Two-tone object recognition poses a major challenge for the developing visual system until late in childhood.
Two-tone object recognition poses a major challenge for the developing visual system until late in childhood.
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直到童年晚期，双色调物体识别对正在发育的视觉系统构成了重大挑战。
DOI：
10.1167/17.10.1242
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发表时间：
2017
影响因子：
1.8
通讯作者：
Dekker T
中科院分区：
文献类型：
--
作者：
Dekker T
虽然许多基本的视觉能力在生命的最初几年发展，但一些技能直到童年后期才有实质性的提高。目前还缺乏对这些能力是什么以及为什么它们发展得如此之晚的清晰洞察。在这里，我们提供了一个惊人的演示，从根本上不同的对象处理技能的儿童和成人。我们在触摸屏上展示了53名4-12岁的儿童和20种不同的双色图像的对照成人。在这些图像中，原始的高光和阴影显示为实心的黑色和白色，因此轮廓模糊，物体难以识别。在每次试验中，我们首先测试参与者是否能识别双色图像中的物体。然后，我们向参与者展示了原始图像，首先是为了确保他们知道所有的物体，其次是因为这会导致典型成年人的强制性双色调物体识别。然后，我们再次展示了双色图像，通过要求参与者指出两个清晰可识别的物体特征来测量识别度。我们计算了这些特征与原始特征的偏差，并对个人瞄准精度进行了校正。引人注目的是，与以前的报道一致（Kovacs & Eisenberg，1998; Yoon等人，2003年），4-5岁的孩子的瞄准点严重偏离了正确的特征，在看到原版后，双音识别没有变化。这不太可能是由于注意力或记忆失误造成的，因为原作是同时或就在双音之前放映的。在4-12岁之间，特征定位和初始双音物体识别随着年龄的增长而逐渐提高，只有在9 - 12岁的儿童中才有类似成年人的表现。因此，直到童年后期，识别物体的能力得到了很大的改善。这可能反映了视觉空间处理（例如，整体与零碎处理），对象知识或两者的变化。
While many basic visual abilities develop during the first years of life, several skills improve substantially until late childhood. Clear insight into what these abilities are and why they develop so late is currently lacking. Here we provide a striking demonstration of fundamentally different object processing skills in children and adults. We presented 53 children aged 4-12 years and control adults with 20 different two-tone images on a touchscreen. In these images, original highlights and shadows were shown as solid blacks and whites so that outlines were obscured and objects difficult to recognise. On each trial, we first tested if participants could identify the object in the two-tone image. We then presented participants with the original image, firstly to ensure they knew all objects, secondly because this induces mandatory two-tone object recognition in typical adults. We then presented the two-tone image again, measuring recognition by asking participants to point out two clearly identifiable object features. We computed the deviation from where these features were pointed out in the original, correcting for individual aiming precision. Strikingly, and in line with previous reports (Kovacs & Eisenberg, 1998; Yoon et al., 2003), 4-5 year-olds' aiming points deviated hugely from the correct feature, demonstrating no change in two-tone recognition after seeing the original. This is unlikely to be due to attention or memory lapse, as the original was shown simultaneously or just before the two-tone. Feature localization and initial two-tone object recognition improved gradually with age between 4-12 years, with adult-like performance only in 9 to 12-year-olds. Thus, until late childhood the ability to recognise objects given poor visual information continues to improve substantially. This may reflect changes in visuospatial processing (eg, global vs. piecemeal processing), object knowledge, or both in tandem.