The Effect of Component Meaningfulness on Global-Local Processing in Children and Adults

Hupp, Julie M.; Souther, Stacey S.

doi:10.1080/15248372.2013.784974

Cited by 3 publications

(2 citation statements)

References 46 publications

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“…Harrison and Stiles () showed that the impact of sparsity on processing strategies depended on the level of stimulus familiarity (see also Förster, ). Hupp and Souther () also emphasized that when studying perceptual processing, both low‐level information (e.g., stimulus density) and high‐level cognitive information (e.g., stimulus meaningfulness) should be considered. Therefore, it is possible that familiarity of the adult participants with the geometric forms masked the impact of the stimulus sparsity.…”

Section: Discussionmentioning

confidence: 99%

Is Detecting a Target in a Compound Geometric Shape Influenced by Stimulus Density? A Developmental Study

Pouretemad

Mokhtari

2018

Jpn Psychol Res

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Abstract:We studied the pattern of performance in elementary school children and adults detecting a target in compound geometric shapes. The target was randomly presented at the global, local, or neither level of compound shapes with different elemental density. A significant difference between the pattern of performance in children and adults emerged when the geometric shape was constructed with fewer constituent parts. That is, children showed difficulties in recognizing the global level while adults could efficiently process it. We suggest that global processing continues to develop as children grow older. Also, integration ability could benefit from increasing familiarity with the geometric concepts.

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Section: Discussionmentioning

confidence: 99%

Is Detecting a Target in a Compound Geometric Shape Influenced by Stimulus Density? A Developmental Study

Pouretemad

Mokhtari

2018

Jpn Psychol Res

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“…This type of task was adopted in congruency with previous literature that recommends it in comparison with other variants, such as the two-choice task [ 18 , 19 ]. More precisely, preschool children were chosen due to all the cognitive changes starting and inherent to development that occurs at this age [ 20 , 21 , 22 ]. A university group was also included in terms of a starting point to the effects in development found in the previous literature [ 6 , 9 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Corrective Feedback in Basic Cognitive Tasks: A Study in Early Childhood

et al. 2022

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The aim of this study was to examine the effect of trial-by-trial corrective feedback in a go-no-go task for children. A sample of 40 preschool students, divided into 4- and 5-year-olds, participated in the study, as well as a group of 20 university students. All the groups performed the task in a counterbalanced design of blocks with and without corrective feedback. Reaction time and accuracy rate were measured as dependent variables. Moreover, reaction time was also analyzed through an ex-Gaussian fit. Children were slightly more accurate and slower under the presence of corrective feedback, suggesting a more conservative pattern. University students were faster, but corrective feedback did not reach the statistical level. Regarding reaction time components, a reduction of the distribution tails, depicted by the τ parameter, was found for both groups under the corrective feedback condition. This suggests that parameterization of reaction time can be considered as a strategy for a more detailed analysis to examine the effect of corrective feedback, even at early ages. In this way, corrective feedback depicted beneficial effects in the τ parameter at early ages, suggesting its use in basic cognitive tasks based on go-no-go but not for older groups.

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Conceptual Factors Influence Children's Distributivity Bias

Patson

Hupp

2018

The Journal of General Psychology

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Sentences such as "The girls read a book" can lead to multiple interpretations: They could be reading the same book (collective) or they could each be reading their own book (distributive). In ambiguous contexts, adults prefer the collective interpretation, and preschool children show a slight bias for a distributive interpretation. The current research investigated whether conceptual factors (number of actors) influences interpretations of these kinds of predicates. The data with children show a stronger collective bias when there are four actors compared to two actors. This may be because children are more likely to conceptualize groups of four (vs. two) as sets rather than collections of individuals. These data are discussed with reference to research on visual and conceptual integration abilities, showing that children lag behind in their ability to combine components into a whole in comparison to parsing objects into their component parts.

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The Effect of Component Meaningfulness on Global-Local Processing in Children and Adults

Cited by 3 publications

References 46 publications

Is Detecting a Target in a Compound Geometric Shape Influenced by Stimulus Density? A Developmental Study

Is Detecting a Target in a Compound Geometric Shape Influenced by Stimulus Density? A Developmental Study

The Effect of Corrective Feedback in Basic Cognitive Tasks: A Study in Early Childhood

Conceptual Factors Influence Children's Distributivity Bias

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