ORCID Profile
0000-0001-9881-371X
Current Organisation
Swinburne University of Technology
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Psychology | Developmental Psychology and Ageing
Child Health | Expanding Knowledge in Psychology and Cognitive Sciences |
Publisher: Authorea, Inc.
Date: 29-08-2023
DOI: 10.22541/AU.169332449.93988862/V1
Abstract: Aims: Previous research showed that short-term second language training modulates children’s brain responses. However, little is known about how well young children’s brains process second language-related information acquired from short-term usage of language-immersive apps. Methodology: To examine this, we compared the auditory event-related potential (ERP) to non-native language words learnt via language-immersive applications (apps), as compared to those learnt via digital flash cards, in 3-5-year-old children. We also compared their auditory ERPs to known and unknown words. Data analysis: Thirty-two participants have completed the (audio) word-picture pair experiment while their electroencephalography (EEG) was recorded. We compared the auditory ERPs in the 200-300ms window and the 400-600ms window between the apps group and the flash-card group, and the response to the known and unknown words. Results: We found that the early positive potential (of the whole group) to the known words was significantly larger than that to the unknown words. Further, the early negative potential of the language immersed group was significantly larger than that of the flash card group. Conclusions: Short-term training from language-immersive apps has a positive impact on the developing brain.
Publisher: SAGE Publications
Date: 06-11-2019
Abstract: Maternal and child health are strongly linked, particularly in the presence of intimate partner violence (IPV). Women who experience IPV are at increased risk of negative physical and mental health difficulties. However, little is known about the experience of mothering within the context of IPV and what mothers perceive as contributing to resilience. This study had two aims. First, to explore women’s experience and perceived challenges associated with being a mother within the context of being in a relationship where IPV is being used. Second, to explore what mothers found helpful in coping during this experience. A nested qualitative sub-study was conducted within a prospective study of mothers during pregnancy and following the birth of their first child. Nine women who reported experiencing IPV since becoming pregnant with their first child participated in semi-structured qualitative interviews, which were then transcribed and analyzed using interpretive phenomenological analysis (IPA). Three subthemes emerged within the theme of unique challenges experienced by mothers. These were partner control over parenting, other disrespectful and controlling behavior, and emotional exhaustion. Within the theme of mothers’ sense of resilience and coping, career development, making sense of experiences, focusing on children, and help-seeking played important roles in helping mothers manage these difficulties. Our findings highlighted the impact that IPV can have on the experience of mothering and the importance of prioritizing women’s health and well-being. Finally, these findings emphasize the importance of health-care professionals identifying and acknowledging the signs of IPV to support women to speak out about their experiences.
Publisher: Center for Open Science
Date: 12-2020
Abstract: Immersive virtual reality (IVR) technology has demonstrated positive educational outcomes related to its use and is gaining traction in educational and training settings IVR is expected to have widespread adoption within the classroom in the upcoming years. However, the educational potential of IVR has not been thoroughly investigated, especially as a tool for problem-solving skills. Therefore, this study was designed to answer the following questions: (1) Is IVR a useful tool to learn and practice problem-solving skills? More specifically, do children using IVR solve a game better than those using a tablet application or a board game? (2) Does IVR provide a more engaging experience for children to practice problem-solving skills than on a tablet or a board game? (3) Do problem-solving skills learned with IVR technology transfer to real-life (physical game)? Children (n = 120) aged 7–9.9 years were randomly assigned to a problem-solving game in one of three conditions: board game, tablet, or IVR. The results showed that, overall, the percentage of children who completed the problem-solving game was higher in the IVR condition (77.5%), compared with those in the tablet (32.5%) or board game (30%) conditions. We also found that the interest and enjoyment scores of participants using IVR were significantly higher than participants in the other two conditions, and that the children in the IVR condition were able to learn how to solve the problem and transfer their learning to the physical game. IVR is a technology capable of engaging interest and motivating the user, as well as having the potential to assist in cognitive processing and knowledge transfer.
Publisher: Informa UK Limited
Date: 05-2010
Publisher: Elsevier BV
Date: 03-2020
Publisher: Center for Open Science
Date: 12-2020
Abstract: Virtual reality technology has existed since the late 1950s however, its use in the educational sector has been limited because of the cost of the equipment, inaccessibility of the technology, issues of usability, and lack of appropriate educational content and educator training. New technological advances have resolved some of these limitations. Additionally, affordable virtual reality equipment that has been predominately used with adults shows compelling results, highlighting the potential of this technology when used with children for educational purposes. This paper presents an overview of immersive virtual reality’s potential as a learning tool with children, highlighting its current uses, research with children for educational purposes, and the existing barriers for the applicability and implementation of immersive virtual reality in school settings.
