The impact of motor experience on object exploration, motor competence, and action understanding

运动体验对物体探索、运动能力和动作理解的影响

• 批准号: RGPIN-2014-05224
• 负责人: Hauf, Petra
• 金额: $ 2.19万
• 依托单位: St. Francis Xavier University
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2018
• 资助国家: 加拿大
• 起止时间: 2018-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=653225
• 关键词: impact; motor; experience; object; exploration

Actions are prepared and executed by an impressive interplay between the sensory system (what we see) and the motor system (how we move). Additionally, we incorporate what we know about the desired object and its properties. The proposed research project will address this complex interplay by investigating the impact of motor experience on infants' acquisition of physical knowledge and object exploration, motor competence, and action understanding. Acquisition of physical knowledge: Successful acting in the physical world requires sophisticated knowledge about object properties and the kind of actions that they afford. Infants learn about relevant object properties through optimised perception-action routines, and they also integrate that information into their object-directed actions (Gibson & Pick, 2000). For example, an object's material provides cues that allow us to infer its weight and to guide our actions prospectively (Smith et al., 1985). Recent research also demonstrated that infants as young as 9 months of age apply knowledge acquired through exploration to subsequent reaching actions (J3). Slightly older infants relate the weight of an object to its material and transfer this knowledge to new objects (J7, J6, J4). The proposed studies will investigate the influence of manual experience on infants' looking behaviour, as well as the influence of perceived weight-related behaviour on subsequent reaching preference and explorative behaviour providing further evidence for the bidirectional connection of perceptual and motor systems. Motor competence: Recent studies indicate that the onset of self-locomotion coincides with a number of cognitive skills. For example, the ability to crawl is associated with more flexible memory retrieval in goal-related imitation tasks by 9 months of age (Herbert et al., 2007), and the ability to walk seems to be related to infants' language development (Walle & Campos, 2013). The onset of crawling and walking also corresponds with major advances in social development (Clearfield, 2011), enhances the recognition and perception of such movements (BC2; Sanefuji, Ohgami, & Hashiya, 2008), and facilitates the detection of body-constraint violations (Hauf, MacDonald, & Giese, in prep). The proposed research will further deepen our understanding of the impact of motor experience on movement perception by following pre-crawling infants until they are experienced walkers. During this time, motor development will be recorded, and different perception tasks related to body movements and goal-directed actions will be conducted. Furthermore, the influence of visual and motor enhancement sessions on infants' perception and production of movements will be examined. Action understanding: The development of action understanding during the first years of life is an important issue in cognitive development. In recent years, research has focused on the bi-directional interplay of action perception and action production (BC4). These findings - supported by research on the mirror-neuron system (Falck-Ytter, Gredebäck, & von Hofsten, 2006) - suggest that, even in infancy, there is a close linkage between action perception and production. The proposed research program will systematically investigate how important motor and perceptual systems are for action understanding, and how possible development in one system impacts the capacities of the other. For example, visual stimuli will direct infants' attention to special features of action scenes, facilitating action understanding. Likewise, agentive experience will enhance infants' motor capacities required to perform a specific goal-directed action, which, in turn, will facilitate understanding of perceived actions performed by others.

动作是通过感官系统（我们看到的）和电机系统（我们的移动方式）之间的令人印象深刻的相互作用来准备和执行的。此外，我们结合了我们对所需对象及其属性的了解。拟议的研究项目将通过调查运动体验对婴儿获得物理知识和物体探索，运动能力和行动理解的影响，通过研究运动经验的影响来解决这一复杂的相互作用。获取物理知识：成功在物理世界中行事需要有关对象属性及其所提供的行动的复杂知识。婴儿通过优化的感知行动例程了解相关对象属性，他们还将这些信息集成到其对象指导的动作中（Gibson＆Pick，2000）。例如，对象的材料提供了提示，使我们能够推断出其重量并前瞻性地指导我们的行动（Smith等，1985）。最近的研究还表明，年龄少9个月的婴儿应用通过探索获得的知识来实现​​随后的行动（J3）。稍大的婴儿将物体的重量与其材料联系起来，并将这些知识转移到新物体中（J7，J6，J4）。拟议的研究将研究手动体验对婴儿外观行为的影响，以及感知到体重相关的行为对随后的偏好和探索性行为的影响，为感知和运动系统的双向联系提供了进一步的证据。运动能力：最近的研究表明，自我核能的发作与许多认知能力相吻合。例如，爬网的能力与到9个月大的目标相关模仿任务中更灵活的记忆检索有关（Herbert等，2007），走路的能力似乎与婴儿的语言发展有关（Walle＆Campos，2013）。爬行和步行的发作也与社会发展的重大进展相对应（Clearfield，2011年），增强了对这种运动的认识和感知（BC2； Sanefuji，Ohgami，＆Hashiya，＆Hashiya，＆Hashiya，2008），并促进了身体施以抗议的侵害（Hauf，MacDonald，Macdonald，Prep）。拟议的研究将进一步加深我们对运动体验对运动感知的影响的理解，直到他们成为经验丰富的步行者为止。在此期间，将记录运动发展，并将执行与身体运动和目标指导的动作有关的不同感知任务。此外，将研究视觉和运动增强课程对婴儿感知和运动产生的影响。动作理解：生命的第一年的行动理解发展是认知发展中的重要问题。近年来，研究集中在行动感知和行动产生（BC4）的双向相互作用上。这些发现得到了对镜面神经系统的研究（Falck -Ytter，Gredebäck和＆Von Hofsten，2006年）的支持 - 表明，即使在婴儿期，动作感知和生产之间也存在紧密的联系。拟议的研究计划将系统地研究电动机和感知系统对动作理解的重要性，以及一个系统中的可能发展如何影响另一个系统的能力。例如，视觉刺激将把婴儿的注意力引向动作场景的特殊特征，从而支持动作理解。同样，代理经验将增强婴儿执行特定目标指导动作所需的运动能力，这反过来将有助于理解他人所采取的感知行动。