Introduction The way the young, old, and infants look at things has been the subject of a number of studies for many years. These tendencies are referred to as visual preferences and in infants this study can be referred to as early visual perception. Though interest in the study of visual preferences has declined, significant progress has been made in this field. This study however has been very instrumental in helping scholars understand early childhood development issues. Among these issues is how visual preferences can help infants process the stimuli they come across. The issue of whether or not infants possess visual preference abilities after birth has also shown great interest among scholars. This paper seeks to cut through the arguments and delve into the factual evidence. The paper will consider how infants process as well as respond to visual stimuli in their environment. In addition, the paper seeks to establish how age and experience affects this process. These two factors will help correlate visual preference with cognition and perception in infants. The paper will mostly focus on how infants process stimuli with respect to visual preference. Visual Development in Infants Visual awareness in humans can affect social interaction and knowledge formation. It has always been thought that adults possess better vision than children. In the past it was thought that babies were born without vision and gained it gradually. Most of these perceptions have so far been nullified by modern research. Although the above is untrue, there are still several differences between infants’ and adults’ vision. The eye of the infant is less than half the size of an adult’s. Considering that visual ability is related to eye size, in infan... ... middle of paper ... ...s. Future studies on visual preference are more likely to focus on the environmental aspects surrounding the infant. Works Cited Banks, S., & Salapatek, P. (1981). Infant pattern vision: A new approach based on the contrast sensitivity function. Journal of Experimental Child Psychology, 31, 1-45. Berlyne, D. (1958). Conflict, arousal, and curiosity. New York, NY: McGraw-Hill. Fantz, L. (1958). Pattern vision in young infants. Psychological Record, 8, 43-47. Maisel, E., & Karmel, B. (1978). Contour density and pattern configuration in visual preferences in infants. Infant Behavior and Development, 1, 127-140. Ratliff, F. (1965). Mach bands: Quantative studies on neural networks in the retina. San Francisco, CA: Holden-Day. Thomas, H. (1971). Discrepancy hypothesis: Methodological and theoretical considerations. Psychological Review, 78, 249-259.
Baillargeon's article proves that some infants have object permanence as early as 3½-months. In order to test object permanence in infants, Baillargeon set up an experiment with two types of events. Recreating two types of real-life situations, an impossible and possible situation, the experimenters tested their hypothesis. These situations were designed to find out if infants understand whether objects have permanence even when they are occluded. Measuring the looking times of each infant on the events tested understanding. The experiment started by habituating the infant to the rotating screen. After habituation, they would set up one of the two events. The impossible event was a box in plain view, which slowly disappeared by the rotating screen. Then ...
A videotape method was used to explain the distinctions in children’s selection of identical race and dissimilar race materials. Observational method was used to analyze 19 infants and toddlers (ages 6 to 36 months) from different cultural and ethnic backgrounds, as they played with materials appropriate for phenotypic distinctions. “Design and methodology was adapted from the classic studies, including the Black and White doll studies used with African American children (Clark & Clark, 1947; Cross, 1991) as well as similar methods used by Katz and Kofkin” (1997). In the present ...
Malatesta, C. Z., & Haviland, J. M. (1982). Learning display rules: The socialization of emotion expression in infancy. Child development, 991-1003.
A camera lens focuses patterns of light onto film which records the image exactly. If the lens is out of focus or partially covered, a b lurry or obscured picture will result. The film is a recording device, it does not interpret and select what it portrays. Images from a camera are objective in a very literal sense. Seeing, however, is not such a seamless process. Our eyes work similarly to a camera in that they have a lens which focuses a real image on our retina, a light sensitive sheet of cells. This retinal image is a portrayal of the world as it truly is. The image which we see, however, is not this image. By considering a normal vis ual property as well as an uncommon ocular disorder the process of formulating our visual sense will be investigated. There is a difference between the picture recorded on film and that recorded by our brains. For purposes of this paper, the term "retina l image" is used as an analogy to a photographic image (one without interpretation by the brain). The phrase "brain image" refers to the retinal image post-brain interpretation. The brain image is the image which would be described by the person, the imag e which is thought of as seeing.
Pirotte, OD, FCOVD, Patrick J., Brandon R. Fisher, OD and Andrea J. Baker. Children's Vision Information Network. January 2011. http://www.childrensvision.com/. March 2012.
Blindsight is often understood as supporting certain claims concerning the function and the status of the phenomenal qualities of visual perceptions. In this talk I am going to present a short argument to show that blindsight could not be understood as evidence for these claims. The reason is that blindsight cannot be adequately described as a special case of seeing. Consequently, it is not possible to draw inferences from it concerning the role of the phenomenal qualities for seeing.
