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Novel Objects (novel + object)
Selected AbstractsThe Influence of Labels, Non-Labeling Sounds, and Source of Auditory Input on 9- and 15-Month-Olds' Object CategorizationINFANCY, Issue 3 2003Anne L. Fulkerson This experiment examines the joint influence of auditory and social cues on infants' basic-level and global categorization. Nine- and fifteen-month-olds were familiarized to a series of category exemplars in an object-examining task. Objects were introduced with a labeling phrase, a non-labeling sound, or no sound, and auditory input was presented orally by the experimenter or played on a hidden voice recorder. Novel objects from the familiarized category and a contrasting category were then presented. Results of analyses performed on novelty preference scores indicated that infants demonstrated basic-level categorization in all conditions. However, infants at both age levels only demonstrated global categorization when labeling phrases were introduced. In addition, labels led to global categorization in 9-month-olds regardless of the source of those labels; however, labels only led to global categorization in 15-month-olds when the labels were presented orally by the experimenter. [source] Exploratory behavior in mice selectively bred for developmental differences in aggressive behaviorDEVELOPMENTAL PSYCHOBIOLOGY, Issue 1 2008Kathryn E. Hood Abstract The development and expression of exploratory behavior was assessed in the Cairns lines of Institute for Cancer Research (ICR) mice that were selectively bred for differences in aggressive behavior, with a high-aggressive 900 line, low-aggressive 100 line, and control 500 line. Four paradigms were employed. Developmental changes were evident in the complex novel arena, with older males faster to contact a novel object, and ambulating more than young males. Within the control 500 line, older males showed longer latency to emerge from the home cage, and shorter latency to contact novel objects. In the 900 line, younger males showed this same pattern. R. B. Cairns proposed that line differences in aggressive behavior arise through alterations in developmental timing [Cairns et al. [1983] Life-span developmental psychology (Vol. 5). New York: Academic Press; Gariépy et al. [2001] Animal Behaviour 61: 933,947]. The early appearance of mature patterns of exploratory behavior in 900 line males supports this interpretation. The 900 line males also appear to be behaviorally inhibited in novel settings such as the light,dark box and the neohypophagia paradigm, compared to the 500 and 100 lines (Experiments 1, 2, and 4). Moreover, in the most complex apparatus, the novel arena, 900 line males were slowest to exit the home cage, and fastest to contact a novel object. The apparent contrast in these parameters of exploratory behavior is discussed in relation to T. C. Schneirla's [1965 Advances in the study of behavior (Vol. 1). New York: PN Academic] approach,withdrawal theory. © 2007 Wiley Periodicals, Inc. Dev Psychobiol 50: 32,47, 2008. [source] Monolingual, bilingual, trilingual: infants' language experience influences the development of a word-learning heuristicDEVELOPMENTAL SCIENCE, Issue 5 2009Krista Byers-Heinlein How infants learn new words is a fundamental puzzle in language acquisition. To guide their word learning, infants exploit systematic word-learning heuristics that allow them to link new words to likely referents. By 17 months, infants show a tendency to associate a novel noun with a novel object rather than a familiar one, a heuristic known as disambiguation. Yet, the developmental origins of this heuristic remain unknown. We compared disambiguation in 17- to 18-month-old infants from different language backgrounds to determine whether language experience influences its development, or whether disambiguation instead emerges as a result of maturation or social experience. Monolinguals showed strong use of disambiguation, bilinguals showed marginal use, and trilinguals showed no disambiguation. The number of languages being learned, but not vocabulary size, predicted performance. The results point to a key role for language experience in the development of disambiguation, and help to distinguish among theoretical accounts of its emergence. [source] Hypolocomotion, anxiety and serotonin syndrome-like behavior contribute to the complex phenotype of serotonin transporter knockout miceGENES, BRAIN AND BEHAVIOR, Issue 4 2007A. V. Kalueff Although mice with a targeted disruption of the serotonin transporter (SERT) have been studied extensively using various tests, their complex behavioral phenotype is not yet fully understood. Here we assess in detail the behavior of adult female SERT wild type (+/+), heterozygous (+/,) and knockout (,/,) mice on an isogenic C57BL/6J background subjected to a battery of behavioral paradigms. Overall, there were no differences in the ability to find food or a novel object, nest-building, self-grooming and its sequencing, and horizontal rod balancing, indicating unimpaired sensory functions, motor co-ordination and behavioral sequencing. In contrast, there were striking reductions in exploration and activity in novelty-based tests (novel object, sticky label and open field tests), accompanied by pronounced thigmotaxis, suggesting that combined hypolocomotion and anxiety (rather than purely anxiety) influence the SERT ,/, behavioral phenotype. Social interaction behaviors were also markedly reduced. In addition, SERT ,/, mice tended to move close to the ground, frequently displayed spontaneous Straub tail, tics, tremor and backward gait , a phenotype generally consistent with ,serotonin syndrome'-like behavior. In line with replicated evidence of much enhanced serotonin availability in SERT ,/, mice, this serotonin syndrome-like state may represent a third factor contributing to their behavioral profile. An understanding of the emerging complexity of SERT ,/, mouse behavior is crucial for a detailed dissection of their phenotype and for developing further neurobehavioral models using these mice. [source] Learning While Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to LearnINFANCY, Issue 4 2010Michael H. Goldstein Two studies illustrate the functional significance of a new category of prelinguistic vocalizing,object-directed vocalizations (ODVs),and show that these sounds are connected to learning about words and objects. Experiment 1 tested 12-month-old infants' perceptual learning of objects that elicited ODVs. Fourteen infants' vocalizations were recorded as they explored novel objects. Infants learned visual features of objects that elicited the most ODVs but not of objects that elicited the fewest vocalizations. Experiment 2 assessed the role of ODVs in learning word,object associations. Forty infants aged 11.5 months played with a novel object and received a label either contingently on an ODV or on a look alone. Only infants who received labels in response to an ODV learned the association. Taken together, the findings suggest that infants' ODVs signal a state of attention that facilitates learning. [source] Language Experience Shapes the Development of the Mutual Exclusivity BiasINFANCY, Issue 2 2010Carmel Houston-Price Halberda (2003) demonstrated that 17-month-old infants, but not 14- or 16-month-olds, use a strategy known as mutual exclusivity (ME) to identify the meanings of new words. When 17-month-olds were presented with a novel word in an intermodal preferential looking task, they preferentially fixated a novel object over an object for which they already had a name. We explored whether the development of this word-learning strategy is driven by children's experience of hearing only one name for each referent in their environment by comparing the behavior of infants from monolingual and bilingual homes. Monolingual infants aged 17,22 months showed clear evidence of using an ME strategy, in that they preferentially fixated the novel object when they were asked to "look at the dax." Bilingual infants of the same age and vocabulary size failed to show a similar pattern of behavior. We suggest that children who are raised with more than one language fail to develop an ME strategy in parallel with monolingual infants because development of the bias is a consequence of the monolingual child's everyday experiences with words. [source] Young Infants' Performance in the Object-Variation Version of the Above-Below Categorization Task: A Result of Perceptual Distraction or Conceptual Limitation?INFANCY, Issue 3 2002Paul C. Quinn Five experiments were conducted to examine the performance of young infants on above versus below categorization tasks. Experiments 1 and 2 showed that infants did not form abstract categorical representations for above and below when familiarized with different objects depicted in a constant spatial relation relative to a horizontal bar and tested on a novel object depicted in the familiar and novel spatial relation. Experiments 3 through 5 examined perceptual-attentional distraction versus conceptually based generalization explanations for young infant performance in the object-variation version of the above-below categorization task. Experiments 3 and 4 demonstrated that infants still did not form abstract categorical representations for above and below when object variation was removed from the familiarization trials or when object novelty was reduced during the preference test trials. However, Experiment 5 showed that 3- and 4-month-olds succeeded on the above