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Part representation is not only critical to object perception but also plays a key role in a number of basic visual cognition functions, such as figure-ground segregation, allocation of attention, and memory for shapes. Yet, virtually nothing is known about the development of part representation. If parts are fundamental components of object shape representation early in life, then the infant visual system should give priority to parts over other aspects of objects. We tested this hypothesis by examining whether part shapes are more salient than cavity shapes to infants. Five-month-olds were habituated to a stimulus that contained a part and a cavity. In a subsequent novelty preference test, 5-month-olds exhibited a preference for the cavity shape, indicating that part shapes were more salient than cavity shapes during habituation. The differential processing of part versus cavity contours in infancy is consistent with theory and empirical findings in the literature on adult figure-ground perception and indicates that basic aspects of part-based object processing are evident early in life. [ABSTRACT FROM AUTHOR]

The article discusses the article "How Does Learning Impact Development in Infancy? The Case of Perceptual Organization," by Ramesh S. Bhatt and Paul C. Quinn. In the article Bhatt and Quinn offer a response to criticisms which were offered in response to their article and discuss different approaches which can be used to study early perceptual learning in infants.

Pattern perception and organization are critical functions of the visual cognition system. Many organizational processes are available early in life, such that infants as young 3 months of age are able to readily utilize a variety of cues to organize visual patterns. However, other processes are not readily evident in young infants, and their development involves perceptual learning. We describe a theoretical framework that addresses perceptual learning in infancy and the manner in which it affects visual organization and development. It identifies five kinds of experiences that induce learning, and suggests that they work via attentional and unitization mechanisms to modify visual organization. In addition, the framework proposes that this kind of learning is abstract, domain general, functional at different ages in a qualitatively similar manner, and has a long-term impact on development through a memory reactivation process. Although most models of development assume that experience is fundamental to development, very little is actually known about the process by which experience affects development. The proposed framework is an attempt to account for this process in the domain of perception. [ABSTRACT FROM AUTHOR]

lthough several studies have examined infants' sensitivity to perceptual organizational cues, few have examined the functional relations among these cues. We examined how uniform connectedness (UC) functions in relation to shape and luminance similarity. UC has been characterized as the entry-level mechanism of perceptual organization and would therefore be predicted to be more salient than the other two cues. We found that UC was more salient than shape similarity organization was, to the point that 6- to 7-month-old infants failed to even organize on the basis of shape in the presence of UC. Luminance similarity, however, was more salient than UC, even though UC was detected by infants in the presence of luminance cues. We conclude that UC is not necessarily the most salient mechanism of perceptual organization in infancy. Moreover, the luminance-UC-shape salience hierarchy exhibited by 6- to 7-month-olds in the present study is consistent with the order of development of sensitivity to these organizational cues. [ABSTRACT FROM AUTHOR]

The current study examined the stability, consistency, and predictive utility of average fixation durations in infancy. In Study 1, infants' (N = 80) average fixation duration when viewing social stimuli was found to show strong relative stability from 3.5 to 9 months of age. In Study 2, strong within‐infant consistency was found in 3.5‐month‐old infants' (N = 73) average fixation durations to social and nonsocial stimuli. In Study 3, 3.5‐ to 9‐month‐old infants' (N = 89) average fixation duration was found to systematically vary with parent‐reported symptoms of attention deficit hyperactivity disorder (ADHD) at 4–6 years of age. These results suggest that average fixation duration serves as a stable and systematic measure of individual differences in cognitive development beginning early in life. [ABSTRACT FROM AUTHOR]

Highlights • 3.5- and 6.5-month-olds differentially scan female and male bodies if sex information is present in face and body. • 3.5- and 6.5-month-olds failed to exhibit systematic scanning when sex information was present solely in face or body. • 9-month-olds scan systematically in the presence of only one source of information. • The necessity for both face and body information early in life constrains theories of social perception development. Abstract The current investigation sought to differentiate between contrasting perspectives of body knowledge development by determining whether infants' adult-like scanning of male and female bodies is dependent on relevant information from the face/head alone, the body alone, or a combination of both sources. Scanning patterns of 3.5-, 6.5-, and 9-month-olds (N = 80) in response to images that contained information relevant to sex classification in either the face/head or the body were examined. The results indicate that sex-specific scanning in the presence of only one source of relevant information (i.e., face/head or body) is present only at 9 months. Thus, although sex-specific scanning of bodies emerges as early as 3.5 months, information from both faces/heads and bodies is required until sometime between 6.5 and 9 months of age. These findings constrain theories of the development of social perception by documenting the complex interplay between body and face/head processing early in life. [ABSTRACT FROM AUTHOR]

In this study we sought to determine whether infants, like adults, utilize previous experience to guide figure/ground processing. After familiarization to a shape, 5-month-olds preferentially attended to the side of an ambiguous figure/ground test stimulus corresponding to that shape, suggesting that they were viewing that portion as the figure. Infants’ failure to exhibit this preference in a control condition in which both sides of the test stimulus were displayed as figures indicated that the results in the experimental condition were not due to a preference between two figure shapes. These findings demonstrate for the first time that figure/ground processing in infancy is sensitive to top-down influence. Thus, a critical aspect of figure/ground processing is functional early in life. [ABSTRACT FROM AUTHOR]

