Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-28T05:02:20.326Z Has data issue: false hasContentIssue false

20 - The Infant’s Visual World

The Everyday Statistics for Visual Learning

from Part IV - Action

Published online by Cambridge University Press:  26 September 2020

By
Swapnaa Jayaraman  and
Linda B. Smith
Edited by
Jeffrey J. Lockman  and
Catherine S. Tamis-LeMonda
Jeffrey J. Lockman
Affiliation:
Tulane University, Louisiana
Catherine S. Tamis-LeMonda
Affiliation:
New York University
Get access

Summary

The prowess of human vision is central to many domains of human intelligence (DiCarlo & Cox, 2007). We discriminate thousands of individual faces, recognize thousands of object categories, and excel under challenging visual conditions. We can become visual experts in recognizing birds, mathematical equations, art, and more. The developmental path to these achievements is protracted with mature levels of competence not fully reached until adolescence (Hadad, Maurer, & Lewis, 2011; Nishimura, Scherf, & Behrmann, 2009). The evidence also shows marked changes in infancy in the domains of face processing and object recognition. The evidence makes clear that visual experience itself is a significant driver of these changes (Maurer, Mondloch, & Lewis, 2007; Smith, 2009). A complete theory of learning in any domain requires an understanding of both the learning mechanisms and the experiences – the data – on which those mechanisms operate. Although much research is directed to determining the developing mechanisms, little has been directed to visual experience itself.

Keywords

Infants’visual environmentinfant face perceptioninfant object perceptioninfant head-mounted camerasinfant visual statisticsinfant visual attentioninfant eye-hand coordination
Type
Chapter
Information
The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
 , pp. 549 - 576
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adolph, K., Tamis-LeMonda, C., Gilmore, R. O., & Soska, K. (2018). Play & learning across a year (PLAY) project summit (2018-06-29 Philadelphia). Databrary. Retrieved from http://doi.org/10.17910/B7.724.Google Scholar
Adolphs, R. (2002). Recognizing emotion from facial expressions: Psychological and neurological mechanisms. Behavioral and Cognitive Neuroscience Reviews, 1(1), 21–62.CrossRefGoogle ScholarPubMed
Aguirre, G. K., Zarahn, E., & D’Esposito, M. (1998). An area within human ventral cortex sensitive to “building” stimuli: Evidence and implications. Neuron, 21, 373–383.Google Scholar
Ahissar, M., & Hochstein, S. (1997). Task difficulty and the specificity of perceptual learning. Nature, 387(6631), 401.Google Scholar
Arcaro, M. J., Schade, P. F., Vincent, J. L., Ponce, C. R., & Livingstone, M. S. (2017). Seeing faces is necessary for face-domain formation. Nature Neuroscience, 20(10), 1404.Google Scholar
Augustine, E., Jones, S. S., Smith, L. B., & Longfield, E. (2015). Relations among early object recognition skills: Objects and letters. Journal of Cognition and Development, 16(2), 221–235.Google Scholar
Bambach, S., Crandall, D. J., & Yu, C. (2015). Viewpoint integration for hand-based recognition of social interactions from a first-person view. Proceedings of the 2015 ACM on International Conference on Multimodal Interaction, November, 351–354.Google Scholar
Bechtel, W., & Richardson, R. (1993). Discovering complexity: Decomposition and localization as strategies in scientific research. Princeton, NJ: Princeton University Press.Google Scholar
Bentin, S., Allison, T., Puce, A., Perez, E., & McCarthy, G. (1996). Electrophysiological studies of face perception in humans. Journal of Cognitive Neuroscience, 8(6), 551–565.Google Scholar
Bergelson, E., Amatuni, A., Dailey, S., Koorathota, S., & Tor, S. (2019). Day by day, hour by hour: Naturalistic language input to infants. Developmental Science, 22(1), e12715.Google Scholar
Bergelson, E., & Swingley, D. (2012). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences, 109(9), 3253–3258.CrossRefGoogle ScholarPubMed
Bertenthal, B. I., Campos, J. J., & Barrett, K. C. (1984). Self-produced locomotion. In Bertenthal, B. I., Campos, J. J. & Barrett, K. C. (Eds.), Continuities and discontinuities in development (pp. 175–210). New York, NY: Springer.Google Scholar
