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注视偶然学习范式（GCP; Wang, Bolhuis, Rothkopf, Kolling, Knopf, & Triesch, 2012）。在GCP中，婴儿学会通过观察视觉开关（红点）来触发新的刺激。该项目的中心目标是复制我们在最近的实验中发现的婴儿自我启动的快速注视效应预期（主动控制），并将这些发现与一组接受相同视觉刺激但没有视觉动作-效果耦合的婴儿（捆绑控制条件=被动条件）进行比较。在这些条件下，通过学习参数（如学习速度、预期）、任务伴随情绪和神经网络建模来评估婴儿的注视视因学习。此外，不同的收购条件也会有所不同。首先，在触发视觉转换和呈现新刺激之间将使用两个潜伏期（短与长）。其次，在第一个获取期之后，在第二个获取期休息15分钟后，将实施活动条件的变化（从被动到主动，反之亦然）。另一组婴儿在第一和第二习得期接受相同的活动条件（主动-主动vs被动-被动条件）。这些变化既测试了延迟时间的影响，也测试了中期保留时间对记忆的影响。我们在6个月、8个月和10个月大的婴儿样本中应用了这些条件，扩展了最近Wang等人（2012）研究的年龄范围，并额外测试了年龄较小的婴儿样本（3-4个月大的婴儿）。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）来了解婴儿在发育过程中注视偶然学习的个体间差异。

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.