RESUMEN

Young learners would seem to face a daunting challenge in selecting to what they should attend, a problem that may have been exacerbated in human infants by changes in carrying practices during human evolution. A novel theory proposes that human infant cognition has an altercentric bias whereby early in life, infants prioritize encoding events that are the targets of others' attention. We tested for this bias by asking whether, when the infant and an observing agent have a conflicting perspective on an object's location, the co-witnessed location is better remembered. We found that 8- but not 12-month-olds expected the object to be at the location where the agent had seen it. These findings suggest that in the first year of life, infants may prioritize the encoding of events to which others attend, even though it may sometimes result in memory errors. However, the disappearance of this bias by 12 months suggests that altercentricism is a feature of very early cognition. We propose that it facilitates learning at a unique stage in the life history when motoric immaturity limits infants' interaction with the environment; at this stage, observing others could maximally leverage the information selection process.

Asunto(s)

Cognición , Aprendizaje , Humanos , Lactante , Recuerdo Mental , Atención , Sesgo

RESUMEN

Are photographs of objects presented on a screen in an experimental context treated as the objects themselves or are they interpreted as symbols standing for objects? We addressed this question by investigating the size Stroop effect-the finding that people take longer to judge the relative size of two pictures when the real-world size of the depicted objects is incongruent with their display size. In Experiment 1, we replicated the size Stroop effect with new stimuli pairs (e.g., a zebra and a watermelon). In Experiment 2, we replaced the large objects in Experiment 1 with small toy objects that usually stand for them (e.g., a toy zebra), and found that the Stroop effect was driven by what the toys stood for, not by the toys themselves. In Experiment 3, we showed that the association between an image of a toy and the object the toy typically stands for is not automatic: when toys were pitted against the objects they typically represent (e.g., a toy zebra vs. a zebra), images of toys were interpreted as representations of small objects, unlike in Experiment 2. We argue that participants interpret images as discourse-bound symbols and automatically compute what the images stand for in the discourse context of the experimental situation. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Asunto(s)

Juego e Implementos de Juego , Humanos , Test de Stroop

RESUMEN

Humans rely extensively on external representations such as drawings, maps, and animations. While animations are widely used in infancy research, little is known about how infants interpret them. In this study, we asked whether 19-month-olds take what they see on a screen to be happening here and now, or whether they think that on-screen events are decoupled from the immediate environment. In Experiments 1-3, we found that infants did not expect a falling animated ball to end up in boxes below the screen, even though they could track the ball (i) when the ball was real or (ii) when the boxes were also part of the animation. In Experiment 4, we tested whether infants think of screens as spatially bounded physical containers that do not allow objects to pass through. When two location cues were pitted against each other, infants individuated the protagonist of an animation by its virtual location (the animation to which it belonged), not by its physical location (the screen on which the animation was presented). Thus, 19-month-olds reject animation-reality crossovers but accept the depiction of the same animated environment on multiple screens. These results are consistent with the possibility that 19-month-olds interpret animations as external representations.