This is part of a series of integrative work by infancy researchers of both humans and animals. The articles seek to serve as references on programmatic series of studies, critical correlations of diverse data that yield to a common theme, and constructive attacks on old issues.
List of Contributors ix(2) Preface xi(2) Dedication xiii(6) Precocious Cardiac Orienting in a Human Anencephalic Infant xix(8) Frances K. Graham Lewis A. Leavitt Barbara D. Strock James W. Brown Evidence for Sensory-Selective Set in Young Infants xxvii Bruno J. Anthony Frances K. Graham Object Segregation in Infancy 1(44) Amy Needham Renee Baillargeon I. INTRODUCTION 2(1) II. THREE TYPES OF OBJECT KNOWLEDGE 2(2) III. INFANTS USE OF CONFIGURAL KNOWLEDGE 4(21) A. Prior Findings 4(3) B. General Method 7(3) C. Experiments With Party Occluded Displays 10(6) D. Experiments With Adjacent Displays 16(7) E. Future Directions 23(2) IV. INFANTS USE OF EXPERIENTIAL KNOWLEDGE 25(7) A. Experiments With Adjacent Displays 25(6) B. Future Directions 31(1) V. INFANTS USE OF PHYSICAL KNOWLEDGE 32(6) A. Experiment Involving Infants Intuitions About Support 32(3) B. Experiment Involving Infants Intuitions About Impenetrability 35(2) C. Future Directions 37(1) VI. CONCLUDING REMARKS 38(1) VII. REFERENCES 39(6) Linguistic and Nonlinguistic Factors Influencing Infact Categorization: Studies of the Relationship Between Cognition and Language 45(64) Kenneth Roberts I. INTRODUCTION 46(17) A. Overview 46(2) B. Relationship Between Cognition and Language 48(2) C. Origins of Semantic Categories 50(3)
1. Acquisition Under Conditions of Uncertainty 50(1)
2. Prior Nonlinguistic Categories 51(1)
3. Interactionist Accounts 52(1) D. Constraints/Bias Accounts 53(3) E. Socio-Communicative Context Accounts 56(5)
1. Detecting Regularities 58(1)
2. Making Decisions Under Conditions of Uncertainty 59(2) F. Research Objectives 61(2) II. METHODOLOGY 63(10) A. Habituation-Discrimination Paradigm 63(2)
1. Dependent Measure 63(1)
2. Exposure Phase 63(1)
3. Test Phase 64(1)
4. A Note on the Data 65(1) B. Subjects 65(1) C. Target Categories 66(3) D. Stimuli 69(1)
1. Visual Stimuli 69(1)
2. Auditory Stimuli 69(1) E. Discriminability 70(1) F. Maternal Interviews 71(1) G. General Apparatus and Setting 71(1) H. Research Strategy 72(1) III. RESEARCH PROGRAM 73(20) A. Nonlinguistic Categories 73(4)
1. Basic-Level Categorization 73(2)
2. Superordinate-Level Categorization 75(2) B. Linguistic Input and Infant Categorization 77(16)
1. Effects of Language and Music on Categorization 78(4)
2. Effects of Attention and Covariation on Categorization 82(3)
3. Effects of Covariation Within Meaningful and Nonmeaningful Speech 85(5)
4. Effects of Adult-Directed Register on Categorization 90(3) IV. CONCLUSIONS 93(6) A. Functional Correlations in Context 94(4) B. Processing Correlated Information and the Origin of Biased Responding 98(1) V. REFERENCES 99(10) The Growth of Visual Capacity: Evidence From Infant Scanning Patterns 109(34) Gordon W. Bronson I. INTRODUCTION 110(2) II. EXPERIMENT 1: SCANNING A STATIC GEOMETRIC FIGURE 112(13) A. Method 112(4)
1. Subject and Procedure 112(2)
2. Processing and Calibrating the Video Data 114(1)
3. Measurement Accuracies 114(2)
4. Determining the Onset of Vision-Based Smiling 116(1) B. Results and Interpretations 116(7)
1. Overview 116(1)
2. Traverses Between Figures 117(2)
3. The Lengths of Saccades 119(1)
4. Saccadic Accuracy 120(1)
5. Staring Behavior 120(1)
6. Fixation Durations 120(3)
7. Vision-Based Smiling 123(1) C. Summary of Experiment 1 123(2) III. EXPERIMENT 2: RESPONSES TO A SUDDEN CHANGE WITHIN THE VISUAL FIELD 125(9) A. Method 125(1) B. Results and Interpretations 126(6)
1. Overview 126(1)
2. Preparing for the Next Saccade 127(1)
3. The Probability of Attending the Peripheral Light 128(1)
4. Evidence of Anticipations 129(3)
