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1.
Cara H. Cashon Oh‐Ryeong Ha Casey L. Allen Amelia Cevelle Barna 《Child development》2013,84(3):802-809
A growing body of research indicates connections exist between action, perception, and cognition in infants. In this study, associated changes between sitting ability and upright face processing were tested in 111 infants. Using the visual habituation “switch” task (C. H. Cashon & L. B. Cohen, 2004; L. B. Cohen & C. H. Cashon, 2001), holistic processing of faces was assessed in same‐aged non‐ and near sitters (22–25 weeks) and same‐aged new and expert sitters (27–32 weeks). U‐shaped relation was found between sitting stage and holistic face processing such that only nonsitters and expert sitters processed faces holistically. It is posited that the results are due to a reorganization of the upright face‐processing system resulting from infants' learning to sit independently and trying to incorporate the meaning of upright faces. 相似文献
2.
Holistic face processing was investigated in newborns, 3-month-old infants, and adults through a modified version of the composite face paradigm and the recording of eye movements. After familiarization to the top portion of a face, participants (N = 70) were shown 2 aligned or misaligned faces, 1 of which comprised the familiar top part. In the aligned condition, no visual preference was found at any group age. In the misaligned condition, 3-month-olds preferred the face stimulus with the familiar top part, adults preferred the face stimulus with the novel one, and newborns did not manifest any visual preference. Results revealed that both infants' and adults' eye movements may be affected by holistic face information and demonstrated holistic face processing in 3-month-olds. 相似文献
3.
3 experiments examined the modes of processing used by children and adults in learning family-resemblance categories. The materials were cartoon faces (Experiments 1 and 2) and bugs (Experiment 3) divided into categories that possessed no single defining attributes, but rather several characteristic attributes that were each partially predictive of category membership. The categories were structured so that a holistic mode of processing in which the individual did not selectively weight any given attributes could have led to success. Nevertheless, preschoolers (Experiments 2 and 3), first and third graders (Experiment 1), and adult college students (all experiments) all exhibited primarily analytic modes of learning that consisted of single- and dual-attribute approaches. Although the proportion of analytic learners among the preschoolers was lower than among the adults in Experiment 3, in no case were holistic modes of learning evident. The results are discussed in terms of their implications for young children's apparent relative success in learning natural categories. It is suggested that children's success in learning real-world categories may be based, in part, on an interaction between a basically analytic processing style and natural category structures that provide many partially informative attributes. 相似文献
4.
The effects of identical context on pattern recognition by pigeons for outline drawings of faces were investigated by training
pigeons to identify (Experiment 1) and categorize (Experiment 2) these stimuli according to the orientation of the mouth—an
upright U shape representing a smiling mouth or an inverted U shape representing a sad mouth. These target stimuli were presented
alone (Pair 1), with three dots in a triangular orientation to represent a nose and eyes (Pair 2), and with the face pattern
surrounded by an oval (Pair 3). In Experiment 1, the pigeons trained with Pair 1 were most accurate, those trained with Pair
2 were less so, and those trained with Pair 3 failed to acquire the discrimination within eighty 100-trial sessions. The same
ordering was found in Experiment 2 for pigeons trained on the three pairs simultaneously. The authors suggest that a contrasting
finding in humans, the face superiority effect, might be due to a gain in discriminability resulting from recognition of the
pattern as a face. An exemplar model of information processing that excludes linguistic coding accounts for the present results. 相似文献
5.
To examine the ontogeny of emotional face processing, event-related potentials (ERPs) were recorded from adults and 7-month-old infants while viewing pictures of fearful, happy, and neutral faces. Face-sensitive ERPs at occipital-temporal scalp regions differentiated between fearful and neutral/happy faces in both adults (N170 was larger for fear) and infants (P400 was larger for fear). Behavioral measures showed no overt attentional bias toward fearful faces in adults, but in infants, the duration of the first fixation was longer for fearful than happy faces. Together, these results suggest that the neural systems underlying the differential processing of fearful and happy/neutral faces are functional early in life, and that affective factors may play an important role in modulating infants' face processing. 相似文献
6.
7.
Adults recognize emotions conveyed by bodies with comparable accuracy to facial emotions. However, no prior study has explored infants' perception of body emotions. In Experiment 1, 6.5‐month‐olds (n = 32) preferred happy over neutral actions of actors with covered faces in upright but not inverted silent videos. In Experiment 2, infants (n = 32) matched happy and angry videos to corresponding vocalizations when the videos were upright but not when they were inverted. Experiment 3 (n = 16) demonstrated that infants' performance in Experiment 2 was not driven by information from the covered face and head. Thus, young infants are sensitive to emotions conveyed by bodies and match them to affective vocalizations, indicating sophisticated emotion processing capabilities early in life. 相似文献
8.
