Levels of orientation bias differ across digital content categories: Implications for visual perception.

With the continued growth of digital device use, a greater portion of the visual world experienced daily by many people has shifted towards digital environments. The "oblique effect" denotes a bias for horizontal and vertical (canonical) contours over oblique contours, which is derived from a disproportionate exposure to canonical content. Carpentered environments have been shown to possess proportionally more canonical than oblique contours, leading to perceptual bias in those who live in "built" environments. Likewise, there is potential for orientation sensitivity to be shaped by frequent exposure to digital content. The potential influence of digital content on the oblique effect was investigated by measuring the degree of orientation anisotropy from a range of digital scenes using Fourier analysis. Content from popular cartoons, video games, and social communication websites was compared to real-life nature, suburban, and urban scenes. Findings suggest that digital content varies widely in orientation anisotropy, but pixelated video games and social communication websites were found to exhibit a degree of orientation anisotropy substantially exceeding that observed in all measured categories of real-world environments. Therefore, the potential may exist for digital content to induce an even greater shift in orientation bias than has been observed in previous research. This potential, and implications of such a shift, is discussed.

The development of oculomotor suppression of salient distractors in children.

There is considerable evidence that adults can prevent attentional capture by physically salient stimuli via proactive inhibition. A key question is whether young children can also inhibit salient stimuli to prevent visual distraction. The current study directly compared attentional capture in children (Mage = 5.5 years) and adults (Mage = 19.3 years) by measuring overt eye movements. Participants searched for a target shape among heterogeneous distractor shapes and attempted to ignore a salient color singleton distractor. The destination of first saccades was used to assess attentional capture by the salient distractor, providing a more direct index of attentional allocation than prior developmental studies. Adults were able to suppress saccades to the singleton distractor, replicating previous studies. Children, however, demonstrated no such oculomotor suppression; first saccades were equally likely to be directed to the singleton distractor and nonsingleton distractors. Subsequent analyses indicated that children were able to suppress the distractor, but this occurred approximately 550 ms after stimulus presentation. The current results suggest that children possess some level of top-down control over visual attention, but this top-down control is delayed compared with adults. Development of this ability may be related to executive functions, which include goal-directed behavior such as organized search and impulse control as well as preparatory and inhibitory cognitive functions.

Using eye-tracking to parse object recognition: Priming activates primarily a parts-based but also a late-emerging features-based representation.

Biederman and Cooper (Cognitive Psychology, 23, 393-419, 1991), using parts-deleted and features-deleted stimuli, presented evidence that object priming occurs at the level of the objects' parts, but not features. A control condition confirmed that some priming was accrued by the (non-visual) object concept that the stimulus represented, but all visual-level priming appeared to be at the more global level of the parts of objects, rather than the local level of the individual features (edges, vertices). This outcome has long been viewed as an important piece of supporting evidence for the existence of structural descriptions (e.g., Biederman, Psychological Review, 94, 115, 1987). The original report used a naming response task, and concluded that stimuli presenting half of the parts of an object primed only those parts, whereas half-features-deleted stimuli primed both themselves and the "complementary" half, containing the features deleted from the first image, equally. The current study adapts an eye-tracking approach to enable examination of the time course of priming across an exposure to both the primed image and unprimed competitors. Parts-deleted images primed themselves quickly and exclusively, replicating the finding of Biederman and Cooper (1991). Features-deleted images showed a deviation across time, however; initially a features-deleted prime attracted looking to itself and to its complement equally, but later on, looking to the target deviated upward, demonstrating an ability to distinguish between the two versions. The outcome of the present tests provide support for the primacy of a structural parts description, while also demonstrating the existence of multiple types of representations, both global and local.

How self-generated labelling shapes transfer of learning during early childhood: The role of individual differences.

Multiple factors influence imitation during toddlerhood, including task complexity, social contingency, and individual differences. We conducted a secondary data analysis of individual differences in self-generated labelling using data collected from a complex puzzle imitation task with 355 2- to 3-year-olds. This analysis indicated that toddlers' ability to label the completed puzzle (fish or boat) was associated with better imitation performance. Labelling occurs during social interactions; therefore, our second analysis tested how labelling differed as a function of the level of social scaffolding in each condition. This analysis revealed that self-generated labelling was lower when the social demonstrator was removed and the task was presented on a touchscreen. This study is one of the first to examine self-generated labelling during a complex imitation task in toddlers and increases our understanding of the complexity of memory processing needed for imitation learning. Statement of contribution What is already known on this subject? Toddlers exhibit a transfer of learning deficit from 2D media, including books, TV, and tablets. Self-generated labelling enhances children's learning, through attentional and cognitive mechanisms. Children are sensitive to reduced social cues in screen media contributing to the transfer deficit. What does this study add? Self-generated labelling is associated with better goal imitation performance. Self-generated labelling occurs more frequently under social conditions.