Blais, C., Jack, R. E., Scheepers, C., Fiset, D., & Caldara, R. (2008). Culture shapes how we look at faces. PloS One, 3(8), e3022.Google Scholar
Braddick, O., & Atkinson, J. (2011). Development of human visual function. Vision Research, 51(13), 1588–1609.Google Scholar
Brandone, A. C. (2015). Infants’ social and motor experience and the emerging understanding of intentional actions. Developmental Psychology, 51(4), 512.Google Scholar
Brockmole, J. R., & Henderson, J. M. (2006). Using real-world scenes as contextual cues for search. Visual Cognition, 13(1), 99–108.Google Scholar
Burling, J. M., & Yoshida, H. (2018). Visual constancies amidst changes in handled objects for 5- to 24-month-old infants. Child Development, 90(2), 452–461.Google Scholar
Bushnell, E. W., & Boudreau, J. P. (1993). Motor development and the mind: The potential role of motor abilities as a determinant of aspects of perceptual development. Child Development, 64(4), 1005–1021.Google Scholar
Bushnell, W. (2003). Newborn face recognition. In Pascalis, O. & Slater, A. (Eds.), The development of face processing in infancy and early childhood (pp. 41–53) New York, NY: Nova Science.Google Scholar
Byrge, L., Sporns, O., & Smith, L. B. (2014). Developmental process emerges from extended brain–body–behavior networks. Trends in Cognitive Sciences, 18(8), 395–403.Google Scholar
Cadieu, C. F., Hong, H., Yamins, D. L., Pinto, N., Ardila, D., Solomon, E. A., & DiCarlo, J. J. (2014). Deep neural networks rival the representation of primate IT cortex for core visual object recognition. PLoS Computational Biology, 10(12), e1003963.CrossRefGoogle ScholarPubMed
Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016). How are motor skills linked to children’s school performance and academic achievement? Child Development Perspectives, 10(2), 93–98.Google Scholar
Carey, S., & Diamond, R. (1994). Are faces perceived as configurations more by adults than by children? Visual Cognition, 1(2–3), 253–274.Google Scholar
Castelhano, M. S., & Witherspoon, R. L. (2016). How you use it matters: Object function guides attention during visual search in scenes. Psychological Science, 27(5), 606–621.Google Scholar
Chua, H. F., Boland, J. E., & Nisbett, R. E. (2005). Cultural variation in eye movements during scene perception. Proceedings of the National Academy of Sciences, 102(35), 12629–12633.Google Scholar
Clark, E. V., & Estigarribia, B. (2011). Using speech and gesture to introduce new objects to young children. Gesture, 11(1), 1–23.Google Scholar
Clerkin, E. M., Hart, E., Rehg, J. M., Yu, C., & Smith, L. B. (2017). Real-world visual statistics and infants’ first-learned object names. Philosophical Transactions of the Royal Society B, 372(1711), 20160055.Google Scholar
Cohen, L., & Dehaene, S. (2004). Specialization within the ventral stream: The case for the visual word form area. Neuroimage, 22(1), 466–476.CrossRefGoogle ScholarPubMed
Collins, F. S. (2011). Reengineering translational science: The time is right. Science Translational Medicine, 3(90). doi: 10.1126/scitranslmed.3002747.Google Scholar
D’Souza, D. E., D’Souza, H., & Karmiloff-Smith, A. (2017). Precursors to language development in typically and atypically developing infants and toddlers: The importance of embracing complexity. Journal of Child Language, 44(3), 591–627.Google Scholar
DiCarlo, J. J., & Cox, D. D. J. (2007). Untangling invariant object recognition. Trends in Cognitive Science, 11(8), 333–341.Google Scholar
Dickinson, D. K., Golinkoff, R. M., & Hirsh-Pasek, K. (2010). Speaking out for language: Why language is central to reading development. Educational Researcher, 39(4), 305–310.CrossRefGoogle Scholar
Dobson, V., Teller, D. Y., & Belgum, J. J. (1978). Visual acuity in human infants assessed with stationary stripes and phase-alternated checkerboards. Vision Research, 18(9), 1233–1238.CrossRefGoogle ScholarPubMed
Doherty, M. J., Anderson, J. R., & Howieson, L. (2009). The rapid development of explicit gaze judgment ability at 3 years. Journal of Experimental Child Psychology, 104(3), 296–312.Google Scholar