William Winn 《科学教学研究杂志》1988,25(5):375-386
Forty-one high school students studied a series of five circuit diagrams. These either showed the electronic components as standard symbols or as squares. Each component was labelled and numbered. Students either had to remember the pattern of the elements in the diagram and draw it from memory, or they had to remember the elements in sequence. It was found that students who saw diagrams with symbols performed better on the sequence task and worse on the pattern task than the students who saw the diagrams with squares, whose performance on the two tasks was the opposite. A subsequent experiment found that requiring the students to label the elements in the diagrams did not interfere with their ability to remember the patterns of the components. It was concluded that students' success in completing tasks that require holistic or analytic processing depends upon the amount of detail in the elements in instructional diagrams. It was also suggested that designers of diagrams used to teach science can exercise some control over whether students process the information holistically or analytically by varying the amount of detail in the diagrams' elements. 相似文献
9.
Four-year-olds were tested for their ability to use differences in the spacing among features to recognize familiar faces. They were given a storybook depicting multiple views of 2 children. They returned to the laboratory 2 weeks later and used a "magic wand" to play a computer game that tested their ability to recognize the familiarized faces and their own face based on the spacing of features. Children performed at chance levels. Follow-up studies confirmed that they had attended to internal facial features and validated the stimuli. The results contrast with studies showing some sensitivity to the spacing of features in infants and preschool children; multiple mechanisms of face processing may make use of spatial relations and develop at different rates. 相似文献
10.
A novel method was used to investigate developmental changes in face processing: attractiveness aftereffects. Consistent with the norm-based coding model, viewing consistently distorted faces shifts adults' attractiveness preferences toward the adapting stimuli. Thus, adults' attractiveness judgments are influenced by a continuously updated face prototype. To investigate the development of this process, a novel method was developed for 8-year-olds. After reading a storybook composed of faces with either compressed or expanded features, 8-year-olds' ratings of faces distorted in the direction of the adapting stimuli increased. Nonetheless, they required larger distortions than adults to rate undistorted faces as most attractive preadaptation. Thus, although 8-year-olds' attractiveness preferences are influenced by a continuously updated prototype, their face space is less refined than that of adults. 相似文献
11.
Four-month-old infants were habituated with an upright or an upside-down face. Eye-movement recordings showed that the upright and upside-down faces were not explored the same way. Infants spent more time exploring internal features, mainly in the region of the nose and mouth, when the face was upright. They also alternated as frequently between the face's internal features (eyes vs. nose/mouth) as between external and internal features. When the face was upside down, the infants spent half of their time exploring external features, and preferentially alternated between external features and internal features. The main effect of inversion was a decrease of the looking time to the nose/mouth region and of the number of shifts between the eye region and the nose/mouth region. 相似文献
12.
Thomas B. Ward 《Child development》1990,61(3):611-613
Kemler Nelson raises several important issues regarding children's category learning in her commentary on Ward, Vela, and Hass. The points of agreement in our positions concern the extreme complexity of the phenomenon. The points of disagreement that are addressed in this reply concern Kemler Nelson's assertions that (a) children are, in general, holistic processors, (b) a holistic processing model provides a better account of children's category learning than the attribute availability model, and (c) that Ward et al. have overestimated the extent of analytic processing and underestimated the extent of holistic processing by young children. All of these points are challenged in the present paper. 相似文献
13.
Neural correlates of face and object recognition in young children with autism spectrum disorder,developmental delay,and typical development 总被引：11，自引：0，他引：11
Dawson G Carver L Meltzoff AN Panagiotides H McPartland J Webb SJ 《Child development》2002,73(3):700-717
This study utilized electroencephalographic recordings to examine whether young children with autism spectrum disorder (ASD) have impaired face recognition ability. High-density brain event-related potentials (ERPs) were recorded to photos of the child's mother's face versus an unfamiliar female face and photos of a favorite versus an unfamiliar toy from children with ASD, children with typical development, and children with developmental delay, all 3 to 4 years of age (N = 118). Typically developing children showed ERP amplitude differences in two components, P400 and Nc, to a familiar versus an unfamiliar face, and to a familiar versus an unfamiliar object. In contrast, children with ASD failed to show differences in ERPs to a familiar versus an unfamiliar face, but they did show P400 and Nc amplitude differences to a familiar versus an unfamiliar object. Developmentally delayed children showed significant ERP amplitude differences for the positive slow wave for both faces and objects. These data suggest that autism is associated with face recognition impairment that is manifest early in life. 相似文献
14.