Objective clinical pain analysis using serum cyclooxygenase-2 and inducible nitric oxide synthase in American patients.

BACKGROUND: Pain is a multidimensional condition of multiple origins. Determining both intensity and underlying cause are critical for effective management. Utilization of painkillers does not follow any guidelines relying on biomarkers, which effectively eliminates objective treatment. The aim of this study was to evaluate the use of serum cyclooxygenase-2 (COX-2) and inducible nitric oxide synthase (iNOS) as pain biomarkers. This work could significantly advance the diagnosis and treatment of pain. METHODS: We assessed the potential utility of serum COX-2 and iNOS as objective measures of pain in a sample of American patients. Pain was scaled between level 0-5 in accordance with the level reported by the patients. Blood samples were collected from 102 patients in the emergency room. Sandwich ELISA was used to determine the COX-2 and iNOS levels in the blood serum while statistical analysis was performed using Pearson product-moment correlation coefficients, Regression and Receiver Operating Characteristics (ROC) analyses. The biomarker results were also compared with self-reports of pain by the patients using conventional pain ratings and patients were asked to report the cause of the pain. Pain levels were clustered into four groups as 0 [self-reported 0], 1 [self-reported as 1], 2 [self-reported as 2 and 3] and 3 [self-reported as 4 and 5]. Co-expression of COX-2 and iNOS could significantly alter pain development and its sensitization. Therefore, iNOS dependent COX-2 levels were employed as categorized level. RESULTS: Self-reported pain levels did not show a correlation with the serum level of COX-2 and iNOS. The lack of correlation is attributed to multiple reasons including patients' intake of painkillers prior to participation, painkiller intake habit, chronic diseases, and subjectivity of self-reported pain. Increased serum COX-2 levels were reported in relation to the subtypes of these health issues. Further, 83% of the patients who reported pain also showed the presence of COX-2 in serum, while only 53% of the patients showed the presence of iNOS in serum. Moderate relation was found between the clustered pain level and categorized COX-2 and iNOS- levels. CONCLUSIONS: The findings support the requirement of further studies to use COX-2 and iNOS as prognostic biomarkers for objective quantification of pain at the clinical level.

Change deafness for real spatialized environmental scenes.

The everyday auditory environment is complex and dynamic; often, multiple sounds co-occur and compete for a listener's cognitive resources. 'Change deafness', framed as the auditory analog to the well-documented phenomenon of 'change blindness', describes the finding that changes presented within complex environments are often missed. The present study examines a number of stimulus factors that may influence change deafness under real-world listening conditions. Specifically, an AX (same-different) discrimination task was used to examine the effects of both spatial separation over a loudspeaker array and the type of change (sound source additions and removals) on discrimination of changes embedded in complex backgrounds. Results using signal detection theory and accuracy analyses indicated that, under most conditions, errors were significantly reduced for spatially distributed relative to non-spatial scenes. A second goal of the present study was to evaluate a possible link between memory for scene contents and change discrimination. Memory was evaluated by presenting a cued recall test following each trial of the discrimination task. Results using signal detection theory and accuracy analyses indicated that recall ability was similar in terms of accuracy, but there were reductions in sensitivity compared to previous reports. Finally, the present study used a large and representative sample of outdoor, urban, and environmental sounds, presented in unique combinations of nearly 1000 trials per participant. This enabled the exploration of the relationship between change perception and the perceptual similarity between change targets and background scene sounds. These (post hoc) analyses suggest both a categorical and a stimulus-level relationship between scene similarity and the magnitude of change errors.

The Role of the Human Mirror Neuron System in Supporting Communication in a Digital World.

