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The role of action in the development of visual object recognition

动作在视觉物体识别发展中的作用

基本信息

批准号：
8392295
负责人：
Karin Harman James
金额：
$ 23.61万
依托单位：
TRUSTEES OF INDIANA UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-12-01 至 2014-11-30
项目状态：
已结题

项目摘要

Processes of visual object recognition play a central role in multiple aspects of human cognition. However, very little is known about the development of these processes beyond the earliest stages of infancy. A long literature suggests a deep and fundamental coordination between vision and action in adults. One way in which action should matter critically to visual development is that one's own actions on objects generates the dynamic visual experiences that one receives about objects. Self- generated actions literally create one's views of objects. In the proposed research, we seek to understand the role of developmental changes in self-generated action in the development of visual object representations and recognition. The participants will be children between 18 and 24 months of age an age range during which prior work indicates that significant developmental change in object recognition occurs. This age range is also a period of rapid language expansion in typically developing children, and a period in which atypical patterns of language, motor, and more diffuse cognitive development are often first identified. Thus, the study of self-generated dynamic views of object structure will provide a new window into mechanisms and early diagnosis of atypical cognitive development. We focus on 3 aspects of visual object representations, suggested to be important in studies of high level vision in adults, which our preliminary studies indicate have roots in the 18 to 24 month period: 1) Preferred views the causes and consequences of the emergence of a preference for viewing the planes of objects (sides, front, back, top, and bottom) rather than views of areas between planar surfaces; 2) Axes of elongation the causes of developmental changes in how children hold and move objects relative to the objects' axes of elongation, and the consequences for children's perception and representation of those objects; and 3) Global structure the ability to recognize objects from sparse characterizations of their geometric structure. We will use both cross-sectional, and training studies to investigate the roles of action in each of these aspects of typically developing children's visual object recognition.

视觉物体识别过程在人类认知的多个方面起着核心作用认知.然而，人们对这些过程的发展知之甚少超越了婴儿期的最早阶段。大量文献表明，成人的视觉和行动之间的基本协调。行动的一种方式对视觉发展至关重要的一点是，产生一个人所接收到的关于物体的动态视觉体验。自我- 生成的动作实际上创建了一个人对对象的看法。在这项研究中，我们寻求理解发展变化在自我产生的行动中的作用，视觉对象表示和识别的发展。与会者将 18至24个月的儿童一个年龄段，在此期间，表明物体识别发生了显著的发育变化。这个年龄范围也是典型发育中儿童语言快速扩展的时期，在这一时期，语言、运动和更分散的认知的非典型模式发展往往是首先确定的。因此，自生成动态视图的研究将提供一个新的窗口机制和早期诊断的对象结构非典型认知发展我们关注视觉对象表征的三个方面，建议在成人高水平视力的研究中很重要，我们的初步研究研究表明，这种现象起源于18至24个月期间：1）首选观点的原因以及对观察物体平面的偏好出现的后果（侧面、正面、背面、顶部和底部），而不是平面之间区域的视图; 2)伸长轴儿童抓握方式的发展变化的原因，相对于物体的伸长轴移动物体，儿童对这些物体的感知和表征;以及3）全球结构的从物体几何结构的稀疏特征中识别物体的能力。我们将使用横断面和培训研究来调查行动在以下方面的作用：每一个方面都是典型的发展儿童的视觉物体识别。