Dolgin, E. (2015). The myopia boom. Nature, 519(7543), 276.Google Scholar
Duffy, S., Toriyama, R., Itakura, S., & Kitayama, S. (2009). Development of cultural strategies of attention in North American and Japanese children. Journal of Experimental Child Psychology, 102, 351–359.CrossRefGoogle ScholarPubMed
Edelman, G. M. (1987). Neural Darwinism: The theory of neuronal group selection. New York, NY: Basic Books.Google Scholar
Falck-Ytter, T., Gredebäck, G., & von Hofsten, C. (2006). Infants predict other people’s action goals. Nature Neuroscience, 9(7), 878.Google Scholar
Fantz, R. L. (1963). Pattern vision in newborn infants. Science, 140(3564), 296–297.Google Scholar
Farroni, T., Johnson, M. H., Brockbank, M., & Simion, F. (2000). Infants’ use of gaze direction to cue attention: The importance of perceived motion. Visual Cognition, 7(6), 705–718.Google Scholar
Farroni, T., Pividori, D., Simion, F., Massaccesi, S., & Johnson, M. H. (2004). Eye gaze cueing of attention in newborns. Infancy, 5(1), 39–60.Google Scholar
Fathi, A., Ren, X., & Rehg, J. M. (2011). Learning to recognize objects in egocentric activities. Paper presented at the 2011 IEEE Conference on Computer Vision and Pattern Recognition (CVPR), Colorado Springs, CO.CrossRefGoogle Scholar
Fausey, C. M., Jayaraman, S., & Smith, L. B. (2016). From faces to hands: Changing visual input in the first two years. Cognition, 152, 101–107.CrossRefGoogle ScholarPubMed
Fernald, A., & Weisleder, A. (2015). Twenty years after “meaningful differences,” it’s time to reframe the “deficit” debate about the importance of children’s early language experience. Human Development, 58(1), 1.Google Scholar
Flanagan, J. R., & Johansson, R. S. (2003). Action plans used in action observation. Nature, 424(6950), 769.Google Scholar
Foody, G. M., McCulloch, M. B., & Yates, W. B. (1995). The effect of training set size and composition on artificial neural network classification. International Journal of Remote Sensing, 16, 1707–1723CrossRefGoogle Scholar
Foulsham, T., Walker, E., & Kingstone, A. (2011). The where, what and when of gaze allocation in the lab and the natural environment. Vision Research, 51(17), 1920–1931.Google Scholar
Franchak, J. M., & Adolph, K. E. J. (2010). Visually guided navigation: Head-mounted eye-tracking of natural locomotion in children and adults. Vision Research, 50(24), 2766–2774.Google Scholar
Franchak, J. M., Kretch, K. S., & Adolph, K. E. (2018). See and be seen: Infant–caregiver social looking during locomotor free play. Developmental Science, 21(4), e12626.Google Scholar
Frank, M. C., Bergelson, E., Bergmann, C., Cristia, A., Floccia, C., Gervain, J., … Lew-Williams, C. (2017). A collaborative approach to infant research: Promoting reproducibility, best practices, and theory-building. Infancy, 22(4), 421–435.Google Scholar
Gauthier, I., & Tarr, M. J. (1997). Becoming a “Greeble” expert: Exploring the face recognition mechanisms. Vision Research, 37(12), 1673–1682.Google Scholar
Geisler, W. S. (2008). Visual perception and the statistical properties of natural scenes. Annual Review of Psychology, 59, 167–192.Google Scholar
Gerson, S. A., Meyer, M., Hunnius, S., & Bekkering, H. (2017). Unravelling the contributions of motor experience and conceptual knowledge in action perception: A training study. Scientific Reports, 7, 46761.CrossRefGoogle ScholarPubMed
Gilkerson, J., & Richards, J. A. (2008). The LENA natural language study. Boulder, CO: LENA Foundation.Google Scholar
Gilmore, R. O., Baker, T. J., & Grobman, K. (2004). Stability in young infants’ discrimination of optic flow. Developmental Psychology, 40(2), 259.Google Scholar
Gogate, L. J., Bahrick, L. E., & Watson, J. D. (2000). A study of multimodal motherese: The role of temporal synchrony between verbal labels and gestures. Child Development, 71(4), 878–894.Google Scholar
Goh, J. O. S., Hebrank, A. C., Sutton, B. P., Chee, M. W. L., Sim, S. K. Y., & Park, D. C. (2013). Culture-related differences in default network during visuo-spatial judgments. Social Cognitive and Affective Neuroscience, 8, 134–142.Google Scholar
