Literaturnachweis - Detailanzeige
| Autor/inn/en | Friend, Margaret; Pace, Amy E. |
|---|---|
| Titel | Action Interrupted: Movement and Breakpoints in the Processing of Motion Violations in Toddlers and Adults |
| Quelle | In: Journal of Cognition and Development, 17 (2016) 1, S.105-121 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1524-8372 |
| DOI | 10.1080/15248372.2015.1016611 |
| Schlagwörter | Toddlers; Adults; Motion; Cognitive Processes; Visual Perception; Attention; Eye Movements; Time; Undergraduate Students; Video Technology; Visual Stimuli; Behavior; Observation; Coding; Statistical Analysis; Developmental Stages |
| Abstract | 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 composed 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--thereby violating the expectation of a continuous unfolding of motion. We assessed visual preference to intact and disrupted actions embedded within a multiaction event in toddlers and adults. In 1 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. (As Provided). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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