Bettger J Emmorey K McCullough S Bellugi U 《Journal of deaf studies and deaf education》1997,2(4):223-233
On-line comprehension of American Sign Language (ASL) requires rapid discrimination of linguistic facial expressions. We hypothesized that ASL signers' experience discriminating linguistic facial expressions might lead to enhanced performance for discriminating among different faces. Five experiments are reported that investigate signers' and non-signers' ability to discriminate human faces photographed under different conditions of orientation and lighting (the Benton Test of Facial Recognition). The results showed that deaf signers performed significantly better than hearing non-signers. Hearing native signers (born to deaf parents) also performed better than hearing nonsigners, suggesting that the enhanced performance of deaf signers is linked to experience with ASL rather than to auditory deprivation. Deaf signers who acquired ASL in early adulthood did not differ from native signers, which suggests that there is no 'critical period' during which signers must be exposed to ASL in order to exhibit enhanced face discrimination abilities. When the faces were inverted, signing and nonsigning groups did not differ in performance. This pattern of results suggests that experience with sign language affects mechanisms specific to face processing and does not produce a general enhancement of visual discrimination. Finally, a similar pattern of results was found with signing and nonsigning children, 6-9 years old. Overall, the results suggest that the brain mechanisms responsible for face processing are somewhat plastic and can be affected by experience. We discuss implications of these results for the relation between language and cognition. 相似文献
15.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
16.
The ability to discriminate social signals from faces is a fundamental component of human social interactions whose developmental origins are still debated. In this study, 5-year-old (N = 29) and 7-year-old children (N = 31) and adults (N = 34) made perceptual similarity and trustworthiness judgments on a set of female faces varying in level of expressed trustworthiness. All groups represented perceived similarity of the faces as a function of trustworthiness intensity, but such representation becomes more fine-grained with development. Moreover, 5-year-olds' accuracy in choosing the more trustworthy face in a pair varied as a function of children's score at the Test of Emotion Comprehension, suggesting that the ability to perform face-to-trait inferences is related to the development of emotional understanding. 相似文献
17.
Deborah G. Kemler Nelson 《Child development》1990,61(3):606-610
Attempts to reconcile the ease with which young children naturally learn everyday categories with their frequent difficulty in acquiring artificial categories in the laboratory have taken different forms. Kemler Nelson suggested that one reason for the discrepancy may be that many everyday object categories have a family-resemblance structure that can be learned by means of a holistic mode of processing. While Ward et al. have recently questioned this account of why children learn family-resemblance categories easily, conclusions based on their laboratory data fail to provide a good explanation of the real-world case. Accordingly, it is suggested that the laboratory family-resemblance task used by these previous investigators may be unrepresentative and may fail to mimic crucial aspects of the everyday category-learning context. It is also suggested that aspects of Ward et al.'s methodology may lead them to underestimate holistic (or nonselective) processing. 相似文献
18.
Vanessa Genisio Mireille Bastien-Toniazzo 《European Journal of Psychology of Education - EJPE》2003,18(3):239-249
Two tasks of word identification were proposed to children in their last year of upper preschool classes. The results show
that identification is not based on an holistic processing but on an analytic one: some letters are enough, especially the
first ones. Moreover, their order does not matter. During this period where reading is visuo-semantic in nature, children
process letters as words properties. This kind of processing provides them with an “epilinguistic” knowledge about visual
properties of the words, which is one of those precursors of decoding acquisition. 相似文献
19.
Gaze‐Contingent Display Changes as New Window on Analytical and Holistic Face Perception in Children With Autism Spectrum Disorder 
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下载免费PDF全文 Kris Evers Goedele Van Belle Jean Steyaert Ilse Noens Johan Wagemans 《Child development》2018,89(2):430-445
The strength of holistic face perception in children with autism spectrum disorder (ASD) was evaluated by applying the gaze‐contingent mask and window technique to a face matching and discrimination task in 6‐ to 14‐year‐old children with (n = 36) and without ASD (n = 47), and by examining fixation patterns. Behavioral results suggested a slower and less efficient face processing in the ASD sample compared with the matched control group. Comparing the moving mask and window conditions revealed a reduced holistic face processing bias in the younger age group but not in the older sample. Preferential viewing patterns revealed both similarities and differences between both participant groups. 相似文献
20.
Existing data indicate that newborns are able to recognize individual faces, but little is known about what perceptual cues drive this ability. The current study showed that either the inner or outer features of the face can act as sufficient cues for newborns' face recognition (Experiment 1), but the outer part of the face enjoys an advantage over the inner part (Experiment 2). Inversion of the face stimuli disrupted recognition when only the inner portion of the face was shown, but not when the whole face was fully visible or only the outer features were presented (Experiment 3). The results enhance our picture of what information newborns actually process and encode when they discriminate, learn, and recognize faces. 相似文献