Goldin-Meadow, S., & Wagner, S. M. (2005). How our hands help us learn. Trends in Cognitive Sciences, 9(5), 234–241.Google Scholar
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2018). Language matters: Denying the existence of the 30-million-word gap has serious consequences. Child Development, 90(3), 985–992.Google Scholar
Goren, C. C., Sarty, M., & Wu, P. Y. (1975). Visual following and pattern discrimination of face-like stimuli by newborn infants. Pediatrics, 56(4), 544–549.Google Scholar
Hadad, B. S., Maurer, D., & Lewis, T. L. (2011). Long trajectory for the development of sensitivity to global and biological motion. Developmental Science, 14(6), 1330–1339.Google Scholar
Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665.Google Scholar
Han, S., & Northoff, G. (2008). Reading direction and culture. Nature Reviews Neuroscience, 9(12), 965.CrossRefGoogle Scholar
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes.Google Scholar
Haxby, J. V., Hoffman, E. A., & Gobbini, M. I. (2000). The distributed human neural system for face perception. Trends in Cognitive Science, 4(6), 223–233.Google Scholar
Haxby, J. V., Hoffman, E. A., (2002). Human neural systems for face recognition and social communication. Biological Psychiatry, 51(1), 59–67.Google Scholar
Hedden, T., Ketay, S., Aron, A., Markus, H. R., & Gabrieli, J. D. E. (2008). Cultural influences on neural substrates of attentional control. Psychological Science, 19, 12–17.CrossRefGoogle ScholarPubMed
Henrich, J., Heine, S. J., & Norenzayan, A. (2010a). Beyond WEIRD: Towards a broad-based behavioral science. Behavioral and Brain Sciences, 33(2–3), 111–135.CrossRefGoogle Scholar
Henrich, J., Heine, S. J., (2010b). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83.Google Scholar
Higgins, C. I., Campos, J. J., & Kermoian, R. (1996). Effect of self-produced locomotion on infant postural compensation to optic flow. Developmental Psychology, 32(5), 836.Google Scholar
Hinton, R., Budimirovic, D. B., Marschik, P. B., Talisa, V. B., Einspieler, C., Gipson, T., & Johnston, M. V. (2013). Parental reports on early language and motor milestones in fragile X syndrome with and without autism spectrum disorders. Developmental Neurorehabilitation, 16(1), 58–66.CrossRefGoogle ScholarPubMed
Hochstein, S., & Ahissar, M. (2002). View from the top: Hierarchies and reverse hierarchies in the visual system. Neuron, 36(5), 791–804.Google Scholar
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378.Google Scholar
Hurley, K. B., & Oakes, L. M. (2015). Experience and distribution of attention: Pet exposure and infants’ scanning of animal images. Journal of Cognition and Development, 16(1), 11–30.Google Scholar
Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children. Developmental Science, 11(6), F31–F39.Google Scholar
Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61(4), 343–365.CrossRefGoogle ScholarPubMed
Iidaka, T., Omori, M., Murata, T., Kosaka, H., Yonekura, Y., Okada, T., & Sadato, N. (2001). Neural interaction of the amygdala with the prefrontal and temporal cortices in the processing of facial expressions as revealed by fMRI. Journal of Cognitive Neuroscience, 13(8), 1035–1047.Google Scholar
Im, H. Y., Park, W. J., & Chong, S. C. (2015). Ensemble statistics as units of selection. Journal of Cognitive Psychology, 27(1), 114–127.Google Scholar
Imada, T., Carlson, S. M., & Itakura, S. (2013). East–West cultural differences in context sensitivity are evident in early childhood. Developmental Science, 16, 198–208.Google Scholar
Ishii, K., Tsukasaki, T., & Kitayama, S. (2009). Culture and visual perception: Does perceptual inference depend on culture? Japanese Psychological Research, 51(2), 103–109.Google Scholar
Iverson, J. M. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37(2), 229–261.CrossRefGoogle Scholar
James, K. H. (2010). Sensori-motor experience leads to changes in visual processing in the developing brain. Developmental Science, 13(2), 279–288.Google Scholar
James, K. H., & Atwood, T. P. (2009). The role of sensorimotor learning in the perception of letter-like forms: Tracking the causes of neural specialization for letters. Cognitive Neuropsychology, 26(1), 91–110.Google Scholar
