Learning how actions function: The role of outcomes in infants’ representation of events

Perone, Sammy; Madole, Kelly L.; Oakes, Lisa M.

doi:10.1016/j.infbeh.2011.02.006

Cited by 13 publications

(8 citation statements)

References 49 publications

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“…Our finding that 11-month-olds familiarized with a single exemplar of a category failed to learn the animal-sound pairing or generalize the sound property is consistent with a growing body of research, demonstrating that infants younger than 12 months of age have difficulty learning multiple relations among features in dynamic events (Baumgartner & Oakes, 2011Perone & Oakes, 2006;Perone, Madole, Ross-Sheehy, Carey, & Oakes, 2008;Perone, Madole, & Oakes, 2011). For example, when infants are asked to learn the relation between the appearance, action, and outcome of an action, research has revealed a developmental trend in infants' ability to form associations among these features.…”

Section: Discussionsupporting

confidence: 86%

One is Not Enough: Multiple Exemplars Facilitate Infants' Generalizations of Novel Properties

Vukatana

Graham

Curtin

et al. 2015

Infancy

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Across three experiments, we examined 9‐ and 11‐month‐olds' mappings of novel sound properties to novel animal categories. Infants were familiarized with novel animal–novel sound pairings (e.g., Animal A [red]–Sound 1) and then tested on: (1) their acquisition of the original pairing and (2) their generalization of the sound property to a new member of a familiarized category (e.g., Animal A [blue]–Sound 1). When familiarized with a single exemplar of a category, 11‐month‐olds showed no evidence of acquiring or generalizing the animal–sound pairings. In contrast, 11‐month‐olds learnt the original animal–sound mappings and generalized the sound property to a novel member of that category when familiarized with multiple exemplars of a category. Finally, when familiarized with multiple exemplars, 9‐month‐old infants learnt the original animal–sound pairing, but did not extend the novel sound property. The results of these experiments provide evidence for developmental differences in the facilitative role of multiple exemplars in promoting the learning and generalization of information.

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Section: Discussionsupporting

confidence: 86%

One is Not Enough: Multiple Exemplars Facilitate Infants' Generalizations of Novel Properties

Vukatana

Graham

Curtin

et al. 2015

Infancy

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“…Indeed, within the first year there is evidence that infants use information within continuous actions to segment those actions into meaningful units (Baldwin, Baird, Saylor, & Clark, 2001). For example, infants parse continuous action into subcomponents (Hespos, Saylor, & Grossman, 2009), recognize disruptions of biological motion (Marshall & Shipley, 2009), encode the outcomes of specific actions (Perone, Madole, & Oakes, 2011), and discriminate complete from incomplete goal-directed activity (Reid, Csibra, Belsky, & Johnson, 2007). In large part, what we know about infant action processing is based on responses to discrete, familiar coarse-grained actions.…”

Section: Introductionmentioning

confidence: 99%

Action Interrupted: Movement and Breakpoints in the Processing of Motion Violations in Toddlers and Adults

Friend

Pace

2015

Journal of Cognition and Development

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From early in development, segmenting events unfolding in the world in meaningful ways renders input more manageable and facilitates interpretation and prediction. Yet, little is known about how children process action structure in events comprised of multiple coarse-grained actions. More importantly, little is known about the time-course of action processing in young children or about the specific features that recruit attention. This is particularly true when we consider action that pauses unexpectedly—as actions sometimes do—violating the expectation of a continuous unfolding of motion. We assessed visual preference to intact and disrupted actions embedded within a multi-action event in toddlers and adults. In one condition, pauses were inserted at intact action boundaries whereas in the other condition they disrupted action. Attention in both groups was recruited to the disrupted relative to intact events. Time-course analyses, however, revealed developmental differences in sensitivity to the movement features (e.g., motion, pauses, and transitions) of disrupted events.

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“…Serving humans will require a capability to detect many different objects and to learn about them. Ideally, robots should be able to learn about objects without constant or dedicated supervision, but rather like children do, during interaction with adults and by manipulating objects [1].…”

Section: Introductionmentioning

confidence: 99%

Improving object learning through manipulation and robot self-identification

Lyubova

Filliat

Ivaldi

2013

2013 IEEE International Conference on Robotics and Biomimetics (ROBIO)

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Abstract-We present a developmental approach that allows a humanoid robot to continuously and incrementally learn entities through interaction with a human partner in a first stage before categorizing these entities into objects, humans or robot parts and using this knowledge to improve objects models by manipulation in a second stage. This approach does not require prior knowledge about the appearance of the robot, the human or the objects. The proposed perceptual system segments the visual space into proto-objects, analyses their appearance, and associates them with physical entities. Entities are then classified based on the mutual information with proprioception and on motion statistics. The ability to discriminate between the robot's parts and a manipulated object then allows to update the object model with newly observed object views during manipulation. We evaluate our system on an iCub robot, showing the independence of the self-identification method on the robot's hands appearances by wearing different colored gloves. The interactive object learning using self-identification shows an improvement in the objects recognition accuracy with respect to learning through observation only.

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Learning how actions function: The role of outcomes in infants’ representation of events

Cited by 13 publications

References 49 publications

One is Not Enough: Multiple Exemplars Facilitate Infants' Generalizations of Novel Properties

One is Not Enough: Multiple Exemplars Facilitate Infants' Generalizations of Novel Properties

Action Interrupted: Movement and Breakpoints in the Processing of Motion Violations in Toddlers and Adults

Improving object learning through manipulation and robot self-identification

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