VISUAL ANTICIPATION AND EXPECTATION IN EARLY INFANCY

这个应用程序主要集中在视觉的形成 3至8个月大的婴儿的期望。为 我们使用的主要范式，眼球运动和视觉固定是 当婴儿观看一系列不同的图片时， 可预测性我们的记录方法采用红外角膜和 婴儿眼睛的视网膜反射视频，存储在录像带上。 通过对婴儿眼动的分析，我们推断出 婴儿是否在图片出现之前就形成了对图片的期望。 预期固着提供了这些期望的一个指标。对于那些 在未发生预期的情况下， 图像起始提供第二索引。 拟议的实验分为四类。首先，我们要问， 婴儿能够用来形成的物理事件信息的类型 预期第二，我们探讨了心理过程， 随着年龄的增长，这些限制的期望和变化。第三，我们尝试 确定婴儿在视觉期望中使用的认知技能， 通过比较婴儿在这个范例中的表现和他们在这个范例中的表现， 在其他模式中的表现。最后，我们研究期望的形成 作为稳定婴儿认知功能的指标， 和幼儿期研究，并通过评估婴儿的表现， 因为胎儿暴露在酒精中而有心理风险 这些研究的目标有两个：1）建立一个坚实的基础， 关于婴儿开始如何组织他们的行为的信息， 未来的事件，2）利用婴儿的自然倾向，形成 对他们的世界的期望，以确定特定的认知过程 负责维持早期大脑的稳定功能 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.