Jayaraman, S., Fausey, C. M., & Smith, L. B. (2015). The faces in infant-perspective scenes change over the first year of life. PloS one, 10(5), e0123780.Google Scholar
Jayaraman, S., Fausey, C. M., (2017). Why are faces denser in the visual experiences of younger than older infants? Developmental Psychology, 53(1), 38.CrossRefGoogle ScholarPubMed
Jayaraman, S., & Smith, L. B. (2017). The homeview project. Retrieved from www.iub.edu/~cogdev/homeview.html.Google Scholar
Jayaraman, S., (2018). Faces in early visual environments are persistent not just frequent. Vision Research, 157, 213–221.CrossRefGoogle Scholar
Johnson, M. H., Dziurawiec, S., Ellis, H., & Morton, J. (1991). Newborns’ preferential tracking of face-like stimuli and its subsequent decline. Cognition, 40(1–2), 1–19.Google Scholar
Johnson, M. H., & Morton, J. (1991) Biology and cognitive development: The case of face recognition. Oxford: Blackwell.Google Scholar
Kanwisher, N. J. (2000). Domain specificity in face perception. Nature Neuroscience, 3(8), 759.Google Scholar
Kanwisher, N. J., McDermott, J., & Chun, M. M. (1997). The fusiform face area: A module in human extrastriate cortex specialized for face perception. Journal of Neuroscience, 17(11), 4302–4311.Google Scholar
Karasik, L. B., Tamis-LeMonda, C. S., & Adolph, K. E. (2011). Transition from crawling to walking and infants’ actions with objects and people. Child Development, 82(4), 1199–1209.Google Scholar
Karasik, L. B., Tamis-LeMonda, C. S., Adolph, K. E., & Bornstein, M. H. (2015). Places and postures: A cross-cultural comparison of sitting in 5-month-olds. Journal of Cross-Cultural Psychology, 46(8), 1023–1038.Google Scholar
Keller, E. F. (2007). The disappearance of function from “self-organizing systems.” In Boogerd, F., Bruggeman, F. Hofmeyre, J. H., & Westerhoff, H. V. (Eds.), Systems biology (pp. 303–317). Amsterdam: Elsevier.Google Scholar
Kelly, D. J., Liu, S., Rodger, H., Miellet, S., Ge, L., & Caldara, R. (2011). Developing cultural differences in face processing. Developmental Science, 14(5), 1176–1184.Google Scholar
Kelly, D. J., Miellet, S., & Caldara, R. (2010). Culture shapes eye movements for visually homogeneous objects. Frontiers in Psychology, 1, 6.Google Scholar
Kitayama, S., Duffy, S., Kawamura, T., & Larsen, J. T. (2003). Perceiving an object and its context in different cultures: A cultural look at new look. Psychological Science, 14, 201–206.Google Scholar
Kitson, A., Brook, A., Harvey, G., Jordan, Z., Marshall, R., O’Shea, R., & Wilson, D. (2018). Using complexity and network concepts to inform healthcare knowledge translation. International Journal of Health Policy and Management, 7(3), 231.CrossRefGoogle ScholarPubMed
Kovack-Lesh, K. A., Horst, J. S., & Oakes, L. M. (2008). The cat is out of the bag: The joint influence of previous experience and looking behavior on infant categorization. Infancy, 13(4), 285–307.Google Scholar
Kovack-Lesh, K. A., Oakes, L. M., & McMurray, B. (2012). Contributions of attentional style and previous experience to 4-month-old infants’ categorization. Infancy, 17(3), 324–338.Google Scholar
Krogh-Jespersen, S., & Woodward, A. L. (2018). Reaching the goal: Active experience facilitates 8-month-old infants’ prospective analysis of goal-based actions. Journal of Experimental Child Psychology, 171, 31–45.Google Scholar
Kuwabara, M., & Smith, L. B. (2016) Cultural differences in visual object recognition in 3-year-old children. Journal of Experimental Child Psychology, 147, 22–38.Google Scholar
Kuwabara, M., & Smith, L. B. (2012). Cross-cultural differences in cognitive development: Attention to relations and objects. Journal of Experimental Child Psychology, 113, 20–35.Google Scholar
Kuwabara, M., Son, J. Y., & Smith, L. B. (2011). Attention to context: U.S. and Japanese children’s emotional judgments. Journal of Cognition and Development, 12, 502–517.Google Scholar
Lansford, J. E., Godwin, J., Al-Hassan, S. M., Bacchini, D., Bornstein, M. H., Chang, L., & Malone, P. S. (2018). Longitudinal associations between parenting and youth adjustment in twelve cultural groups: Cultural normativeness of parenting as a moderator. Developmental Psychology, 54(2), 362.Google Scholar
