Lecture notes
Perceiving and Moving
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- Newcastle University (NCL)
Perceiving and Moving
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Methodology - based on that premise that the relative interest inthe members of a pair of visual stimuli, made of one novel item and
one item already seen in a prior familiarization period, will be
different
Results - recognition of a face learned 2 minutes before in 4 day old
infants
Difficulties processing faces
Typical population - 'face blind' - prosopagnosia
Developmental disorders
Autism - (e.g. Kiln et al, 1999)
Concluded that young children with autism have face
recognition deficits that cannot be attributed to overall
cognitive abilities or task demands
Williams Syndrome (e.g. Deruelle et al, 1999)
Findings suggest that face processing undergoes an
abnormal developmental course in WS
Development through lifespan
Sensory thresholds change with age - increasing with age, therefore
decreasing sensory awareness (Humes, Busey, Craig and Kewley-Port, 2009)
Age - related eyesight problems - presbyopia
Decrease in taste and smell sensitivity (Cooper, Bilash and Zubek, 1959;
Boyce and Shone, 2006)
Age related hearing loss -presbycusis
Face recognition improves till after 30 years old (Germine, Duchaine and
Nakayama, 2011)
Low contrast vision/spacial contrast in sensitivity in aging (Owsley et al,
1981)
Face identification and holistic processing (Konar et al, 2013)
Lecture 3 – perceiving and moving
Learning to play
o Exploration
Exploratory behaviour is the primary means by which infants learn the
relationships between their actions and the properties of the environment
(Gibson, 1988; Gibson and Pick, 2000)
o Perception of space
By 6 months infants perceive 3D space and possess depth perception
Being able to process depth is crucial to processing space
o Depth perception
, Ability to judge relative distance between ourselves and objects
Develops during year 1
As babies gain motor skills, improve depth perception
Accommodation and convergence both begin at approx. 2 months of age and
provide infants with depth information – explored further in cognitive
development
Monocular depth cues – depth and distance cues that come from a single retina
Pictorial depth cues – information that causes a 2D image to look like a 3D image
o Texture gradient – texture decreases with distance
o Relative size – size decreases with distance and can be compared with known objects
o Interposition – contours of one object partially occlude another object
o Shading – further away objects appear darker
o The visual cliff experiment (Gibson and Walk, 1960)
The visual cliff was used in the earliest studies of infant depth perception
Demonstrates the ability to see depth by refusing to cross the ‘deep side’
NEED IMAGE
Infants of crawling age were reluctant to crawl on the ‘deep side’ but were
happy on the ‘shallow side’
(https://www.simplypsychology.org/visual-cliff-experiment.html)
Concluded depth perception was therefore ‘innate’
o Campos et al (1970)
Measured heart rate of infants on visual cliff (younger than original study)
2 months old: showed decrease in heart rate (associated with interest rather
than fear)
2-month-olds were interested in the cliff, but not afraid?
o Schwartz et al (1973)
Measured heart rate of infants on visual cliff aged 5 and 9 months
5 months old decrease in heart rate
9 months old increase in heart rate – associated with fear or weariness
Concluded that depth perception is associated with ability to move
Alternatively, this fear could come from parents and social referencing
o Self-motion and depth
Depth perception appears related to development of independent motion
Motion is a key component – oculomotor cues
Experience with the environment
Contribute to 3D understanding
Object permanence and their location (more in Piaget lec)
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