versus below categorization task when familiarized with object variation and preference tested with a familiar versus novel object-bar relation. These results indicate that young infants can form categorical representations for above and below in the object-variation version of the above-below categorization task, but that such representations are specific to the particular objects presented. Young infant performance in the object-variation version of the above-below categorization task thus reflects a conceptually based generalization limit rather than a problem of perceptual-attentional distraction. [source] Correlation between boldness and body mass in natural populations of the poeciliid Brachyrhaphis episcopiJOURNAL OF FISH BIOLOGY, Issue 6 2007C. Brown The boldness of individual Brachyrhaphis episcopi, collected from regions of high and low predation, was investigated using two independent assays: (1) the time to emerge from cover and (2) the propensity to leave shoal mates and investigate a novel object. A strong correlation between the two assays was revealed such that fish that emerged from shelter sooner were also more likely to approach a novel object. This is indicative of a boldness personality axis acting across both behavioural contexts. Fish from high-predation areas were bolder than those from low-predation areas and males were bolder than females. A significant correlation between body mass, standard length (LS) and boldness score was also found. In general, bold fish had a greater body mass at a given LS than shy fish. These results suggest that personality traits are strongly influenced by population-specific ecological variables and may have fitness consequences in wild populations. [source] A guided tour into subcellular colocalization analysis in light microscopyJOURNAL OF MICROSCOPY, Issue 3 2006S. BOLTE Summary It is generally accepted that the functional compartmentalization of eukaryotic cells is reflected by the differential occurrence of proteins in their compartments. The location and physiological function of a protein are closely related; local information of a protein is thus crucial to understanding its role in biological processes. The visualization of proteins residing on intracellular structures by fluorescence microscopy has become a routine approach in cell biology and is increasingly used to assess their colocalization with well-characterized markers. However, image-analysis methods for colocalization studies are a field of contention and enigma. We have therefore undertaken to review the most currently used colocalization analysis methods, introducing the basic optical concepts important for image acquisition and subsequent analysis. We provide a summary of practical tips for image acquisition and treatment that should precede proper colocalization analysis. Furthermore, we discuss the application and feasibility of colocalization tools for various biological colocalization situations and discuss their respective strengths and weaknesses. We have created a novel toolbox for subcellular colocalization analysis under ImageJ, named JACoP, that integrates current global statistic methods and a novel object-based approach. [source] A Mouse Model of Prenatal Ethanol Exposure Using a Voluntary Drinking ParadigmALCOHOLISM, Issue 12 2003Andrea M. Allan Background: The incidence of fetal alcohol spectrum disorders is estimated to be as high as 1 in 100 births. Efforts to better understand the basis of prenatal ethanol-induced impairments in brain functioning, and the mechanisms by which ethanol produces these defects, will rely on the use of animal models of fetal alcohol exposure (FAE). Methods: Using a saccharin-sweetened alcohol solution, we developed a free-choice, moderate alcohol access model of prenatal alcohol exposure. Stable drinking of a saccharin solution (0.066%) was established in female mice. Ethanol then was added to the saccharin in increasing concentrations (2%, 5%, 10% w/v) every 2 days. Water was always available, and mice consumed standard pellet chow. Control mice drank saccharin solution without ethanol. After a stable baseline of ethanol consumption (14 g/kg/day) was obtained, females were impregnated. Ethanol consumption continued throughout pregnancy and then was decreased to 0% in a step-wise fashion over a period of 6 days after pups were delivered. Characterization of the model included measurements of maternal drinking patterns, blood alcohol levels, food consumption, litter size, pup weight, pup retrieval times for the dams, and effects of FAE on performance in fear-conditioned learning and novelty exploration. Results: Maternal food consumption, maternal care, and litter size and number were all found to be similar for the alcohol-exposed and saccharin