Making Sense of Behavior: Origins and Mechanisms

理解行为：起源和机制

• 批准号: 7113488
• 负责人: BRIDGETTE MARTIN HARD
• 金额: $ 4.66万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-16 至 2009-09-15
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7113488
• 关键词: adolescence (12-20); adult human (21+); behavioral /social science research tag; child psychology; clinical research; cues; developmental psychology; goal oriented behavior; human subject; infant human (0-1 year); learning; neural information processing; postdoctoral investigator; psychological tests; videotape /videodisc; visual perception

DESCRIPTION (provided by applicant): The ability to organize observed behavior according to its intentional structure is central to understanding, remembering, and learning from other people's actions. This ability requires segmenting ongoing behavior into distinct intentional actions, and recognizing how these actions are organized as necessary steps toward achieving a single goal. For example, actions of peeling, slicing, and putting an apple on a plate serve the larger goal of eating an apple. How does this ability originate and what are the mechanisms behind it? A first series of experiments will explore infants' ability to organize observed behavior according to its intentional structure. Using two different looking-time methodologies, these experiments test whether 12-month-olds, like adults, perceive a set of related actions as a unified whole. A second series of experiments investigates whether low-level physical information assists people in organizing observed behavior. These experiments test whether adults exploit certain physical "cues" to organize unfamiliar behavior, and whether these same physical "cues" assist infants in organizing observed behavior.

描述（由申请人提供）：根据其意图结构组织观察到的行为的能力对于理解、记忆和学习他人的行为至关重要。这种能力需要将正在进行的行为细分为不同的有意行动，并认识到如何将这些行动组织为实现单一目标的必要步骤。例如，削皮、切片以及将苹果放在盘子上的动作都是为了实现吃苹果这一更大的目标。这种能力是如何产生的以及其背后的机制是什么？第一系列实验将探索婴儿根据其意图结构组织观察到的行为的能力。这些实验使用两种不同的观看时间方法，测试 12 个月大的孩子是否像成年人一样将一组相关的动作视为一个统一的整体。第二系列实验研究低级物理信息是否有助于人们组织观察到的行为。这些实验测试成年人是否利用某些身体“线索”来组织不熟悉的行为，以及这些相同的身体“线索”是否帮助婴儿组织观察到的行为。