YOUNG CHILDREN'S PERCEPTION OF SELF-MOVEMENT AND ACTION

当人们从一个地方搬到另一个地方时， 到目前为止，他们的观点发生了变化，即， 距离和方向，使他们的特点， 四周 成年人可以随时了解这些变化， 例如，当特征被 视线被遮挡，或者地方很暗，或者观察者是盲人。 本实验是关于婴儿的精确性和 幼儿对自我运动的知觉及其能力 在黑暗中和其他环境中寻找物体时， 它们被遮挡的情况。 这些实验集中在孩子们的生活阶段， 从婴儿期过渡到幼儿期， 运动和感知在这一转变中所起的作用。 我们 设计了一个行为测试，并采用了心理物理学方法， 评估个体对自我阈值变化的敏感性水平， 为1至5奥尔兹在搬到新的 观察点。 建议是估计个人 儿童的敏感阈值水平作为变量的函数 在自我运动和环境参照中 信息在一系列的横截面实验，并作为一个 实验控制的变化在儿童的功能 在20个月长的纵向运动经验 观察. 运动搜索游戏是用来估计儿童的 灵敏度 自我运动变量是运动的 几何（旋转、平移）、距离和复杂性。 的 参考信息变量是是否存在 视觉信息、听觉信息和腿部信息 从步行到乘坐手推车 器官变量 包括通过 使用机械助行器将儿童随机分配到各个小组 而不是在家里使用。

When people move from place to place they often need to keep up to date on the resulting changes in their perspectives, that is, on the distances and directions relating them to features of the surroundings. Adults can keep up to date on such changes without spotting them visually when, for example, the features are occluded from view or the place is dark or the observer is blind. The present experiments are about the precision of infants' and young children's perceptions of self-movement and their abilities to act on them when searching for objects in the dark and in other situations where they are occluded from view. The experiments are focused on the period in life when children make the transition from infancy to early childhood, and on the role played by locomotion and perception in that transition. We devised a behavioral test and adapted psychophysical methods to assess individual levels of sensitivity to threshold changes in self- to-object directions for 1 to 5 year olds after they move to new points of observation. The proposal is to estimate individual children's threshold levels of sensitivity as a function of variations in the self-movements and the environmental reference information in a series of cross sectional experiments, and as a function of experimentally controlled variations in the children's locomotor experiences in a 20 month long longitudinal observation. Locomotor search games are used to estimate children's sensitivity. The self-movement variables are the movement's geometry (rotations, translations), distance, and complexity. The reference information variables are the presence or absence of visual information, auditory information, and leg information from walking versus riding a trolly. The organismic variables include variations in walking experience induced through the random assignment of children to groups using mechanical walkers and not using them in their homes.