Constraints on Visual Statistical Learning in Infancy

婴儿期视觉统计学习的限制

• 批准号: 8690126
• 负责人: SCOTT P JOHNSON
• 金额: $ 30.39万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-07-20 至 2017-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8690126
• 关键词: Accounting; Achievement; Address; Affect; Age; Appearance; Attention; Auditory; Autistic Disorder; Child; Cognitive; Complex; Cues; Detection; Development; Developmental Delay Disorders; Dimensions; Discrimination; Early Diagnosis; Early treatment; Environment; Eye; Eye Movements; Goals; Human; Infant; Iron deficiency anemia; Knowledge; Language Development; Lead; Learning; Light; Linguistics; Machine Learning; Memory; Methods; Modeling; Older Population; Pattern; Perception; Performance; Population; Probability; Procedures; Process; Research; Risk; Role; Scanning; Series; Shapes; Specificity; Stimulus; Structure; Testing; Time; Ursidae Family; Visual; Work; autism spectrum disorder; coping; developmental disease; disability; infancy; interest; novel; research study; skills; statistics; theories; tool; trend; visual information; visual stimulus

DESCRIPTION (provided by applicant): Visual statistical learning is the process of identifying patterns of probabilistic co-occurrence among visual features, essential to our ability to perceivethe world as predictable and stable. The proposed experiments will provide the first comprehensive examination of infants' detection of complex statistical patterns in visual sequences and layouts b describing computation of probabilistic information by infants from 2 to 14 months. This is a formaive time in perceptual and cognitive development characterized by rapid developmental change in perception and learning of environmental structure. In particular, the experiments will examine how structural variability, cognitive load, and memory limitations affect learning, how contextual cues facilitate or impede this learning, and whether the products of such learning can be generalized toa different setting. In addition, the experiments will provide critical tests of domain-specificity b examining the specific contributions of spatial information to visual statistical learning. The shot-term objectives of the proposed research are to learn how developing perceptual and cognitive skills intract in early development to identify statistically defined patterns. The long-term goals are to clarifytheories of cognitive development that posit a central role for inductive learning by computing probabilitie of observations. The results of this research may have implications for understanding development in children who may be at risk for developmental disorders such as iron-deficiency anemia and autism spectrum disorders, both of which have been characterized as deficits in implicit learning. Such an understanding may lead to assessment tools more closely tailored to early diagnosis and treatment than are presently available.

描述（由申请人提供）：视觉统计学习是识别视觉特征之间概率共发生模式的过程，这对于我们将世界视为可预测和稳定的能力至关重要。拟议的实验将对婴儿在视觉序列和布局B中对复杂统计模式的检测进行首次综合检查，以描述婴儿在2到14个月中对概率信息的计算。这是感知和认知发展中的典型时期，其特征是感知和学习环境结构的快速发展。特别是，实验将检查如何 结构可变性，认知负载和记忆限制会影响学习，上下文提示如何 促进或阻碍这种学习，以及这种学习的产物是否可以推广到Toa不同的环境。此外，实验将提供针对域特异性的关键测试B，研究空间信息对视觉统计学习的特定贡献。拟议的研究的射击期目标是学习早期发展中发展感知和认知能力如何构成统计定义的模式。长期目标是阐明认知发展的理论，这通过计算观察概率来提高归纳学习的核心作用。这项研究的结果可能对理解可能有发育障碍的儿童的发育有影响，例如铁缺乏贫血和自闭症谱系障碍，这两种疾病都被视为隐式学习中的缺陷。这样的 理解可能导致评估工具比目前可用的更紧密地针对早期诊断和治疗。