Humans use both verbal and non-verbal communication to interact with others and their environment and increasingly these interactions are occurring in a digital medium. Whether live or digital, learning to communicate requires overcoming the correspondence problem: There is no direct mapping, or correspondence between perceived and self-produced signals. Reconciliation of the differences between perceived and produced actions, including linguistic actions, is difficult and requires integration across multiple modalities and neuro-cognitive networks. Recent work on the neural substrates of social learning suggests that there may be a common mechanism underlying the perception-production cycle for verbal and non-verbal communication. The purpose of this paper is to review evidence supporting the link between verbal and non-verbal communications, and to extend the hMNS literature by proposing that recent advances in communication technology, which at times have had deleterious effects on behavioral and perceptual performance, may disrupt the success of the hMNS in supporting social interactions because these technologies are virtual and spatiotemporal distributed nature.

The Ghost in the Touchscreen: Social Scaffolds Promote Learning by Toddlers.

This study examined the effect of a "ghost" demonstration on toddlers' imitation. In the ghost condition, virtual pieces moved to make a fish or boat puzzle. Fifty-two 2.5- and 3-year-olds were tested on a touchscreen (no transfer) or with 3D pieces (transfer); children tested with 3D pieces scored above a no demonstration baseline, but children tested on the touchscreen did not. Practice on the touchscreen (n = 23) by 2.5- and 3-year-olds prior to the ghost demonstration did not improve performance. Finally, children who learned the puzzle task via a social demonstration and were tested on the touchscreen (n = 26) performed better than the ghost conditions. Taken together, these studies demonstrate that social demonstrations enhance learning from novel touchscreen tools during early childhood.

The impact of memory load and perceptual cues on puzzle learning by 24-month olds.

Early childhood is characterized by memory capacity limitations and rapid perceptual and motor development [Rovee-Collier (1996). Infant Behavior & Development, 19, 385-400]. The present study examined 2-year olds' reproduction of a sliding action to complete an abstract fish puzzle under different levels of memory load and perceptual feature support. Experimental groups were compared to baseline controls to assess spontaneous rates of production of the target actions; baseline production was low across all experiments. Memory load was manipulated in Exp. 1 by adding pieces to the puzzle, increasing sequence length from 2 to 3 items, and to 3 items plus a distractor. Although memory load did not influence how toddlers learned to manipulate the puzzle pieces, it did influence toddlers' achievement of the goal-constructing the fish. Overall, girls were better at constructing the puzzle than boys. In Exp. 2, the perceptual features of the puzzle were altered by changing shape boundaries to create a two-piece horizontally cut puzzle (displaying bilateral symmetry), and by adding a semantically supportive context to the vertically cut puzzle (iconic). Toddlers were able to achieve the goal of building the fish equally well across the 2-item puzzle types (bilateral symmetry, vertical, iconic), but how they learned to manipulate the puzzle pieces varied as a function of the perceptual features. Here, as in Exp. 1, girls showed a different pattern of performance from the boys. This study demonstrates that changes in memory capacity and perceptual processing influence both goal-directed imitation learning and motoric performance.

Do semantic contextual cues facilitate transfer learning from video in toddlers?

Young children typically demonstrate a transfer deficit, learning less from video than live presentations. Semantically meaningful context has been demonstrated to enhance learning in young children. We examined the effect of a semantically meaningful context on toddlers' imitation performance. Two- and 2.5-year-olds participated in a puzzle imitation task to examine learning from either a live or televised model. The model demonstrated how to assemble a three-piece puzzle to make a fish or a boat, with the puzzle demonstration occurring against a semantically meaningful background context (ocean) or a yellow background (no context). Participants in the video condition performed significantly worse than participants in the live condition, demonstrating the typical transfer deficit effect. While the context helped improve overall levels of imitation, especially for the boat puzzle, only individual differences in the ability to self-generate a stimulus label were associated with a reduction in the transfer deficit.

They can interact, but can they learn? Toddlers' transfer learning from touchscreens and television.

Despite the ubiquity of touchscreen applications and television programs for young children, developmental research suggests that learning in this context is degraded relative to face-to-face interactions. Most previous research has been limited to transfer of learning from videos, making it difficult to isolate the relative perceptual and social influences for transfer difficulty, and has not examined whether the transfer deficit persists across early childhood when task complexity increases. The current study examined whether the transfer deficit persists in older children using a complex puzzle imitation task constructed to investigate transfer from video demonstrations. The current test adapted this task to permit bidirectional transfer from touchscreens as well. To test for bidirectional transfer deficits, 2.5- and 3-year-olds were shown how to assemble a three-piece puzzle on either a three-dimensional magnetic board or a two-dimensional touchscreen (Experiment 1). Unidirectional transfer from video was also tested (Experiment 2). Results indicate that a bidirectional transfer deficit persists through 3 years, with younger children showing a greater transfer deficit; despite high perceptual similarities and social engagement, children learned less in transfer tasks, supporting the memory flexibility account of the transfer deficit. Implications of these findings for use of screen media (e.g., video, tablets) in early education are discussed.