This study addressed the development of attention to information that is socially relevant to adults by examining infants’ ( N = 64) scanning patterns of male and female bodies. Infants exhibited systematic attention to regions associated with sex-related scanning by adults, with 3.5- and 6.5-month-olds looking longer at the torsos of females than of males and looking longer at the legs of males than of females. However, this pattern of looking was not found when infants were tested on headless bodies in Experiment 2, suggesting that infants’ differential gaze pattern in Experiment 1 was not due to low-level stimulus features, such as clothing, and also indicating that facial/head information is necessary for infants to exhibit sex-specific scanning. We discuss implications for models of face and body knowledge development. [ABSTRACT FROM AUTHOR]

Adults exhibit enhanced attention to negative emotions like fear, which is thought to be an adaptive reaction to emotional information. Previous research, mostly conducted with static faces, suggests that infants exhibit an attentional bias toward fearful faces only at around 7 months of age. In a recent study ( Journal of Experimental Child Psychology, 2016, Vol. 147, pp. 100–110), we found that 5-month-olds also exhibit heightened attention to fear when tested with dynamic face videos. This indication of an earlier development of an attention bias to fear raises questions about developmental mechanisms that have been proposed to underlie this function. However, Grossmann and Jessen ( Journal of Experimental Child Psychology , 2016, Vol. 153, pp. 149–154) argued that this result may have been due to differences in the amount of movement in the videos rather than a response to emotional information. To examine this possibility, we tested a new sample of 5-month-olds exactly as in the original study (Heck, Hock, White, Jubran, & Bhatt, 2016) but with inverted faces. We found that the fear bias seen in our study was no longer apparent with inverted faces. Therefore, it is likely that infants’ enhanced attention to fear in our study was indeed a response to emotions rather than a reaction to arbitrary low-level stimulus features. This finding indicates enhanced attention to fear at 5 months and underscores the need to find mechanisms that engender the development of emotion knowledge early in life. [ABSTRACT FROM AUTHOR]

Appropriate processing of emotions is paramount for successful social functioning. Adults’ enhanced attention to negative emotions such as fear is thought to be a critical aspect of this adaptive functioning. Prior studies indicate that increased attention to fear relative to positive or neutral emotions begins at around 7 months of age, and it has been suggested that this negativity bias is related to self-locomotion. However, these studies mostly used static faces, potentially limiting information available to the infants. In the current study, 3.5-month-olds ( n = 24) and 5-month-olds ( n = 24) were exposed to dynamic faces expressing fear, happy, or neutral emotions and a distracting peripheral checkerboard. The 5-month-olds looked proportionally longer at the face compared with the checkerboard when the face was fearful than when it was happy or neutral. Conversely, the 3.5-month-olds did not differentiate their attention as a function of emotion. These results indicate that the onset of enhanced attention to fear occurs between 3.5 and 5 months of age. This finding raises questions about the developmental mechanisms that drive attentional bias given that the idea of the onset of self-locomotion being a catalyst for the development of negativity bias might no longer hold. [ABSTRACT FROM AUTHOR]

Both objects and parts function as organizational entities in adult perception. Prior research has indicated that objects affect organization early in life: Infants grouped elements located within object boundaries and segregated them from those located on different objects. Here, we examined whether parts also induce grouping in infancy. Five- and 6.5-month-olds were habituated to two-part objects containing element pairs. In a subsequent test, infants treated groupings of elements that crossed part boundaries as novel, in comparison with groupings that had shared a common part during habituation. In contrast, the same arrangement of elements failed to elicit evidence of grouping in control conditions in which the elements were not surrounded by closed part boundaries. Thus, infants grouped and segregated elements on the basis of part structure. Part-based processing is a key aspect of many theories of perception. The present research adds to this literature by indicating that parts function as organizational entities early in life. [ABSTRACT FROM AUTHOR]

Learning can be highly adaptive if associations learned in one context are generalized to novel contexts. We examined the development of such generalization in infancy in the context of grouping. In Experiment 1, 3- to 4-month-olds and 6- to 7-month-olds were habituated to shapes grouped via the organizational principle of common region and were tested with familiar and novel pairs as determined by the principle of proximity. Older infants generalized from common region to proximity, but younger infants did not. Younger infants failed to generalize when the task was easier (Experiment 2), and their failure was not due to inability to group via proximity (Experiment 3). However, in Experiment 4, even younger infants generalized grouping on the basis of connectedness to proximity. Thus, the ability to transfer learned associations of shapes to novel contexts is evident early in life, although it continues to undergo quantitative change during infancy. Moreover, the operation of this generalization mechanism may be induced by means of bootstrapping onto functional organizational principles, which is consistent with a developmental framework in which core processes scaffold learning. [ABSTRACT FROM AUTHOR]