Leffel, K., & Suskind, D. (2013, November). Parent-directed approaches to enrich the early language environments of children living in poverty. Seminars in Speech and Language, 34(4), 267–278Google ScholarPubMed
Lenfant, C. (2003). Clinical research to clinical practice: Lost in translation? New England Journal of Medicine, 349(9), 868–874.Google Scholar
Leonard, H. C., & Hill, E. L. (2014). The impact of motor development on typical and atypical social cognition and language: A systematic review. Child and Adolescent Mental Health, 19(3), 163–170.Google Scholar
Libertus, K., & Needham, A. (2011). Reaching experience increases face preference in 3-month-old infants. Developmental Science, 14, 1355–1364.Google Scholar
Lloyd-Fox, S., Wu, R., Richards, J. E., Elwell, C. E., & Johnson, M. H. (2013). Cortical activation to action perception is associated with action production abilities in young infants. Cerebral Cortex, 25(2), 289–297.Google Scholar
Loomis, J. M., Kelly, J. W., Pusch, M., Bailenson, J. N., & Beall, A. C. (2008). Psychophysics of perceiving eye-gaze and head direction with peripheral vision: Implications for the dynamics of eye-gaze behavior. Perception, 37(9), 1443–1457.Google Scholar
Macchi, C. V., Turati, C., & Simion, F. (2004). Can a nonspecific bias toward top-heavy patterns explain newborns’ face preference? Psychological Science, 15(6), 379–383.Google Scholar
Masuda, T., Ellsworth, P. C., Mesquita, B., Leu, J., Tanida, S., & van de Veerdonk, E. (2008). Placing the face in context: cultural differences in the perception of facial emotion. Journal of Personality and Social Psychology, 94(3), 365.Google Scholar
Masuda, T., & Nisbett, R. E. (2001). Attending holistically versus analytically: Comparing the context sensitivity of Japanese and Americans. Journal of Personality and Social Psychology, 81(5), 922.Google Scholar
Masuda, T., (2006). Culture and change blindness. Cognitive Science, 30(2), 381–399.Google Scholar
Masuda, T., Russell, M. J., Chen, Y. Y., Hioki, K., & Caplan, J. B. (2014). N400 incongruity effect in an episodic memory task reveals different strategies for handling irrelevant contextual information for Japanese than European Canadian. Cognitive Neuroscience, 5, 17–25.Google Scholar
Maurer, D. J. (2017). Critical periods re-examined: Evidence from children treated for dense cataracts. Cognitive Development, 42, 27–36.CrossRefGoogle Scholar
Maurer, D. J., & Lewis, T. L. (2001a). Visual acuity: The role of visual input in inducing postnatal change. Clinical Neuroscience Research, 1(4), 239–247.CrossRefGoogle Scholar
Maurer, D., & Lewis, T. (2001b). Visual acuity and spatial contrast sensitivity: Normal development and underlying mechanisms. In Nelson, C. A. & Luciana, M. (Eds.), Handbook of developmental cognitive neuroscience (pp. 237–250). Cambridge, MA: MIT Press.Google Scholar
Maurer, D., Mondloch, C. J., & Lewis, T. L. (2007). Sleeper effects. Developmental Science, 10(1), 40–47.Google Scholar
McKone, E., Crookes, K., Jeffery, L., & Dilks, D. D. (2012). A critical review of the development of face recognition: Experience is less important than previously believed. Cognitive Neuropsychology, 29(1–2), 174–212.Google Scholar
Menon, V. (2013). Developmental pathways to functional brain networks: Emerging principles. Trends in Cognitive Sciences, 17(12), 627–640.Google Scholar
Miyamoto, Y., Yoshikawa, S., & Kitayama, S. (2011). Feature and configuration in face processing: Japanese are more configural than Americans. Cognitive Science, 35, 563–574.Google Scholar
Montag, J. L., Jones, M. N., & Smith, L. B. (2018). Quantity and diversity: Simulating early word learning environments. Cognitive Science, 42, 375–412.Google Scholar
Moriguchi, Y., Evans, A. D., Hiraki, K., Itakura, S., & Lee, K. (2012). Cultural differences in the development of cognitive shifting: East–West comparison. Journal of Experimental Child Psychology, 111, 156–163.Google Scholar
Moulson, M. C., Westerlund, A., Fox, N. A., Zeanah, C. H., & Nelson, C. A. (2009). The effects of early experience on face recognition: An event-related potential study of institutionalized children in Romania. Child Development, 80(4), 1039–1056.Google Scholar