The development of contour processing: evidence from physiology and psychophysics.

Object perception and pattern vision depend fundamentally upon the extraction of contours from the visual environment. In adulthood, contour or edge-level processing is supported by the Gestalt heuristics of proximity, collinearity, and closure. Less is known, however, about the developmental trajectory of contour detection and contour integration. Within the physiology of the visual system, long-range horizontal connections in V1 and V2 are the likely candidates for implementing these heuristics. While post-mortem anatomical studies of human infants suggest that horizontal interconnections reach maturity by the second year of life, psychophysical research with infants and children suggests a considerably more protracted development. In the present review, data from infancy to adulthood will be discussed in order to track the development of contour detection and integration. The goal of this review is thus to integrate the development of contour detection and integration with research regarding the development of underlying neural circuitry. We conclude that the ontogeny of this system is best characterized as a developmentally extended period of associative acquisition whereby horizontal connectivity becomes functional over longer and longer distances, thus becoming able to effectively integrate over greater spans of visual space.

Age-related changes in visual contour integration: implications for physiology from psychophysics.

Visual contour detection is enhanced by grouping principles, such as proximity and collinearity, which appear to rely on horizontal connectivity in visual cortex. Previous experiments suggest that children require greater proximity to detect contours and that, unlike adults, collinearity does not compensate for their proximity limitation. Over two experiments we test whether closure, a global property known to facilitate contour detection, compensates for this limitation. Adults and children (3-9 years old) performed a 2AFC task; one panel contained an illusory contour (closed or open) in visual noise, and one only noise. The experiments were identical except proximity was doubled in Exp. 2, enabling shorter-range spatial integration. Results suggest children are limited by proximity, and that closure did not reliably improve their performance as it did for adults. We conclude that perceptual maturity lags behind anatomy within this system, and suggest that slow statistical learning of long-range orientation correlations controls this disparity.

Age-related changes in learning across early childhood: a new imitation task.

Imitation plays a critical role in social and cognitive development, but the social learning mechanisms contributing to the development of imitation are not well understood. We developed a new imitation task designed to examine social learning mechanisms across the early childhood period. The new task involves assembly of abstract-shaped puzzle pieces in an arbitrary sequence on a magnet board. Additionally, we introduce a new scoring system that extends traditional goal-directed imitation scoring to include measures of both children's success at copying gestures (sliding the puzzle pieces) and goals (connecting the puzzle pieces). In Experiment 1, we demonstrated an age-invariant baseline from 1.5 to 3.5 years of age, accompanied by age-related changes in success at copying goals and gestures from a live demonstrator. In Experiment 2, we applied our new task to learning following a video demonstration. Imitation performance in the video demonstration group lagged behind that of the live demonstration group, showing a protracted video deficit effect. Across both experiments, children were more likely to copy gestures at earlier ages, suggesting mimicry, and only later copy both goals and gestures, suggesting imitation. Taken together, the findings suggest that different social learning strategies may predominate in imitation learning dependent upon the degree of object affordance, task novelty, and task complexity.

15-month-olds' transfer of learning between touch screen and real-world displays: language cues and cognitive loads.

Infants have difficulty transferring information between 2D and 3D sources. The current study extends Zack, Barr, Gerhardstein, Dickerson & Meltzoff's (2009) touch screen imitation task to examine whether the addition of specific language cues significantly facilitates 15-month-olds' transfer of learning between touch screens and real-world 3D objects. The addition of two kinds of linguistic cues (object label plus verb or nonsense name) did not elevate action imitation significantly above levels observed when such language cues were not used. Language cues hindered infants' performance in the 3D→2D direction of transfer, but only for the object label plus verb condition. The lack of a facilitative effect of language is discussed in terms of competing cognitive loads imposed by conjointly transferring information across dimensions and processing linguistic cues in an action imitation task at this age.

The human visual system uses a global closure mechanism.

