The role of search speed in the contextual cueing of children's attention

Darby, Kevin; Burling, Joseph M.; Yoshida, Hanako

doi:10.1016/j.cogdev.2013.10.001

Cited by 14 publications

(11 citation statements)

References 73 publications

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“…Despite apparent contradictions, this literature leads to the conclusion that the MTL plays a crucial role in implicit CC and that, although not required, the hippocampus might also be engaged even when knowledge remains implicit [16]. In concordance, while some research has shown that CC matures early in childhood [40] and is spared during aging [41], other studies suggest that particular processes engaged in CC might follow a pattern of ontogenetic maturation and age-related decline more similar to those usually associated with explicit memory [21,[42][43][44][45]. Although seemingly contradictory, diverging results reported in the literature can nonetheless be explained by the variety of mechanisms involved in CC and by the fact that different SL phenomena may be revealed by the CC phenomenon.…”

Section: Reviewmentioning

confidence: 90%

Investigating implicit statistical learning mechanisms through contextual cueing

Goujon

Didierjean

Thorpe

2015

Trends in Cognitive Sciences

169

172

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Section: Reviewmentioning

confidence: 90%

Investigating implicit statistical learning mechanisms through contextual cueing

Goujon

Didierjean

Thorpe

2015

Trends in Cognitive Sciences

169

172

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“…This finding suggests that CC can be observed across different levels of task difficulty and is in line with the finding that “what” and “where” learning facilitates search regardless of memory load (Makovski, ). Together, these data suggest that although CC is specific, it is nevertheless robust and it is not modulated by the ease of processing or overall RT (Darby, Burling, & Yoshida, ).…”

Section: Discussionmentioning

confidence: 85%

Learning “What” and “Where” in Visual Search

Makovski

2017

Jpn Psychol Res

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Visual search is facilitated when observers search through repeated displays. This effect, termed contextual cueing (CC), reflects the exceptional ability of our cognitive system to utilize regularities embedded in the environment. Recent studies that tested visual search with real-world objects found that CC takes place even in heterogeneous search displays, but only when the identities ("what") and locations ("where") of the objects are both repeated. The purpose of the current study was to test whether the repetition of both "what" and "where" is not only necessary but also sufficient for CC. Consistent with previous results, Experiment 1 found robust CC when both the "what" and "where" information were repeated, and further revealed that the effect was not modulated by the number of search items. In contrast, Experiment 2 showed that the repetition of both objects' identities and locations did not benefit the search when the two were not bound together. CC was also absent in Experiment 3, where the objects' identities and locations were repeated together, however, target locations varied randomly. Together these results suggest that CC with real-world objects is robust, but critically depends on "what" and "where" binding as well as context-target associations. Visual search is not only a task that we perform many times a day, but it is probably also one of the most popular tasks in the study of human visual cognition. Consequently, extensive research has been carried out in order to understand the mechanisms underlying people's search skills (Wolfe, 1998). Visual search has also been widely used as a tool for investigating central cognitive abilities, such as attention, memory, learning, and, notably, their interaction. For instance, many researchers have tested how search history (which naturally involves learning and memory) affects basic search processes, such as attentional guidance (Chun, 2000;Jiang, Swallow, & Rosenbaum, 2013;Maljkovic & Nakayama, 1994;Zhao, Al-Aidroos, & Turk-Browne, 2013). Thus, given the complexity of the task, the various skills involved in it, and its ecological and applied uses (Mitroff et al., 2015), it is no wonder that there are more than 300,000 results when searching for "visual search" in Google scholar.A key expertise of our cognitive system is picking up regularities embedded in the environment and utilizing them to more efficiently process visual scenes (Chun & Jiang, 1998Chun & Turk-Browne, 2008;Fiser & Aslin, 2001Miller, 1988;Nissen & Bullemer, 1987; Turk-Browne, Junge, & Scholl, *Correspondence concerning this article should be sent to: Tal Makovski, Department of Psychology, The Open University of Israel, The Dorothy de Rothschild Campus, 1 University Road, P. O. Box 808, Ra'anana 43107, Israel. (E-mail: talmak@openu.ac.il) 1 I wish to thank Ayelet Golestani for help in data collection and Ido Liviatan for helpful discussions.

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“…The idea that objects from the same category often share both conceptual and perceptual commonalities is not a novel one; in fact, it underlies earlier proposals about the relevancy of competition and contrast in early word learning (Klibanoff and Waxman 2000;Mandler and Hall 2002;Mandler 2000;Eimas and Quinn 1994;Yoshida and Hanania 2013). However, the idea of commonalities also fits what is known about how attention is flexibly cued by past learning (Kruschke 1996(Kruschke , 2009Chun and Jiang 1998;Darby et al 2014;Burling and Yoshida 2016) and how the learned attentional shifts can reduce memory interference and improve word learning (Merriman 1999;Smith et al 2002;Smith 2005;Smith 2005, Yoshida andBurling 2012).…”

Section: Introductionmentioning

confidence: 81%

Gaze as a Window to the Process of Novel Adjective Mapping

2019

Self Cite

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This study evaluated two explanations for how learning of novel adjectives is facilitated when all the objects are from the same category (e.g., exemplar and testing objects are all CUPS) and the object category is a known to the children. One explanation (the category knowledge account) focuses on early knowledge of syntax–meaning correspondence, and another (the attentional account) focuses on the role of repeated perceptual properties. The first account presumes implicit understanding that all the objects belong to the same category, and the second account presumes only that redundant perceptual experiences minimize distraction from irrelevant features and thus guide children’s attention directly to the correct item. The present study tests the two accounts by documenting moment-to-moment attention allocation (e.g., looking at experimenter’s face, exemplar object, target object) during a novel adjective learning task with 50 3-year-olds. The results suggest that children’s attention was guided directly to the correct item during the adjective mapping and that such direct attention allocation to the correct item predicted children’s adjective mapping performance. Results are discussed in relation to their implication for children’s active looking as the determinant of process for mapping new words to their meanings.

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The role of search speed in the contextual cueing of children's attention

Cited by 14 publications

References 73 publications

Investigating implicit statistical learning mechanisms through contextual cueing

Investigating implicit statistical learning mechanisms through contextual cueing

Learning “What” and “Where” in Visual Search

Gaze as a Window to the Process of Novel Adjective Mapping

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