Search PubMed⌕ Search

PubMed · 11480947

Visual-proprioceptive intermodal perception using point light displays.

Abstract

Three experiments explored 5- and 7-month-old infants' intermodal coordination of proprioceptive information produced by leg movements, and visual movement information specifying these same motions. The visual information took the form of point light information for leg and feet movements, with visual displays presented in upright, ego-centered on-joint (Experiment 1, N = 48); upright, ego-centered off-joint (Experiment 2, N = 48); and inverted, observer-centered off-joint (Experiment 3, N = 48) orientations. Measures of preferential looking indicated intermodal perception in infants of both ages while seeing on-joint, ego-centered orientations, and for 7-month-olds (and possibly 5-month-olds) while seeing off-joint, ego-centered displays; neither age group demonstrated intermodal perception for off-joint, observer-centered displays. These results suggest that coordination of visual and proprioceptive inputs is constrained by infants' information processing of the displays, and have implications for infants' growing understanding of their self-movement and the development of knowledge of the self.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

M A Schmuckler, J L Fairhall. Visual-proprioceptive intermodal perception using point light displays.. https://doi.org/10.1111/1467-8624.00327

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Abstraction and natural language semantics.

According to the traditional view, a word prototypically denotes a class of objects sharing similar features, i.e. it results from an abstraction based on the detection of common properties in perceived entities. I explore here another idea: words result from abstraction of common premises in the rules governing our actions. I first argue that taking 'inference', instead of 'reference', as the basic issue in semantics does matter. I then discuss two phenomena that are, in my opinion, particularly difficult to analyse within the scope of traditional semantic theories: systematic polysemy and plurals. I conclude by a discussion of my approach, and by a summary of its main features.

Concept Formation↗

Abstraction from a sensori-motor perspective: can we get a quick hold on simple perception?

Two main types of dissociation can be considered in order to articulate action and abstraction. Vision for action and vision for perception are often described as dissociated systems at both anatomical and functional levels. Within this framework, abstraction should be specific to perceptual representation, whereas the action system would simply analyse the objective metric of space. By contrast, one may focus on dissociations within the action system. In this case, one will accept that action may involve abstract representations, at least during movement preparation. But a specific visuomotor level of processing can be described that appears to comply with the spatial properties of the relationship between the actor and the environment. This system would be specialized for fast movement guidance towards pre-defined goals. Such an automatic piloting system would thus be free of abstraction.

Concept Formation↗

Abstraction in mathematics.

Some current interpretations of abstraction in mathematical settings are examined from different perspectives, including history and learning. It is argued that abstraction is a complex concept and that it cannot be reduced to generalization or decontextualization only. In particular, the links between abstraction processes and the emergence of new objects are shown. The role that representations have in abstraction is discussed, taking into account both the historical and the educational perspectives. As languages play a major role in mathematics, some ideas from functional linguistics are applied to explain to what extent mathematical notations are to be considered abstract. Finally, abstraction is examined from the perspective of mathematics education, to show that the teaching ideas resulting from one-dimensional interpretations of abstraction have proved utterly unsuccessful.

Concept Formation↗