Information from multiple modalities helps 5-month-olds learn abstract rules.

By 7 months of age, infants are able to learn rules based on the abstract relationships between stimuli (Marcus et al., 1999), but they are better able to do so when exposed to speech than to some other classes of stimuli. In the current experiments we ask whether multimodal stimulus information will aid younger infants in identifying abstract rules. We habituated 5-month-olds to simple abstract patterns (ABA or ABB) instantiated in coordinated looming visual shapes and speech sounds (Experiment 1), shapes alone (Experiment 2), and speech sounds accompanied by uninformative but coordinated shapes (Experiment 3). Infants showed evidence of rule learning only in the presence of the informative multimodal cues. We hypothesize that the additional evidence present in these multimodal displays was responsible for the success of younger infants in learning rules, congruent with both a Bayesian account and with the Intersensory Redundancy Hypothesis.

Abstract Rule Learning for Visual Sequences in 8- and 11-Month-Olds.

The experiments reported here investigated the development of a fundamental component of cognition: to recognize and generalize abstract relations. Infants were presented with simple rule-governed patterned sequences of visual shapes (ABB, AAB, and ABA) that could be discriminated from differences in the position of the repeated element (late, early, or nonadjacent, respectively). Eight-month-olds were found to distinguish patterns on the basis of the repetition, but appeared insensitive to its position in the sequence; 11-month-olds distinguished patterns over the position of the repetition, but appeared insensitive to the nonadjacent repetition. These results suggest that abstract pattern detection may develop incrementally in a process of constructing complex relations from more primitive components.

Location, location, location: development of spatiotemporal sequence learning in infancy.

We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test; 8-month-olds preferred the novel spatial structure, but 5-month-olds did not. In Experiment 3, the locations but not color/shape pairings were constant at test; 5-month-olds showed a novelty preference. Experiment 4 examined "online learning": We recorded eye movements of 8-month-olds watching a spatiotemporal sequence. Saccade latencies to predictable locations decreased. We argue that temporal order statistics involving informative spatial relations become available to infants during the first year after birth, assisted by multiple cues.

Picture yourself at the polls: visual perspective in mental imagery affects self-perception and behavior.

The present research demonstrates that the visual perspective--own first-person versus observer's third-person--people use to picture themselves engaging in a potential future action affects their self-perceptions and subsequent behavior. On the eve of the 2004 U.S. presidential election, registered voters in Ohio were instructed to use either the first-person or the third-person perspective to picture themselves voting in the election. Picturing voting from the third-person perspective caused subjects to adopt a stronger pro-voting mind-set correspondent with the imagined behavior. Further, this effect on self-perception carried over to behavior, causing subjects who were instructed to picture voting from the third-person perspective to be significantly more likely to vote in the election. These findings extend previous research in autobiographical memory and social judgment linking the observer's perspective with dispositional attributions, and demonstrate the causal role of imagery in determining future behavior.

Where Infants Look Determines How They See: Eye Movements and Object Perception Performance in 3-Month-Olds.

A fundamental question of perceptual development concerns how infants come to perceive partly hidden objects as unified across a spatial gap imposed by an occluder. Much is known about the time course of development of perceptual completion during the first several months after birth, as well as some of the visual information that supports unity perception in infants. The goal of this investigation was to examine the inputs to this process. We recorded eye movements in 3-month-old infants as they participated in a standard object unity task and found systematic differences in scanning patterns between those infants whose post-habituation preferences were indicative of unity perception versus those infants who did not perceive unity. Perceivers, relative to nonperceivers, scanned more reliably in the vicinity of the visible rod parts and scanned more frequently across the range of rod motion. These results suggest that emerging object concepts are tied closely to available visual information in the environment, and the process of information pickup.

Development of object concepts in infancy: Evidence for early learning in an eye-tracking paradigm.

Concepts of objects as enduring and complete across space and time have been documented in infants within several months after birth, but little is known about how such concepts arise during development. Current theories that stress innate knowledge may neglect the potential contributions of experience to guide acquisition of object concepts. To examine whether learning plays an important role in early development of object representations, we used an eye-tracking paradigm with 4- and 6-month-old infants who were provided with an initial period of experience viewing an unoccluded trajectory, or no experience with this particular stimulus. After exposure to the unoccluded trajectory for only 2 min, there was a reliable increase in 4-month-old infants' anticipatory eye movement when the infants subsequently viewed occluded-trajectory displays, relative to 4-month-old infants who did not receive this experience. This effect of training in 4-month-old infants was found to generalize to another category of trajectory orientation. Older infants received no additional benefit from training, most likely because they enter the task capable of forming robust object representations under these conditions. This finding provides compelling evidence that very brief training facilitated formation of object representations, and suggests more generally that infants learn such representations from real-world experience viewing objects undergoing occlusion and disocclusion.

Visual statistical learning in infancy: evidence for a domain general learning mechanism.

The rapidity with which infants come to understand language and events in their surroundings has prompted speculation concerning innate knowledge structures that guide language acquisition and object knowledge. Recently, however, evidence has emerged that by 8 months, infants can extract statistical patterns in auditory input that are based on transitional probabilities defining the sequencing of the input's components (Science 274 (1996) 1926). This finding suggests powerful learning mechanisms that are functional in infancy, and raises questions about the domain generality of such mechanisms. We habituated 2-, 5-, and 8-month-old infants to sequences of discrete visual stimuli whose ordering followed a statistically predictable pattern. The infants subsequently viewed the familiar pattern alternating with a novel sequence of identical stimulus components, and exhibited significantly greater interest in the novel sequence at all ages. These results provide support for the likelihood of domain general statistical learning in infancy, and imply that mechanisms designed to detect structure inherent in the environment may play an important role in cognitive development.