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Infants' perception of synthetic-like multisensory relations
Title
Infants' perception of synthetic-like multisensory relations.
Creator
Minar, Nicholas J., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Studies have shown that human infants can integrate the multisensory attributes of their world and, thus, have coherent perceptual experiences. Multisensory attributes can either specify non-arbitrary (e.g., amodal stimulus/event properties and typical relations) or arbitrary properties (e.g., visuospatial height and pitch). The goal of the current study was to expand on Walker et al.'s (2010) finding that 4-month-old infants looked longer at rising/falling objects when accompanied by rising...
Show moreStudies have shown that human infants can integrate the multisensory attributes of their world and, thus, have coherent perceptual experiences. Multisensory attributes can either specify non-arbitrary (e.g., amodal stimulus/event properties and typical relations) or arbitrary properties (e.g., visuospatial height and pitch). The goal of the current study was to expand on Walker et al.'s (2010) finding that 4-month-old infants looked longer at rising/falling objects when accompanied by rising/falling pitch than when accompanied by falling/rising pitch. We did so by conducting two experiments. In Experiment 1, our procedure matched Walker et al.'s (2010) single screen presentation while in Experiment 2 we used a multisensory paired-preference procedure. Additionally, we examined infants' responsiveness to these synesthetic-like events at multiple ages throughout development (four, six, and 12 months of age). ... In sum, our findings indicate that the ability to match changing visuospatial height with rising/falling pitch does not emerge until the end of the first year of life and throw into doubt Walker et al.'s (2010) claim that 4-month-old infants perceive audiovisual synesthetic relations in a manner similar to adults.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362552
Subject Headings
Cognition in children, Individual differences in children, Infant psychology, Infants, Development, Perception in infants, Intersensory effects
Format
Document (PDF)
Multisensory Cues Facilitate Infants’ Ability to Discriminate Other-Race Faces
Title
Multisensory Cues Facilitate Infants’ Ability to Discriminate Other-Race Faces.
Creator
Minar, Nicholas J., Bjorklund, David F., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Our everyday world consists of people and objects that are usually specified by dynamic and concurrent auditory and visual attributes, which is known to increase perceptual salience and, therefore, facilitate learning and discrimination in infancy. Interestingly, early experience with faces and vocalizations has two seemingly opposite effects during the first year of life, 1) it enables infants to gradually acquire perceptual expertise for the faces and vocalizations of their own race and, 2)...
Show moreOur everyday world consists of people and objects that are usually specified by dynamic and concurrent auditory and visual attributes, which is known to increase perceptual salience and, therefore, facilitate learning and discrimination in infancy. Interestingly, early experience with faces and vocalizations has two seemingly opposite effects during the first year of life, 1) it enables infants to gradually acquire perceptual expertise for the faces and vocalizations of their own race and, 2) it narrows their ability to discriminate the faces of other-race faces (Kelly et al., 2007). It is not known whether multisensory redundancy might help older infants overcome the other-race effect reported in previous studies. The current project investigated infant discrimination of dynamic and vocalizing other-race faces in younger and older infants using habituation and eye-tracking methodologies. Experiment 1 examined 4-6 and 10-12-month-old infants' ability to discriminate either a native or non-native face articulating the syllable /a/. Results showed that both the 4-6- and the 10-12-month-olds successfully discriminated the faces,regardless of whether they were same- or other-race faces. Experiment 2 investigated the contribution of auditory speech cues by repeating Experiment 1 but in silence. Results showed that only the 10-12-month-olds tested with native-race faces successfully discriminated them. Experiment 3 investigated whether it was speech per se or sound in general that facilitated discrimination of the other-race faces in Experiment 1 by presenting a synchronous, computer-generated "boing" sound instead of audible speech cues. Results indicated that the 4-6-month olds discriminated both types of faces but that 10-12-month-olds only discriminated own-race faces. These results indicate that auditory cues, along with dynamic visual cues, can help infants overcome the effects of previously reported narrowing and facilitate discrimination of other-race static, silent faces. Critically, our results show that older infants can overcome the other race-effect when dynamic faces are accompanied by speech but not when they are accompanied by non- speech cues. Overall, a generalized auditory facilitation effect was found as a result of multisensory speech. Moreover, our findings suggest that infants' ability to process other- race faces following perceptual narrowing is more plastic than previously thought.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004525
Subject Headings
Cognition in children, Individual differences in children, Infant psychology, Infants -- Development, Intersensory effects, Perception in infants
Format
Document (PDF)
Why rush growing up? A test of the cognitive immaturity hypothesis
Title
Why rush growing up? A test of the cognitive immaturity hypothesis.
Creator
Rosenberg, Justin S., Florida Atlantic University, Bjorklund, David F.
Abstract/Description
This study examined the hypothesis that cognitive immaturity may serve an adaptive purpose for children at a time in ontogeny when they are not capable of ensuring their own survival. Participants were presented pairs of scenarios of 3- and 9-year-old children expressing either immature or mature cognition. Participants were asked to select the child (immature vs. mature) which best reflected each of 11 different psychological traits that were ultimately grouped into 3 trait dimensions: cute,...
Show moreThis study examined the hypothesis that cognitive immaturity may serve an adaptive purpose for children at a time in ontogeny when they are not capable of ensuring their own survival. Participants were presented pairs of scenarios of 3- and 9-year-old children expressing either immature or mature cognition. Participants were asked to select the child (immature vs. mature) which best reflected each of 11 different psychological traits that were ultimately grouped into 3 trait dimensions: cute, deceptive, and smart. Participants received one of 6 pairs of scenarios reflecting examples of either intuitive cognition or nonintuitive cognition. Participants selected the immature child as being more cute and less deceptive than the mature child for the intuitive vignettes, but not for the nonintuitive vignettes. This pattern suggests that some forms of immature cognition do indeed bias adults to feel more favorably toward the children who express them and may foster positive parent-child relationship.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/13387
Subject Headings
Developmental psychobiology, Developmental neurobiology, Child development--Research, Cognition in children, Individual differences in children, Parent and child
Format
Document (PDF)
Children's adaptave strategies in a tool use task
Title
Children's adaptave strategies in a tool use task.
Creator
Weinstein, Allison., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Problem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance....
Show moreProblem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance. Additionally, participants were more likely to verbalize the need for a new tool when there was a lack of novel tool choices. However, the presence of a novel tool choice was linked to longer problem solving time. Findings are congruent with literature that suggests children possess the ability to select tools based on functional, not superficial, qualities, and can be easily distracted by the presence of novel stimuli.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3356896
Subject Headings
Learning, Psychology of, Educational tests and measurements, Cognition in children, Cognitive styles in children, Human information processing in children, Individual differences in children
Format
Document (PDF)
Teacher perceptions of response to intervention for English learners
Title
Teacher perceptions of response to intervention for English learners.
Creator
McCahill, Tiffany Patella, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for...
Show moreThe current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004215, http://purl.flvc.org/fau/fd/FA00004215
Subject Headings
Cognitive styles in children, Education, Bilingual, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Individual differences, Language teachers, Training of, Response to intervention (Learning disabled children), Second language acquisition
Format
Document (PDF)