Gaze-contingent learning of infants

在本研究项目中，将进一步评估和分析新开发的婴儿凝视-视情学习范式（GCP; Wang，Bolhuis，Rothkopf，Kolling，Knopf，& Triesch，2012）。在GCP中，婴儿学习通过观察视觉开关（红点）来触发新的刺激。该项目的主要目的是复制我们最近的实验（主动控制）中发现的婴儿自我启动的快速凝视效应预期，并将这些发现与一组接受相同视觉刺激但没有视觉动作效应耦合的婴儿进行比较（轭控制条件=被动条件）。婴儿在这些条件下的凝视连续学习将通过学习参数（例如，学习速度，预期），任务伴随的情绪和神经网络建模。此外，不同的采集条件也会有所不同。首先，将使用触发视觉开关和呈现新刺激之间的两个延迟时间（短与长）。第二，在第一采集周期之后，将在第二采集周期中的15分钟休息之后实施活动条件的改变（从被动到主动，反之亦然）。不同的婴儿样本在整个第一和第二获取时段期间接收相同的活动条件（主动-主动与被动-被动条件）。这些变化测试了潜伏期间隔的影响和中期保持间隔中记忆的影响。我们将这些条件应用于6个月、8个月和10个月大的婴儿样本，扩展了最近Wang等人（2012）研究的年龄范围，并额外测试了更小婴儿（3-4个月大的婴儿）样本。最后但并非最不重要的是，根据GCP，我们使用了额外的实验范式（通过习惯化的信息速度;视觉期望学习）和心理测量评估（例如，智力和气质），以了解婴儿在发展过程中的注视-随性学习的个体间差异。

In the present research project the newly developed gaze-contingent learning paradigm for infants (GCP; Wang, Bolhuis, Rothkopf, Kolling, Knopf, & Triesch, 2012) will be further evaluated and analyzed. In the GCP infants learn to trigger a new stimulus by looking at a visual switch (red dot). The central aims of the project are to replicate the self-initiated fast gaze-effect-anticipation of infants found in our recent experiments (active control) and to compare these findings to a group of infants who receive an identical visual stimulus without visual action-effect coupling (yoked control condition = passive condition). Infants gaze contigent learning in these conditions will be assessed via learning parameters (e.g., speed of learning, anticipation), the task-accompanying emotions and neural network modeling. Additionally, vary different acquisition conditions will be varied. First, two latency times (short vs. long) between triggering the visual switch and the presentation of a new stimulus will be used. Second, after the first acquisition period, a change in activity condition (from passive to active and vice versa) will be implemented after a 15 minute break in a second acquisition period. A different sample of infants receives the same activity condition throughout both first and second acquisition period (active-active vs. passive-passive condition). These variations test both effects of latency interval and the influence of memory in a medium-term retention interval. We apply these conditions in a sample of six, eight and ten month old infants extending the age range of the recent Wang et al. (2012) study and additionally test a sample of younger babies (3-4 month old infants). Last but not least, in line with the GCP we use additional experimental paradigms (information speed via habituation; visual expectancy learning) and psychometric assessments (e.g., intelligence and temperament) to understand inter-individual differences in infants gaze-contingent learning during development.