The baby brain map was a collaboration between Boston University of Medicine, Erikson Institute, and Zero to Three and adapted in 2006 by Zero to Three from Brain wonders according to “Baby Brain Map,” Located on ZerotoThree.org. The brain map held a lot of valuable information. I found out that infants see best out the corner of their eyes. I also learned that at 1 month some infants get visually stuck because they aren’t able to remove their gaze from one object to another as easily. Another thing I have learned is that during 18-24 moths a toddler becomes more aware of themselves which can cause them to be possessives over everything. During this stage toddlers have a tendency to claim items as their own a lot. Luckily during this time they are also learning self-control which
Within this study “they measured looking times for both infants and adults in the same paired-comparison task using all possible pairs of eight colors: four hues which were red, yellow, green and blue at two lightness levels dark and light (Taylor, Schloss, Palmer, Franklin, 2013).” They found adults were similar to
Furthermore, researchers divided 9 seconds into 3 seconds long of three groups and analyzed the data from each group independently. There were no different results between genders. The researchers made a paired sample t-test and the results showed that infants lost interest as they were moving on with the three second long groups. They paid more attention to the first three seconds of the VPC test than the second three seconds, and they paid more attention to the second three seconds than they did to the last three seconds of the VPC test. The results showed that in the first three seconds, infants in the event boundary group showed a difference in their looking time to the familiar object from the cartoon and the random unfamiliar object. However, infants in the non-boundary version didn’t show a difference in their looking time to two different objects. They also have found a difference between the looking time of the familiar object from the cartoon in boundary and non-boundary versions. According to their results, they can prove that infants are affected by the environment or the events that they see the objects in. They have a stronger long term memory when it comes to remembering an object that they have seen at an event boundary. However, they have a possibility to not remember an object when they
Schwartz, M., & Day, R. H. (1979). Visual shape perception in early infancy. Chicago: University Of Chicago Press For The Society For Research In Child Development.
Learning through observation and learning through action are two main strategies used in educational setting. Borghi and Cimatti (2010) argued embodied cognition stress the importance of acting body, and this action is possesses an effect on cognition. The perspectives of embodied cognition vary from study to study. For example, in their study Vogt, Taylor, and Hopkins (2003) take investigated embodied cognition from an egocentric perspective and non-egocentric perspective. By changing positions of hands (interacting with objects) presented to the participants, they formed a sense of self and other’s perspective. In another study conducted with infants and their parents, it is found that what children perceive is based on their action and also their social partner’s actions (Yu, Smith, Shen, Pereira & Smith, 2009). They also emphasized in their results the manual actions are important for visual experience and for children to acquire what information about object is relevant or not relevant which supports the cognitive learning process. In this study, embodied cognition will be addressed from the physical embodiment (engaging in activity physically) perspective.
Infants were seated on their parent’s lap in a room approximately 60 centimeters away from the screen (newborns were placed closer), where the images were placed side-by-side, and separated by a 13-centimeter gap. A video camera was set up in order to record the infants’ eye movements during the test when the stimulus was
Object permanence is defined as “the knowledge that objects continue to exist even when they are out of view.” (Siegler et al., 2017). There are many views that come with this topic, for instance Piaget, a psychologist, believed that for infants objects permanence is one of the most significant accomplishments. He emphasized this topic during his sensorimotor stage. Some infants grasp the concept quicker while others do not, but generally infants begin to develop the concept at around 8 months of age. A scientific article was done “to examine attentional predictors of search in 5-month-old infants (as measured by the looking A-not-B task), and whether levels of maternal education moderated the effect of the predictors” (Marcovitch et al., 2016). The studies results concluded that 5 month old infants during the A-not-B task appropriately assed object permanence, and that the infants of the mothers that had less
There are many different Visual Perception principles in perception. The main principles are Gestalt. Gestalt is a German word meaning 'form' or 'shape'. Gestalt psychologists formulated a series of principles that describe how t...
Infants regularly take new information from their surroundings and apply them to the existing concepts for creating new object presentations in the real world. The concept of object permanence plays a key role in infants for it gives them ability in understanding that objects which may never be seen do exist in the real world. Another importance of object performance is that it creates internal pictures for objects which are out of sight for infants so as which help in the understanding existence of the objects outside physical perceptions. Infants will try to search for missing objects in multiple locations through the perception that the object may not be located where they saw it (Thomas,