Publisher: Informa UK Limited
Date: 30-01-2022
Publisher: Springer Science and Business Media LLC
Date: 24-07-2012
Publisher: Elsevier BV
Date: 09-2019
DOI: 10.1016/J.CHIABU.2019.104039
Abstract: Children exposed to intimate partner violence (IPV) are at increased risk of disruptions to their health and development. Few studies have explored mothers' perceptions of what helps their children cope throughout this experience. The aim of the study was to explore mothers' perceptions of their children's resilience and coping following IPV exposure, and the strategies they have used to support their children and promote resilience. In depth semi-structured interviews were conducted with nine women from the Maternal Health Study (MHS), a prospective study of women during pregnancy and following the birth of their first child. All women involved in the qualitative interviews reported experiencing IPV during their involvement in the MHS. Transcribed interviews were analysed using interpretative phenomenological analysis which has a focus on how in iduals make meaning of their experience. Women discussed parenting strategies such as role modelling, stable and consistent parenting, and talking with their children about healthy relationships to promote their children's resilience. Mothers also spoke about the ways they tried to reduce their child's direct exposure to IPV, as well as reflecting on the difficulty of attending to their child emotionally when they were experiencing distress. This study highlights that there are many strategies used by mothers who experience IPV to promote resilience and wellbeing in their children. Understanding what mothers see as useful for their children is essential in providing appropriate services to families following experiences of family violence.
Publisher: Elsevier BV
Date: 02-2020
DOI: 10.1016/J.NEUROIMAGE.2019.116325
Abstract: Predictive coding theories of perception highlight the importance of constantly updated internal models of the world to predict future sensory inputs. Importantly, such theories suggest that prediction-error signalling should be specific to the violation of predictions concerning distinct attributes of the same stimulus. To interrogate this as yet untested prediction, we focused on two different aspects of face perception (identity and orientation) and investigated whether cortical regions which process particular stimulus attributes also signal prediction violations with respect to those same stimulus attributes. We employed a paradigm using sequential trajectories of images to create perceptual expectations about face orientation and identity, and then parametrically violated each attribute. Using MEG data, we identified double dissociations of expectancy violations in the dorsal and ventral visual streams, such that the right fusiform gyrus showed greater prediction-error signals to identity violations than to orientation violations, whereas the left angular gyrus showed the converse pattern of results. Our results suggest that perceptual prediction-error signalling is directly linked to regions associated with the processing of different stimulus properties.
Publisher: Frontiers Media SA
Date: 2013
Publisher: Elsevier BV
Date: 10-2018
DOI: 10.1016/J.JECP.2018.05.009
Abstract: Young children's willingness to spontaneously help others is the subject of a large body of research investigating the ontogeny of moral behavior and thought. A developing debate centers around the extent to which social factors influence the desire to help. Familiarity with the person needing help is one such factor that varies across many studies but has not been systematically investigated. In Experiment 1, we show that toddlers were significantly more likely to assist a person on an out-of-reach clothespin task when they had previously become familiar with that person. Moreover, and in contrast to previous work, we found that becoming familiar with a person increases helpfulness only toward that person and does not transfer to an unknown person. We further demonstrate, in Experiment 2A, that children were equally likely to approach and take a sticker from an experimenter with whom they were familiar or unfamiliar-thereby ruling out wariness of strangers as the key driver for familiarity effects in Experiment 1. Moreover, in Experiment 2B, we show that children were more likely to help the previously unfamiliar partner (from Experiment 2A) after the partner gave the child the sticker. We conclude that familiarity is an ecologically important social influencer of toddler helping behavior.
Publisher: SAGE Publications
Date: 112
DOI: 10.1068/P7853
Abstract: The Thatcher Illusion is generally discussed as a phenomenon related to face perception. Nonetheless, we show that compellingly strong Thatcher Effects can be elicited with nonface stimuli, provided that the stimulus set has a familiar standard configuration and a canonical view. Apparently, the Thatcher Illusion is not about faces, and nor is it about Thatcher. It just might, however, be about Britain.
