beliefs that are different from one's own. Although functional neuroimaging techniques have been widely used to establish the neural correlates implicated in ToM, the specific mechanisms are still not clear. We make our efforts to integrate and adopt existing biological findings of ToM, bridging the gap through computational modeling, to build a brain-inspired computational model for ToM. We propose a Brain-inspired Model of Theory of Mind (Brain-ToM model), and the model is applied to a humanoid robot to challenge the false belief tasks, two classical tasks designed to understand the mechanisms of ToM from Cognitive Psychology. With this model, the robot can learn to understand object permanence and visual access from self-experience, then uses these learned experience to reason about other's belief. We computationally validated that the self-experience, maturation of correlate brain areas (e.g., calculation capability) and their connections (e.g., inhibitory control) are essential for ToM, and they have shown their influences on the performance of the participant robot in false-belief task. The theoretic modeling and experimental validations indicate that the model is biologically plausible, and computationally feasible as a foundation for robot theory of mind.

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“…They found that children with visual impairment were delayed in searching for a dropped object. One explanation for this may be that children who are blind often persist in the belief that objects magically disappear and reappear because that is their experience of objects (Bruce & Zayyad, 2009). The closely related achievements of reaching toward sound and reaching to search for objects (that occur prior to object permanence) emerge at about 8 months in children who are blind and initially occur just after objects have been explored tactilely (Fraiberg, 1977).…”

Section: Object Permanence In Children Who Are Blindmentioning

confidence: 99%

“…Children with intellectual disability alone achieve object permanence in a similar developmental sequence and at the same mental age as children without disabilities (Hupp, Able, Conroy-Gunter, 1984;Silverstein, Pearson, Keller & McLain, 1982). Motor disabilities may influence the development of object permanence or the ability to demonstrate object permanence knowledge (Bruce & Zayyad, 2009).…”

Section: Object Permanence In Children With Multiple Disabilities Andmentioning

confidence: 99%

“…In the field of visual impairment, the term "object concept" is used synonymously with object permanence (Warren, 1994). Like means-end, deferred imitation, self-recognition, and symbolic play, object permanence is associated with the onset of representational thought and language (Bruce, & Zayyad, 2009;Fazzi & Klein, 2002;Wright, 2006). Many researchers believe that mastery of full object permanence is necessary to the development of language (Hammes & Langdell, 1981;Moore, Borton & Darby, 1978;Piaget, 1954).…”

Section: Introductionmentioning

confidence: 99%

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Assessment and Instruction of Object Permanence in Children with Blindness and Multiple Disabilities

Bruce

Vargas

2012

Journal of Visual Impairment & Blindness

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Introduction: Mastery of object permanence is essential to the development of representational thought and language. This article discusses the impact of visual impairment and blindness on the development of object permanence and provides suggestions for assessment and instruction. Methods:The reviewed literature was identified by searching both ERIC and Psych Info using search term combinations such as object permanence and visual impairment, blind, or multiple disabilities. Books, assessment tools, and non-peer reviewed literature were also reviewed.

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The Development of Object Permanence in Children with Intellectual Disability, Physical Disability, Autism, and Blindness

Cited by 6 publications

References 46 publications

The role of location in visual feature binding

The role of location in visual feature binding

A Brain-Inspired Model of Theory of Mind

Assessment and Instruction of Object Permanence in Children with Blindness and Multiple Disabilities

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