Nisbett, R. E., & Masuda, T. (2003). Culture and point of view. Proceedings of the National Academy of Sciences, 100(19), 11163–11170.Google Scholar
Nisbett, R. E., & Miyamoto, Y. (2005). The influence of culture: Holistic versus analytic perception. Trends in Cognitive Sciences, 9, 467–473.Google Scholar
Nisbett, R. E., Peng, K. P., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: Holistic versus analytic cognition. Psychological Review, 108, 291–310.Google Scholar
Nishimura, M., Scherf, S., & Behrmann, M. (2009). Development of object recognition in humans. F1000 Biology Reports, 1, 56.Google Scholar
Norman, D. A. (2010). The research-practice gap: The need for translational developers. Interactions, 17(4), 9–12.Google Scholar
Oakes, L. M. (2017). Plasticity may change inputs as well as processes, structures, and responses. Cognitive Development, 42, 4–14.Google Scholar
Oruç, İ., & Barton, J. (2010). Critical frequencies in the perception of letters, faces, and novel shapes: Evidence for limited scale invariance for faces. Journal of Vision, 10(12), 20-20.Google Scholar
Pascalis, O., Loevenbruck, H., Quinn, P. C., Kandel, S., Tanaka, J. W., & Lee, K. (2014). On the links among face processing, language processing, and narrowing during development. Child Development Perspectives, 8(2), 65–70.Google Scholar
Perry, L. K., Samuelson, L. K., Malloy, L. M., & Schiffer, R. N. (2010). Learn locally, think globally: Exemplar variability supports higher-order generalization and word learning. Psychological Science, 21(12), 1894–1902.Google Scholar
Power, J. D., Fair, D. A., Schlaggar, B. L., & Petersen, S. E. (2010). The development of human functional brain networks. Neuron, 67(5), 735–748.Google Scholar
Prevoo, M. J., & Tamis-LeMonda, C. S. (2017). Parenting and globalization in Western countries: Explaining differences in parent–child interactions. Current Opinion in Psychology, 15, 33–39.Google Scholar
Ravizza, S. M., Solomon, M., Ivry, R. B., & Carter, C. S. (2013). Restricted and repetitive behaviors in autism spectrum disorders: The relationship of attention and motor deficits. Development and Psychopathology, 25(3), 773–784.Google Scholar
Reese, E., Sparks, A., & Leyva, D. (2010). A review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97–117.Google Scholar
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199.Google Scholar
Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. (2018). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710.Google Scholar
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774.Google Scholar
Roy, D., Patel, R., DeCamp, P., Kubat, R., Fleischman, M., Roy, B., … Levit, M. (2006, September). The human speechome project. In Nehaniv, C., Vogt, P., Sugita, Y., & Tuci, E. (Eds.), Symbol grounding and beyond: Third International Workshop on Emergence and Evolution of Linguistic Communication (pp. 192–196). Berlin: Springer.Google Scholar
Salakhutdinov, R., Torralba, A., & Tenenbaum, J. (2011). Learning to share visual appearance for multiclass object detection. Proceedings of the 2011 IEEE Conference on Computer Vision and Pattern Recognition, 1481–1488. https://doi.org/10.1109/CVPR.2011.5995720Google Scholar
Scherf, K. S., & Scott, L. S. (2012). Connecting developmental trajectories: Biases in face processing from infancy to adulthood. Developmental Psycholobiology, 54(6), 643–663.CrossRefGoogle ScholarPubMed
Scott, L. S., Pascalis, O., & Nelson, C. A. (2007). A domain-general theory of the development of perceptual discrimination. Current Directions in Psychological Science, 16(4), 197–201.Google Scholar
Senzaki, S., Masuda, T., & Nand, K. (2014). Holistic versus analytic expressions in artworks: Cross-cultural differences and similarities in drawings and collages by Canadian and Japanese school-aged children. Journal of Cross-Cultural Psychology, 45, 1297–1316.Google Scholar
Shneidman, L. A., Arroyo, M. E., Levine, S. C., & Goldin-Meadow, S. (2013). What counts as effective input for word learning? Journal of Child Language, 40, 672–686.Google Scholar