Publisher: Elsevier BV
Date: 12-2023
Publisher: MDPI AG
Date: 30-03-2019
DOI: 10.3390/JCM8040440
Abstract: Results from studies into the cognitive effects of alcohol hangover have been mixed. They also present methodological challenges, often relying on self-reports of alcohol consumption leading to hangover. The current study measured Breath Alcohol Concentration (BAC, which was obtained via breathalyzer) and self-reported drinking behavior during a night out. These were then related to hangover severity and cognitive function, measured over the internet in the same subjects, the following morning. Volunteers were breathalyzed and interviewed as they left the central entertainment district of an Australian state capital. They were provided with a unique identifier and, the following morning, logged on to a website. They completed a number of measures including an online version of the Alcohol Hangover Severity Scale (AHSS), questions regarding number and type of drinks consumed the previous night, and the eTMT-B-a validated, online analogue of the Trail Making Test B (TMT-B) of executive function and working memory. Hangover severity was significantly correlated with one measure only, namely the previous night’s Breath Alcohol Concentration (r = 0.228, p = 0.019). Completion time on the eTMT-B was significantly correlated with hangover severity (r = 0.245, p = 0.012), previous night’s BAC (r = 0.197, p = 0.041), and time spent dinking (r = 0.376, p 0.001). These findings confirm that alcohol hangover negatively affects cognitive functioning and that poorer working memory and executive performance correlate with hangover severity. The results also support the utility and certain advantages of using online measures in hangover research.
Publisher: Springer Science and Business Media LLC
Date: 19-06-2017
Publisher: MDPI AG
Date: 02-12-2015
DOI: 10.3390/NU7125507
Publisher: Frontiers Media SA
Date: 21-02-2020
Publisher: Universite de Bordeaux
Date: 25-12-2020
DOI: 10.20870/IJVR.2020.20.2.3151
Abstract: Immersive Virtual Reality Technology (IVR) is a visual multi-sensory computer-simulated environment that perceptually surrounds an in idual, creating the illusion that one has “stepped inside” and is included in, and interacting with the generated world. Although IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of seventy 6- and 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.
Publisher: Center for Open Science
Date: 12-2020
Abstract: The purpose of this study is to evaluate the impact of immersive virtual reality (IVR) on children’s memory of a story. Although long-term memory is essential for learning and IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of 70 6- to 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.
Publisher: Wiley
Date: 30-08-2011
DOI: 10.1002/DEV.20484
Abstract: Three experiments are described that investigate 4.5-month-old infants' spatial thinking during passive movement using a task that required no manual or visual search. In these experiments, infants habituated to a display located near one corner of a table. Before the test trial the infants were either moved to the opposite side of the table or they remained in the same position that they held during the habituation trials. Also, between the habituation trials and the test trial, the display was either surreptitiously moved to the diagonally opposite position on the table, or the display remained stationary. The results showed that infants generally dishabituated when the actual (allocentric/objective) location of the display was changed between habituation and test. However, in Experiment 3, in which infants had reduced experience moving around the testing chamber, infants dishabituated to a change in their egocentric spatial relationship to the display. The results of this experiment suggest that experience moving around the testing chamber was a prerequisite for such location constancy. Taken together, the findings presented here indicate that with enough experience, young infants become aware of key spatial relationships in their environment during passive movement.
Publisher: SAGE Publications
Date: 20-04-2015
Abstract: Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (“apps”) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, “educational” apps—the number of which, as of January 2015, stood at 80,000 in Apple’s App Store (Apple, 2015)—are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children’s apps. In short, we will show how the design and use of educational apps aligns with known processes of children’s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning—four “pillars” of learning—within the context of a supported learning goal are considered educational.
Publisher: MDPI AG
Date: 08-07-2019
Abstract: Previous epidemiological studies on health effects of radiation exposure from mobile phones have produced inconsistent results. This may be due to experimental difficulties and various sources of uncertainty, such as statistical variability, measurement errors, and model uncertainty. An analytical technique known as the Monte Carlo simulation provides an additional approach to analysis by addressing uncertainty in model inputs using error probability distributions, rather than point-source data. The aim of this investigation was to demonstrate using Monte Carlo simulation of data from the ExPOSURE (Examination of Psychological Outcomes in Students using Radiofrequency dEvices) study to quantify uncertainty in the output of the model. Data were collected twice, approximately one year apart (between 2011 and 2013) for 412 primary school participants in Australia. Monte Carlo simulation was used to estimate output uncertainty in the model due to uncertainties in the call exposure data. Multiple linear regression models evaluated associations between mobile phone calls with cognitive function and found weak evidence of an association. Similar to previous longitudinal analysis, associations were found for the Go/No Go and Groton maze learning tasks, and a Stroop time ratio. However, with the introduction of uncertainty analysis, the results were closer to the null hypothesis.
