Top-Down Contextual Knowledge Guides Visual Attention in Infancy

Autor/inn/en	Tummeltshammer, Kristen; Amso, Dima
Titel	Top-Down Contextual Knowledge Guides Visual Attention in Infancy
Quelle	In: Developmental Science, 21 (2018) 4, (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tummeltshammer, Kristen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12599
Schlagwörter	Visual Perception; Attention; Infants; Eye Movements; Visual Stimuli; Context Effect; Age Differences; Cues; Memory + Suchen Sie Ihr Suchwort? Visuelle Wahrnehmung; Aufmerksamkeit; Infant; Toddler; Toddlers; Kleinkind; Augenbewegung; Age; Difference; Age difference; Altersunterschied; Stichwort; Gedächtnis
Abstract	The visual context in which an object or face resides can provide useful top-down information for guiding attention orienting, object recognition, and visual search. Although infants have demonstrated sensitivity to covariation in spatial arrays, it is presently unclear whether they can use rapidly acquired contextual knowledge to guide attention during visual search. In this eye-tracking experiment, 6- and 10-month-old infants searched for a target face hidden among colorful distracter shapes. Targets appeared in "Old" or "New" visual contexts, depending on whether the visual search arrays (defined by the spatial configuration, shape and color of component items in the search display) were repeated or newly generated throughout the experiment. Targets in "Old" contexts appeared in the same location within the same configuration, such that context covaried with target location. Both 6- and 10-month-olds successfully distinguished between "Old" and "New" contexts, exhibiting faster search times, fewer looks at distracters, and more anticipation of targets when contexts repeated. This initial demonstration of contextual cueing effects in infants indicates that they can use top-down information to facilitate orienting during memory-guided visual search. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01