Blindness to background: an inbuilt bias for visual objects.

Sixty-eight 2- to 12-year-olds and 30 adults were shown colorful displays on a touchscreen monitor and trained to point to the location of a named color. Participants located targets near-perfectly when presented with four abutting colored patches. When presented with three colored patches on a colored background, toddlers failed to locate targets in the background. Eye tracking demonstrated that the effect was partially mediated by a tendency not to fixate the background. However, the effect was abolished when the targets were named as nouns, whilst the change to nouns had little impact on eye movement patterns. Our results imply a powerful, inbuilt tendency to attend to objects, which may slow the development of color concepts and acquisition of color words. A video abstract of this article can be viewed at: https://youtu.be/TKO1BPeAiOI. [Correction added on 27 January 2017, after first online publication: The video abstract link was added.].

Estimates of compression at low and high frequencies using masking additivity in normal and impaired ears.

Auditory compression was estimated at 250 and 4000 Hz by using the additivity of forward masking technique, which measures the effects on signal threshold of combining two temporally nonoverlapping forward maskers. The increase in threshold in the combined-masker condition compared to the individual-masker conditions can be used to estimate compression. The signal was a 250 or 4000 Hz tone burst and the maskers (M1 and M2) were bands of noise. Signal thresholds were measured in the presence of M1 and M2 alone and combined for a range of masker levels. The results were used to derive response functions at each frequency. The procedure was conducted with normal-hearing and hearing-impaired listeners. The results suggest that the response function in normal ears is similar at 250 and 4000 Hz with a mid level compression exponent of about 0.2. However, compression extends over a smaller range of levels at 250 Hz. The results confirm previous estimates of compression using temporal masking curves (TMCs) without assuming a linear off-frequency reference as in the TMC procedure. The impaired ears generally showed less compression. Importantly, some impaired ears showed a linear response at 250 Hz, providing a further indication that low-frequency compression originates in the cochlea.

What constrains children's learning of novel shape terms?

In this study, 3-year-olds matched on vocabulary score were taught three new shape terms by one of three types of linguistic contrast: corrective, semantic, or referential. A 5-week training paradigm implemented four training sessions and four assessment sessions. Corrective contrast ("This is concave, it is not square," where square is the child's label for the target) produced more learning than did either semantic or referential contrast. In addition, regardless of group, more was learned about those targets that were classified more variably at pretest. Avoidance of lexical overlap (i.e., using more than one term for the same dimension) might make it more difficult for children to learn new dimensional adjectives, and a "shape bias" might make learning shape terms easier. However, children's expectations about the speaker's communicative intent interacted with the potential benefits of contrast in the semantic condition, and children in that group learned no more than did controls.

Learning in context: linguistic and attentional constraints on children's color term learning.

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new secondary color terms by corrective, semantic, or referential linguistic contrast. Corrective contrast produced more rapid and more extensive learning than did either semantic or referential contrast, supporting the hypothesis that targeted linguistic feedback facilitates learning. Experiment 2 replicated and extended the first experiment with Italian children and found cross-cultural differences in the amount learned about colors named differently in the two languages. In Experiment 3, some of the children were introduced to the new terms within a context of enhanced perceptual salience. These children learned as fast and performed as accurately as those given corrective linguistic feedback in Experiment 1.

Forward masking additivity and auditory compression at low and high frequencies.

The additivity of nonsimultaneous masking can be used as a measure of nonlinearity in the auditory system. For example, two equally effective forward maskers should produce 3 dB of additional masking when they are combined, assuming linearity with respect to intensity. A combined effect greater than this (excess masking) indicates compression. In the present experiments, the signal was a 10-ms pure tone presented 20 ms after a 200-ms narrowband noise masker and/or immediately after a 20-ms narrow-band noise masker. The signal frequency was 250, 500, or 4000 Hz. The signal threshold produced by combining two equally effective maskers was measured. At all three frequencies, little excess masking was observed for a signal 10 dB above absolute threshold, indicating linear additivity (no compression). At signal levels 30 dB above absolute threshold, excess masking was observed at all three frequencies. The estimated compression exponents were 0.29 at 250 Hz, 0.34 at 500 Hz, and 0.17 at 4000 Hz. In contrast with physiological studies on other mammals, the present results provide evidence for substantial compression at low frequencies in humans.