Publisher: Elsevier BV
Date: 04-2021
Publisher: Cambridge University Press (CUP)
Date: 02-2002
DOI: 10.1017/S0140525X02380026
Abstract: Norman presents intriguing arguments in support of a mapping between ecological and constructivist visual cognition, on the one hand, onto the dorsal ventral dual route processing hypothesis, on the other hand. Unfortunately, his account is incompatible with developmental data on the functional emergence of the dorsal and ventral routes. We argue that it is essential for theories of adult visual cognition to take constraints from development seriously.
Publisher: Public Library of Science (PLoS)
Date: 14-03-2014
Publisher: Proceedings of the National Academy of Sciences
Date: 17-10-2005
Abstract: The apparent failure of infants to understand “object permanence” by reaching for hidden objects is perhaps the most striking and debated phenomenon in cognitive development. Of particular interest is the extent to which infants perceive and remember objects in a similar way to that of adults. Here we report two findings that clarify infant object processing. The first is that 6-mo-old infants are sensitive to visual cues to occlusion, particularly gradual deletion. The second finding is that oscillatory electroencephalogram activity recorded over right temporal channels is involved in object maintenance. This effect occurs only after disappearance in a manner consistent with occlusion and the object's continued existence.
Publisher: MIT Press - Journals
Date: 02-2021
DOI: 10.1162/JOCN_A_01656
Abstract: Face inversion effects occur for both behavioral and electrophysiological responses when people view faces. In EEG, inverted faces are often reported to evoke an enhanced litude and delayed latency of the N170 ERP. This response has been attributed to the indexing of specialized face processing mechanisms within the brain. However, inspection of the literature revealed that, although N170 is consistently delayed to a variety of face representations, only photographed faces invoke enhanced N170 litudes upon inversion. This suggests that the increased N170 litudes to inverted faces may have other origins than the inversion of the face's structure. We hypothesize that the unique N170 litude response to inverted photographed faces stems from multiple expectation violations, over and above structural inversion. For instance, rotating an image of a face upside–down not only violates the expectation that faces appear upright but also lifelong priors about illumination and gravity. We recorded EEG while participants viewed face stimuli (upright vs. inverted), where the faces were illuminated from above versus below, and where the models were photographed upright versus hanging upside–down. The N170 litudes were found to be modulated by a complex interaction between orientation, lighting, and gravity factors, with the litudes largest when faces consistently violated all three expectations. These results confirm our hypothesis that face inversion effects on N170 litudes are driven by a violation of the viewer's expectations across several parameters that characterize faces, rather than a disruption in the configurational disposition of its features.
Publisher: Elsevier BV
Date: 04-2017
Publisher: Elsevier BV
Date: 12-2016
DOI: 10.1016/J.CORTEX.2016.10.002
Abstract: Identifying familiar faces is a fundamentally important aspect of social perception that requires the ability to assign very different (ambient) images of a face to a common identity. The current consensus is that the brain processes face identity at approximately 250-300 msec following stimulus onset, as indexed by the N250 event related potential. However, using two experiments we show compelling evidence that where experimental paradigms induce expectations about person identity, changes in famous face identity are in fact detected at an earlier latency corresponding to the face-sensitive N170. In Experiment 1, using a rapid periodic stimulation paradigm presenting highly variable ambient images, we demonstrate robust effects of low frequency, periodic face-identity changes in N170 litude. In Experiment 2, we added infrequent aperiodic identity changes to show that the N170 was larger to both infrequent periodic and infrequent aperiodic identity changes than to high frequency identities. Our use of ambient stimulus images makes it unlikely that these effects are due to adaptation of low-level stimulus features. In line with current ideas about predictive coding, we therefore suggest that when expectations about the identity of a face exist, the visual system is capable of detecting identity mismatches at a latency consistent with the N170.
Publisher: Informa UK Limited
Date: 12-2019
DOI: 10.1111/AJPY.12242
Publisher: Elsevier BV
Date: 04-1998
DOI: 10.1016/S0926-6410(98)00002-0
Abstract: The study of navigational ability in humans is often limited by the restricted availability and inconvenience of using large novel environments. In the present study we use a computer-generated virtual environment to study sex differences in human spatial navigation. Adult male and female participants navigated through a virtual water maze where both landmarks and room geometry were available as distal cues. Manipulation of environmental characteristics revealed that females rely predominantly on landmark information, while males more readily use both landmark and geometric information. We discuss these results as a possible link between recent human research reporting hippoc al activation in spatial tasks and animal work showing sex differences in both spatial ability and hippoc al development.