Simoncelli, E. P. (2003). Vision and the statistics of the visual environment. Current Opinion in Neurobiology, 13(2), 144–149.CrossRefGoogle ScholarPubMed
Smith, L. B. (2005). Action alters shape categories. Cognitive Science, 29(4), 665–679.Google Scholar
Smith, L. B. (2009). From fragments to geometric shape: Changes in visual object recognition between 18 and 24 months. Current Directions in Psychological Science, 18(5), 290–294.Google Scholar
Smith, L. B., Yu, C., & Pereira, A. F. J. D. S. (2011). Not your mother’s view: The dynamics of toddler visual experience. Developmental Science, 14(1), 9–17.Google Scholar
Smith, L. B., Yu, C., Yoshida, H., & Fausey, C. M. (2015). Contributions of head-mounted cameras to studying the visual environments of infants and young children. Journal of Cognition and Development, 16(3), 407–419.Google Scholar
Sommerville, J. A., Upshaw, M. B., & Loucks, J. (2012). The nature of goal-directed action representations in infancy. Advances in Child Development and Behavior, 43, 351–387.Google Scholar
Sommerville, J. A., Woodward, A. L., & Needham, A. (2005). Action experience alters 3-month-old infants’ perception of others’ actions. Cognition, 96, B1–B11.Google Scholar
Soska, K. C., Adolph, K. E., & Johnson, S. P. (2010). Systems in development: Motor skill acquisition facilitates three-dimensional object completion. Developmental Psychology, 46(1), 129.Google Scholar
Sperry, D. E., Sperry, L. L., & Miller, P. J. (2018). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303–1318.Google Scholar
Sporns, O., & Edelman, G. M. (1993). Solving Bernstein’s problem: A proposal for the development of coordinated movement by selection. Child Development, 64(4), 960–981.Google Scholar
Striano, T., & Reid, V. M. (2006). Social cognition in the first year. Trends in Cognitive Sciences, 10(10), 471–476.Google Scholar
Sugden, N. A., Mohamed-Ali, M. I., & Moulson, M. C. (2014). I spy with my little eye: Typical, daily exposure to faces documented from a first-person infant perspective. Developmental Psychobiology, 56(2), 249–261.Google Scholar
Tatler, B. W., Hayhoe, M. M., Land, M. F., & Ballard, D. H. (2011). Eye guidance in natural vision: Reinterpreting salience. Journal of Vision, 11(5), 5.Google Scholar
VanDam, M., Warlaumont, A. S., Bergelson, E., Cristia, A., Soderstrom, M., de Palma, P., & MacWhinney, B. (2016). HomeBank: An online repository of daylong child-centered audio recordings. Seminars in Speech and Language, 37(2), 128–142.Google ScholarPubMed
Vida, M. D., & Maurer, D. (2012). Gradual improvement in fine-grained sensitivity to triadic gaze after 6 years of age. Journal of Experimental Child Psychology, 111(2), 299–318.Google Scholar
Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65(2), 606–621.CrossRefGoogle ScholarPubMed
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152.CrossRefGoogle ScholarPubMed
Wolfe, J. M., Võ, M. L. H., Evans, K. K., & Greene, M. R. (2011). Visual search in scenes involves selective and nonselective pathways. Trends in Cognitive Sciences, 15(2), 77–84.Google Scholar
Woodward, A. L. (1998). Infants selectively encode the goal object of an actor’s reach. Cognition, 69, 1–34.Google Scholar
Yamins, D. L., & DiCarlo, J. J. (2016). Using goal-driven deep learning models to understand sensory cortex. Nature Neuroscience, 19(3), 356.Google Scholar
Yoshida, H., & Smith, L. B. (2008). What’s in view for toddlers? Using a head camera to study visual experience. Infancy, 13(3), 229–248.Google Scholar
Yu, C., & Smith, L. B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye–hand coordination. PloS One, 8(11), e79659.Google Scholar
Yu, C., (2017). From infant hands to parent eyes: Hand–eye coordination predicts joint attention. Child Development, 88(6), 2060–2078.Google Scholar
Yurovsky, D., Smith, L. B., & Yu, C. (2013). Statistical word learning at scale: The baby’s view is better. Developmental Science, 16(6), 959–966.Google Scholar
Zukow, P. G. (1990). Socio-perceptual bases for the emergence of language: An alternative to innatist approaches. Developmental Psychobiology, 23, 705–726. https://doi.org/10.1002/dev.420230711CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×