Research asserting that the visual system instantiates a global closure heuristic in contour integration has been challenged by an argument that behaviorally-detected closure enhancement could be accounted for by low-level local mechanisms driven by collinearity or "good continuation" interacting with proximity. The present study investigated this issue in three experiments. Exp. 1 compared the visibility of closed and open contours using circles and S-contours from low to moderately high angles of path curvature in a temporal alternative-forced choice task. Circles were more detectable than S-contours, an effect that increased with curvature. The closure enhancement observed can, however, be explained by the fact that circles contain more 'contiguity' than S-contours. Additional tests added discontinuities to otherwise closed paths to control for the effects of good continuation and closure independently. Exp. 2 compared the visibility of incomplete circles (C-contours) and S-contours derived from the full circles and S-contours in Exp. 1. Exp. 3a compared the visibility of arc pairs arranged in an enclosed position similar to "()" and a non-enclosed position similar to ")(". Results consistently showed enhanced visibility of contour configurations enclosing a region even after controlling for differences in contiguity and changes of curvature direction. A control test (Exp. 3b) demonstrated that the gap in the contours of Exp. 3a was too large to be bridged by local-level collinearity/proximity alone. The combination of good continuation and proximity alone does not explain the closure effects observed across these tests, as demonstrated through the application of a Bayesian model of collinearity and proximity (Geisler et al., 2001) to the stimuli in Exps. 3a and 3b. These results argue for the presence of a global closure-driven contour enhancing mechanism in human vision.

Early operant learning is unaffected by socio-economic status and other demographic factors: a meta-analysis.

The relation between SES (socioeconomic status) and academic achievement in school-aged children is well established; children from low SES families have more difficulty in school. However, few studies have been able to establish a link between SES and learning in infancy, and thus the developmental onset of SES effects remains unknown. The limited studies that have been conducted to explore the link between SES and learning in infancy have generated mixed results; some demonstrate a link between SES and learning in infants as young as 6-9 months (Smith, Fagan, & Ulvund, 2002) while others do not. Further, studies examining the genetic as well as environmental contributors to learning in infancy and early childhood suggest that the effect of SES is likely cumulative and that as children develop, the effect of a low SES environment will become more pronounced (Tucker-Drob, Rhemtulla, Harden, Turkheimer, & Fask, 2011). Using aggregated data from 790 infants collected across 18 studies, we examined the contribution of SES and other demographic factors to learning of an operant kicking task in 2-4-month-old infants in a meta-analysis. Results indicated that, at least with respect to operant conditioning, an infant is an infant; that is SES did not affect learning rate or ability to learn in infants under 4-months of age. SES effects may therefore be better characterized as cumulative, with tangible effects emerging sometime later in life.

Infant imitation from television using novel touch screen technology.

Infants learn less from a televised demonstration than from a live demonstration, the video deficit effect. The present study employs a novel approach, using touch screen technology to examine 15-month olds' transfer of learning. Infants were randomly assigned either to within-dimension (2D/2D or 3D/3D) or cross-dimension (3D/2D or 2D/3D) conditions. For the within-dimension conditions, an experimenter demonstrated an action by pushing avirtual button on a 2D screen or a real button on a 3D object. Infants were then given the opportunity to imitate using the same screen or object. For the 3D/2D condition, an experimenter demonstrated the action on the 3D object, and infants were given the opportunity to reproduce the action on a 2D touch screen (and vice versa for the 2D/3D condition). Infants produced significantly fewer target actions in the cross-dimension conditions than in the within-dimension conditions. These findings have important implications for infants' understanding and learning from 2D images and for their using 2D media as the basis of actions in the real world.

Relapse of acne following isotretinoin treatment: a retrospective study of 405 patients.

BACKGROUND: Isotretinoin is the most effective systemic treatment option for patients with nodulocystic acne or acne vulgaris who have failed a treatment with systemic antibiotics. METHODS: We conducted a retrospective study of 405 acne patients treated with isotretinoin to evaluate the incidence of recurrence after a course of at least 150 mg/kg of isotretinoin. RESULTS: Of the 405 patients evaluated, 94 (23.2%) experienced relapses severe enough for the patient to request further medical management. Of the 94 patients, 76 (80.9%) relapsed within the first 2 years following completion of a course of isotretinoin. LIMITATIONS: This was a retrospective study at a single practice site. CONCLUSION: Almost one-fifth of patients have a recurrence of acne within the first 2 years. Patients should be made aware of this information, as it will contribute to the development of accurate and appropriate expectations of therapy.