Publisher: Frontiers Media SA
Date: 08-02-2016
Publisher: Elsevier
Date: 2015
Publisher: SAGE Publications
Date: 04-03-2020
Abstract: Exposure to intimate partner violence (IPV) during childhood is a risk factor for poor emotional-behavioral functioning. Despite this, many children show resilience in the face of IPV exposure. The current study aimed to identify characteristics associated with positive emotional-behavioral outcomes in 4-year-old children exposed to IPV in early life. Data were drawn from the Maternal Health Study (MHS), a prospective study of women during pregnancy and following the birth of their first child. Women were recruited from six Melbourne public hospitals between 2003 and 2005. Mother–child dyads ( n = 1060) were included in the study using data collected during pregnancy 12 months postpartum and four years postpartum. Of the children exposed to IPV in early life, 38% displayed emotional-behavioral resilience at four years. Maternal physical wellbeing, mothers’ return to work or study and no exposure to IPV at four years were associated with child resilience. These results highlighted the importance of prioritizing mothers’ physical wellbeing and access to employment in promoting positive outcomes for their children. The results also reinforced the significant role of early intervention when exposure to IPV stops at an early age, children are more likely to experience emotional-behavioral resilience.
Publisher: Public Library of Science (PLoS)
Date: 24-02-2011
Publisher: Frontiers Media SA
Date: 03-06-2016
Publisher: Authorea, Inc.
Date: 11-07-2023
DOI: 10.22541/AU.168911073.31559483/V1
Abstract: The present study sought to evaluate the reproducibility of prominent findings stated by Fehr et al. (2008) in their developmental resource allocation experiment. The experiment involved children making decisions about distributing sweets between themselves and either an in-group or an out-group recipient. Fehr et al. found that (1) inequity aversion develops with age (2) 3- to 4-year-old children are inclined toward self-advantageous allocations, whereas 7- to 8-year-olds distribute sweets more evenly in isions, and (3) the influence of group status increases as children age. In our attempts to reproduce Fehr et al.’s original analyses and reanalyse the raw data set, we found that one of the key variables was miscoded. After rectifying the miscoded variable, the reproduction results revealed only one ambiguously irreproducible result regarding a group status main effect in the sharing mini-game—with three other tests exhibiting either strong reproducibility or ambiguous reproducibility following the classifications suggested by Artner et al. (2021). Reanalysis results indicated that Fehr et al.’s conclusions are robust when tested with alternative analytical tests.
Publisher: Elsevier BV
Date: 2021
Publisher: Elsevier BV
Date: 06-2018
DOI: 10.1016/J.JECP.2018.01.006
Abstract: Children's exposure to screen-based media has raised concerns for many reasons. One reason is that viewing particular television content has been shown to negatively affect children's executive functioning. Yet, it is unclear whether interacting with a touchscreen device affects executive functioning in the same way as the television research suggests. In the current study, 96 2- and 3-year-old children completed executive functioning measures of working memory and response inhibition and task switching before and after a brief screen intervention consisting of watching an educational television show, playing an educational app, or watching a cartoon. Children's ability to delay gratification was also assessed. Results indicate that the type of screen intervention had a significant effect on executive functioning performance. Children were more likely to delay gratification after playing an educational app than after viewing a cartoon. In particular instances, children's working memory improved after playing the educational app. These findings emphasize that, for young children's executive functioning, interactivity and content may be more important factors to consider than simply "screen time."
Publisher: Wiley
Date: 27-11-2020
DOI: 10.1111/BJDP.12312
Abstract: While the development of self-recognition in a mirror by toddlers is well documented, less is known about how the presence of a mirror affects young children's behaviour. Here, we explored how the presence of a mirror affected 2.5- to 3.5-year-olds' behaviour in a gift-delay task. Behaviour was assessed for a five-minute test period during which children sat in front of a gift bag that was not to be touched until an experimenter returned. Transgressive behaviour by adults is reduced in the presence of a mirror, so we hypothesized that children faced with a mirror would be less likely to touch the gift than children tested without a mirror. We found that the mirror reduced transgressions in children starting from around 3 years of age. We conclude that the presence of a mirror facilitated self-monitoring in 3-year-old children, such that deviations from a behavioural standard are noticed and corrected immediately. Statement of contribution What is already known on the subject? Children's self-recognition in a mirror has been well documented. Adults' behaviour can be affected by the presence of a mirror. There is a lack of research investigating how the presence of a mirror affects young children's behaviour. What does this study add? We show that the presence of a mirror decreases young children's likelihood to transgress in a gift-delay task. This effect appears to emerge at around three years of age. These findings raise interesting questions regarding the development of self-awareness and how it relates to other mechanisms.
