Evidence against a Maximum Response Model of Exogenous Visual Orienting during Early Infancy and Support for a Dimensional Switching Model

Autor/in	Dannemiller, James L.
Titel	Evidence against a Maximum Response Model of Exogenous Visual Orienting during Early Infancy and Support for a Dimensional Switching Model
Quelle	In: Developmental Science, 8 (2005) 6, S.567-582 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2005.00448.x
Schlagwörter	Infants; Visual Stimuli; Nonverbal Communication; Eye Movements; Developmental Continuity; Orientation; Models + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Non-verbal communication; Nonverbale Kommunikation; Augenbewegung; Entwicklungsprozess; Orientierung; Analogiemodell
Abstract	Very young infants orient overtly with eye and head movements to salient events in their visual environments, but those events rarely occur in the absence of competing visual stimuli. Two different models of how this kind of orienting is related to number and distribution of elements in the stimulus field were tested with infants across the age range from 2 to 5 months in four experiments. A set size manipulation in Experiments 1-3 produced data that were mostly inconsistent with the Maximum Response model proposed by Dannemiller (1998), especially at ages over 3 months. Experiment 4 produced data from 3.5-month-olds that were consistent with an alternative Dimensional Switching model that assumed that there was switching across trials in the stimulus dimension that drove orienting. This Dimensional Switching model can explain the small to nonexistent set size effects observed in the first three experiments as well as data from previous experiments using this paradigm. Factors that could produce this kind of dimensional switching over time were considered and other implications of this model for understanding the development of overt visual orienting were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10