Examining in infancy: Does it reflect active processing?

Oakes, Lisa M.; Tellinghuisen, Donald J.

doi:10.1037/0012-1649.30.5.748

Cited by 93 publications

(115 citation statements)

References 18 publications

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“…The analysis of the infants' looking times during each block of four familiarization trials revealed a significant main effect of trial block [F(2,86) ϭ 28.01, p Ͻ .01], due to the infants' decreasing their looking during familiarization, and a main effect of age [F(1,86) ϭ 5.30, p Ͻ .05], due to 6-month-old infants looking longer overall during familiarization than did 10-month-old infants, a general trend reported in other studies (e.g., Oakes & Tellinghuisen, 1994). The infants increased their looking time to each of the tests.…”

Section: Methodssupporting

confidence: 67%

Infants can rapidly form new categorical representations

Ribar

Oakes

Spalding

2004

Psychonomic Bulletin & Review

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Young infants learn common categorical distinctions, such as animals versus vehicles. But can they, like adults, rapidly form new categories, such as black-and-white animals? To answer this question, 6-, 10-, and 13-month-old infants were familiarized with four land animals that were black and white in coloring (e.g., a zebra and a black-and-white tiger) and then were tested with novel animals and a truck. The infants responded to an exclusive category that apparently included only black-and-white animals, suggesting that they formed a new categorical representation during familiarization. A comparison group of infants familiarized with a set of land animals that were more variable in coloring (e.g., a pale yellow horse and a yellow-and-brown tiger) formed a very general categorical representation that included many different kinds of animals, regardless of coloring. Therefore, like adults, infants rapidly form new categorical representations in response to the context.

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Section: Methodssupporting

confidence: 67%

Infants can rapidly form new categorical representations

Ribar

Oakes

Spalding

2004

Psychonomic Bulletin & Review

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“…First, both the duration of examining and total looking will lead to the same conclusions about infants' response to novelty. Oakes et al (1991) and Oakes and Tellinghuisen (1994) found that although examining time changed with object or category familiarity, the non-examining portion of looking remained constant. Thus, the same pattern is observed whether one analyzes total looking time (examining time + non-examining time) or just examining time, and conclusions about response to novelty will be the same from analyses of each measure.…”

Section: Methodsmentioning

confidence: 99%

Hold your horses: How exposure to different items influences infant categorization

Kovack-Lesh

Oakes

2007

Journal of Experimental Child Psychology

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We investigated how exposure to pairs of different items (as compared to pairs of identical items) influences 10-month-old infants' (N = 79) categorization of horses versus dogs in an object-examining task. Infants responded to an exclusive category when familiarized with pairs of different items, but not when familiarized with pairs of identical items (Experiment 1), even when the frequency of exposure to each item was controlled (Experiment 2). When familiarized with pairs of identical items, infants failed to show evidence of memory for the individual exemplars (Experiment 3). Reducing the retention interval between presentations of different items in the identical pairs condition facilitated infants' recognition of an exclusive categorical distinction (Experiment 4). These results are discussed in terms of how exposure to collections of different items, and how opportunities to compare items, influences infants' categorization.Every day people categorize as an efficient and effective way of organizing newly acquired information. Because infants are constantly exposed to new information, the ability to form categories may be especially important for them. Indeed, a large number of studies over the last 25 years has shown impressive categorization abilities in infancy

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“…This is strongly supported by findings with infants from 3 through 6 months tested under conditions involving dynamic and multimodal stimuli. Infants are far less distractible during periods of sustained attention in both experimental laboratory settings (Richards 1985a(Richards , 1987(Richards , 1988(Richards , 1989b(Richards , 1997bCasey & Richards 1988) as well as in more naturalistic settings during object manipulation and examination (Lansink & Richards 1997, Oakes & Tellinghuisen 1994, Tellinghuisen & Oakes 1997. Infants show improved recognition performance if either familiarization or the recognition test is conducted during sustained attention (Richards 1997a; see also Linnemayer & Porges 1986).…”

Section: Assessment Of Distraction In Infantsmentioning

confidence: 99%

The Development of Visual Attention in Infancy

Colombo

2001

Annu. Rev. Psychol.

532

548

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Over the past decade, the study of attention in infancy has seen dramatic progress. This review delineates four attentional functions (alertness, spatial orienting, attention to object features, and endogenous attention) that are relevant to infancy and uses these functions as a framework for summarizing the developmental course of attention in infancy. Rudimentary forms of various attentional functions are present at birth, but each of the functions exhibits different and apparently dissociable periods of postnatal change during the first years of life. The role of attention in development should therefore be considered in the context of interaction among different systems at different levels of maturity during the first years of life.

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Examining in infancy: Does it reflect active processing?

Cited by 93 publications

References 18 publications

Infants can rapidly form new categorical representations

Infants can rapidly form new categorical representations

Hold your horses: How exposure to different items influences infant categorization

The Development of Visual Attention in Infancy

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