control animals. FAE did not alter locomotor activity in an open field but did increase the time spent inspecting a novel object introduced into the open field. FAE mice displayed reduced contextual fear when trained using a delay fear conditioning procedure. Conclusions: The mouse model should be a useful tool in testing hypotheses about the neural mechanisms underlying the learning deficits present in fetal alcohol spectrum disorders. Moreover, a mouse prenatal ethanol model should increase the opportunity to use the power of genetically defined and genetically altered mouse populations. [source] Acute Effects of Ethanol on Behavior of Adolescent Rats: Role of Social ContextALCOHOLISM, Issue 3 2001Elena I. Varlinskaya Background: First experiences with alcohol in humans occur predominantly in adolescence, and to a large extent the attractiveness of alcohol at this age is based on its ability to facilitate certain forms of social behavior (social facilitation). Adolescence is strongly marked by a focus on peer relationships, and the social nature of the situation plays an important role in responsiveness to alcohol. Peer-directed social activity of adolescent rats may be a valuable experimental model for the study of ethanol-induced changes in social behavior and assessment of the role of the social context in responsiveness to ethanol. Method: In the present study we used a modified dyad social interaction test to characterize acute effects of ethanol on different forms of social behavior (social investigation, contact behavior, and play) and social motivation (preference/avoidance of a peer) in adolescent rats. Ethanol effects on behavior directed toward a peer were compared with those induced by exposure to an inanimate novel object. Results: In the social context, the effects of ethanol were dose-dependent and biphasic. Low doses of ethanol (0.25,0.75 g/kg) produced apparent social facilitation (increased social activity and enhanced social preference), whereas higher doses (3 and 4 g/kg) caused social inhibition (decreased social activity and avoidance of a peer). This pattern was not observed for a nonsocial stimulus: Although overall activity in the nonsocial context was suppressed by 2 and 3 g/kg of ethanol, 0.5 g/kg of ethanol did not activate overall activity directed to the inanimate object. Conclusions: These findings demonstrate that the social nature of the testing situation plays an important role in responsiveness to alcohol in adolescence, especially to its activating effects. The results suggest also that the study of ethanol effects on social behavior of adolescent rats may be an effective tool for the study of adolescent alcohol use and abuse. [source] Influence of a novel object in the home range of the cockroach, Blattella germanicaMEDICAL AND VETERINARY ENTOMOLOGY, Issue 2 2002V. Durier Abstract We investigated whether exploratory behaviour of the cockroach, Blattella germanica (L.) (Dictyoptera: Blattellidae), was modified by the introduction of a novel object, such as a bait station, into their familiar home range. In particular, we measured the attractiveness of boxes, as novel objects, in relation to their complexity and to their contents. The presence of a novel object induced an increase of exploratory behaviour on and inside the object and its environs. Time spent around the object depended on the complexity of the object (closed box or with holes). The more complex the object, the longer cockroaches spent exploring it. When the object contained food, its attractiveness was greatly increased and it affected cockroaches from further away. [source] ,Theory of Mind' and Tracking Speakers' IntentionsMIND & LANGUAGE, Issue 1-2 2002Francesca Happé Typical theory of mind tasks assess children's ability to attribute a false belief in order to predict or explain an action. According to these standard tasks, young children do not represent the independent (mistaken) beliefs of others until the fourth year,yet long before this, children are able to track speakers' intentions in order to learn new words. Might communication be a privileged domain for theory of mind? In the present study we explored pre-schoolers' ability to track a false belief in order to acquire a novel word. A puppet labeled a novel object in a false belief condition (contents of a box had been switched without her knowledge), and a true belief condition (contents switched in her presence). Children were significantly better at tracking the puppet's false belief in the word-learning task than in a standard false belief test. Possible reasons for this advantage are discussed, and the suggestion made that representation of mental states may emerge precociously in the service of communication. [source] Exploratory behavior in mice