5. The Nature of the Traverse 132(1) C. Summary of Experiment 2 132(2) IV. THE COURSE OF VISUAL DEVELOPMENT 134(5) A. Neurological Interpretations of the Behavioral Data 134(3) B. The Nature and Onset of Visual Encoding 137(2) V. REFERENCES 139(4) The Interface Between Perception and Cognition: Feature Detection, Visual Pop-Out Effects, Feature Integration, and Long-Term Memory in Infancy 143(50) Ramesh S. Bhatt I. INTRODUCTION 144(2) A. The Interface Between Perception and Memory 144(1) B. Preattentive and Attentive Visual Processes 145(1) II. MOBILE CONJUGATE REINFORCEMENT PROCEDURE 146(2) III. FEATURE DETECTION, VISUAL POP-OUT EFFECTS, AND MEMORY 148(20) A. Texton Processing in Infancy 148(3) B. Visual Pop-Out Effects 151(5) C. Developmental Changes in the Relation Between Perception and Memory 156(3) D. Characeristics of Pop-Out Effects in Infancy 159(4)
1. Set Size 160(1)
2. Similarity Between Target and Distractors 161(1)
3. Number and Distribution of the Discrepant Elements 162(1) E. Texture Segregation and Visual Pop-Out Effects Using Other Procedures 163(5) IV. FEATURE INTEGRATION AND LONG-TERM MEMORY IN INFANCY 168(13) A. Perception and Memory of Feature Relations 168(5) B. Dissociations Between Features and Feature Relations in Perception and Memory 173(5)
1. Retention Interval Effects 174(2)
2. Set Size 176(2) C. Feature Relations and Categorization 178(3) V. CONCLUSIONS 181(5) A. Fundamental Features in Infancy and Adulthood 182(1) B. Holistic and Analytical Processing in Development 182(1) C. Dissociations Between Features and Feature Relations 183(1) D. The Interface Between Perception and Memory and Its Development 184(2) E. Relevance to Adult Perception and Cognition 186(1) VI. REFERENCES 186(7) Is Autism an Extreme Form of the Male Brain? 193(26) Simon Baron-Cohen Jessica Hammer I. INTRODUCTION: COGNITIVE SEX DIFFERENCES 194(1) II. THE MODEL: DIFFERENT BRAIN TYPES 195(1) III. AUTISM 196(3) A. Cognitive Profile 197(1) B. The Relevance of Autism to the Study of Psychological Sex Differences 198(1) IV. RECENT EXPERIMENTAL EVIDENCE ADDRESSING THE MODEL 199(6) A. Experiment 1: Are Normal Males Superior on the Embedded Figures Test? 199(1) B. Experiment 2: Are Normal Females Superior on the Reading-the-Mind-in-the-Eyes Test? 199(1) C. Experiment 3: Are Normal Females Superior on the Faux Pas Test? 199(4) D. Experiment 4: Are Adults With Autism/Asperger Syndrome Superior on the Embedded Figures Task? 203(1) E. Experiment 5: Are Adults With Autism/Asperger Syndrome Impaired on the Reading-the-Mind-in-the-Eyes Test? 203(1) F. Experiment 6: Are Children With Asperger Syndrome/Autism Impaired on the Faux Pas Test? 204(1) G. Experiment 7: Are Parents of Children With Asperger Syndrome Superior to Normals on the Embedded Figures Task? 204(1) H. Experiment 8: Are Parents of Children With Asperger Syndrome Impaired on the Reading-the-Mind-in-the-Eyes Test? 204(1) I. Summary of the Eight Experiments 205(1) V. NEUROBIOLOGICAL FACTORS 205(5) A. Structural and Endocrinal Factors 205(3) B. Laterality and Sex Differences 208(2)
1. The Normal Population 208(1)
2. Autism 209(1) VI. CONCLUSIONS: THE CONTINUUM OF MALE AND FEMALE BRAIN TYPES 210(2) VII. REFERENCES 212(7) Perception of Object Properties Over Time 219 Martha E. Arterberry I. INTRODUCTION 220(2) A. Sensitivity to Motion-Carried Information 220(2) B. Overview 222(1) II. EXPLORING DEVELOPMENT 222(17) A. Moving Aperture 222(3) B. Stationary Aperture 225(14) C. Summary 239(1) III. POSSIBLE METHODOLOGICAL ARTIFACTS 239(10) A. Reducing Processing Demands 239(5) B. Perception of Shape 244(5) C. Summary 249(1) IV. THEORIES OF APERTURE VIEWING 249(14) A. Retinal Painting 249(1) B. Moving Figure Perception 250(8) C. Postretinal Storage 258(5) V. CONCLUSION 263(2) VI. REFERENCES 265
CAROLYN ROVEE-COLLIER is Professor II of psychology at Rutgers University. She is recognized as havong fpunded the field of infant long-term memory and is currently funded by the National Institute of Mental Health for reseach on infant learning and memory. She is authored more than 180 pulications.
LEWIS P. LIPSITT is Professor Emeritus of psychology , medical science, and human development at Brown University, where he continues as reseach professor of psychology.
HARLENE HAYNE is Professor at the department of psychology, University of Otago, New Zealand. Her focus is on the development of learning and memory in infants and young childresn.
