VISUAL ANTICIPATION AND EXPECTATION IN EARLY INFANCY

这个应用主要集中在视觉的形成上 3至8个月大婴儿的期望值。对于 我们使用的主要范式，眼动和视觉注视是 在婴儿观看一系列图片时拍摄的，这些图片在 可预测性。我们的记录方法使用红外线角膜和 婴儿眼睛的视网膜反射视频，存储在录像带上。 通过对婴儿眼球运动的分析，我们得出了关于 婴儿是否在照片出现之前就对它们形成了期望。 预期性凝视提供了这些预期的一个指标。对于那些 在预期没有发生的情况下，促进反应时间 图片首页提供了第二个索引。 拟议的实验分为四类。首先，我们问的是 婴儿能够使用的身体事件信息的类型 期望值。第二，我们探索制约心理过程 这些约束的期望值和随年龄的变化。第三，我们尝试 确定婴儿在视觉期望中使用的认知技能 通过比较婴儿在这一范例中的表现和他们的 在其他范式中的表现。最后，我们考察了期望的形成。 纵向婴儿作为稳定婴儿认知功能的指标 和儿童早期研究以及对婴儿表现的评估 由于胎儿暴露在酒精中而面临心理风险。 这些研究的目标有两个：1)为 关于婴儿如何开始组织他们的行为的信息 未来的事件，以及2)开发婴儿的自然形成倾向 对他们的世界的期望，以确定特定的认知过程 它们在早期负责稳定的智力功能 童年。

This application focuses primarily on the formation of visual expectations in infants who range from 3 to 8 months of age. For the principal paradigm we use, eye movements and visual fixations are recorded while infants watch series of pictures that vary in predictability. Our recording method employs infrared corneal and retinal-reflection video of the infants' eyes, stored on videotape. Through analysis of the infants' eye movements, we draw inferences about whether a baby forms expectations for the pictures before they appear. Anticipatory fixations provide one index of these expectations. For those cases in which anticipations do not occur, facilitated reaction times to picture onsets provide a second index. The proposed experiments fall into four categories. First, we ask what types of physical event information infants are able to use to form expectations. Second, we explore psychological processes that constrain expectations and changes in these constraints with age. Third, we attempt to determine the cognitive skills infants use in the Visual Expectation Paradigm by comparing infants' performance in this paradigm with their performance in other paradigms. Finally, we examine expectation formation as an index of stable infant cognitive functioning by longitudinal infant and early childhood studies and by assessment of performance of infants at psychological risk due to fetal exposure to alcohol. The goal of these studies is twofold: 1) to establish a solid base of information about how infants begin to organize their behavior around future events, and 2) to exploit infants' natural tendency to form expectations about their world to identify specific cognitive processes that are responsible for stable intellectual functioning in early childhood.