Publisher: Public Library of Science (PLoS)
Date: 09-04-2012
Publisher: Springer Science and Business Media LLC
Date: 19-02-2016
Publisher: SAGE Publications
Date: 03-2020
Publisher: Frontiers Media SA
Date: 20-09-2017
Publisher: Wiley
Date: 17-08-2018
DOI: 10.1111/BJET.12667
Publisher: Informa UK Limited
Date: 12-05-2020
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 11-2004
DOI: 10.1097/00001756-200411150-00025
Abstract: A major issue in developmental science is how infants use the direction of other's eye gaze to facilitate the processing of information. Four-month-old infants passively viewed images of an adult face gazing toward or away from objects. When presented with the objects a second time, infants showed differences in a slow wave event-related potential, indicating that uncued objects were perceived as less familiar than objects previously cued by the direction of gaze of another person. This result shows that the direction of eye gaze of another cannot only bias infant attention, but also lead to enhanced information processing of the objects concerned.
Publisher: Frontiers Media SA
Date: 2011
Publisher: Informa UK Limited
Date: 25-10-2017
Publisher: Frontiers Media SA
Date: 05-04-2018
Publisher: Elsevier BV
Date: 12-2003
Publisher: Elsevier BV
Date: 07-2006
DOI: 10.1016/J.INFBEH.2005.01.003
Abstract: The spatial representations of 4-month-old infants were examined in two experiments using a modified version of the visual expectation paradigm (VExP). The experiments were designed in order to determine what spatial frames of reference were available to infants for making anticipatory saccades. In Experiment 1, we found that infants most often used a retinocentric frame of reference that did not take into account their current eye position in making an anticipatory saccade. However, Experiment 2 revealed that under certain conditions infants are more likely to make anticipatory saccades consistent with a body- or object-centred frame of reference. The main difference between the two experiments was the degree to which the featural properties of the stimuli varied. The results shed light on the development of spatial representations for action in infancy.
Publisher: MIT Press - Journals
Date: 11-2008
Abstract: This set of three experiments assessed the influence of different psychophysical factors on the lateralization of the N170 event-related potential (ERP) component to words and faces. In all experiments, words elicited a left-lateralized N170, whereas faces elicited a right-lateralized or nonlateralized N170 depending on presentation conditions. Experiment 1 showed that lateralization for words (but not for faces) was influenced by spatial frequency. Experiment 2 showed that stimulus presentation time influenced N170 lateralization independently of spatial frequency composition. Finally, Experiment 3 showed that stimulus size and resolution did not influence N170 lateralization, but did influence N170 litude, albeit differentially for words and faces. These findings suggest that differential lateralization for words and faces, at least as measured by the N170, is influenced by spatial frequency (words), stimulus presentation time, and category.
Publisher: ACM
Date: 28-11-2017
Publisher: Elsevier BV
Date: 03-2016
Publisher: Elsevier BV
Date: 12-2013
Publisher: MIT Press - Journals
Date: 04-2008
Abstract: Previous work has shown that gamma-band electroencephalogram oscillations recorded over the posterior cortex of infants play a role in maintaining object representations during occlusion. Although it is not yet known what kind of representations are reflected in these oscillations, behavioral data suggest that young infants maintain spatiotemporal (but not featural) information during the occlusion of graspable objects, and surface feature (but not spatiotemporal) information during the occlusion of faces. To further explore this question, we presented infants with an occlusion paradigm in which they would, on half of the trials, see surface feature violations of either a face or an object. Based on previous studies, we predicted higher gamma-band activation when infants were presented with a surface feature violation of a face, but not of an object. These results were confirmed. A further analysis revealed that whereas infants exhibited a significant increase in gamma during the occlusion of an object (as reported in previous studies), no such increase was evident during the occlusion of a face. These data suggest markedly different processing of objects and faces in the infant brain and, furthermore, indicate that the representation underpinned by the posterior gamma increase may contain only spatiotemporal information.
Start Date: 2011
End Date: 2013
Funder: Australian Research Council
View Funded ActivityStart Date: 2011
End Date: 12-2014
Amount: $100,000.00
Funder: Australian Research Council
View Funded Activity