selectively bred for developmental differences in aggressive behaviorDEVELOPMENTAL PSYCHOBIOLOGY, Issue 1 2008Kathryn E. Hood Abstract The development and expression of exploratory behavior was assessed in the Cairns lines of Institute for Cancer Research (ICR) mice that were selectively bred for differences in aggressive behavior, with a high-aggressive 900 line, low-aggressive 100 line, and control 500 line. Four paradigms were employed. Developmental changes were evident in the complex novel arena, with older males faster to contact a novel object, and ambulating more than young males. Within the control 500 line, older males showed longer latency to emerge from the home cage, and shorter latency to contact novel objects. In the 900 line, younger males showed this same pattern. R. B. Cairns proposed that line differences in aggressive behavior arise through alterations in developmental timing [Cairns et al. [1983] Life-span developmental psychology (Vol. 5). New York: Academic Press; Gariépy et al. [2001] Animal Behaviour 61: 933,947]. The early appearance of mature patterns of exploratory behavior in 900 line males supports this interpretation. The 900 line males also appear to be behaviorally inhibited in novel settings such as the light,dark box and the neohypophagia paradigm, compared to the 500 and 100 lines (Experiments 1, 2, and 4). Moreover, in the most complex apparatus, the novel arena, 900 line males were slowest to exit the home cage, and fastest to contact a novel object. The apparent contrast in these parameters of exploratory behavior is discussed in relation to T. C. Schneirla's [1965 Advances in the study of behavior (Vol. 1). New York: PN Academic] approach,withdrawal theory. © 2007 Wiley Periodicals, Inc. Dev Psychobiol 50: 32,47, 2008. [source] Something old, something new: a developmental transition from familiarity to novelty preferences with hidden objectsDEVELOPMENTAL SCIENCE, Issue 2 2010Jeanne L. Shinskey Novelty seeking is viewed as adaptive, and novelty preferences in infancy predict cognitive performance into adulthood. Yet 7-month-olds prefer familiar stimuli to novel ones when searching for hidden objects, in contrast to their strong novelty preferences with visible objects (Shinskey & Munakata, 2005). According to a graded representations perspective on object knowledge, infants gradually develop stronger object representations through experience, such that representations of familiar objects can be better maintained, supporting greater search than with novel objects. Object representations should strengthen with further development to allow older infants to shift from familiarity to novelty preferences with hidden objects. The current study tested this prediction by presenting 24 11-month-olds with novel and familiar objects that were sometimes visible and sometimes hidden. Unlike 7-month-olds, 11-month-olds showed novelty preferences with both visible and hidden objects. This developmental shift from familiarity to novelty preference with hidden objects parallels one that infants show months earlier with perceptible stimuli, but the two transitions may reflect different underlying mechanisms. The current findings suggest both change and continuity in the adaptive development of object representations and associated cognitive processes. [source] The first steps in word learning are easier when the shoes fit: comparing monolingual and bilingual infantsDEVELOPMENTAL SCIENCE, Issue 1 2010Karen Mattock English, French, and bilingual English-French 17-month-old infants were compared for their performance on a word learning task using the Switch task. Object names presented a /b/ vs. /g/ contrast that is phonemic in both English and French, and auditory strings comprised English and French pronunciations by an adult bilingual. Infants were habituated to two novel objects labeled ,bowce' or ,gowce' and were then presented with a switch trial where a familiar word and familiar object were paired in a novel combination, and a same trial with a familiar word,object pairing. Bilingual infants looked significantly longer to switch vs. same trials, but English and French monolinguals did not, suggesting that bilingual infants can learn word,object associations when the phonetic conditions favor their input. Monolingual infants likely failed because the bilingual mode of presentation increased phonetic variability and did not match their real-world input. Experiment 2 tested this hypothesis by presenting monolingual infants with nonce word tokens restricted to native language pronunciations. Monolinguals succeeded in this case. Experiment 3 revealed that the presence of unfamiliar pronunciations in Experiment 2, rather than a reduction in overall phonetic variability was the key factor to success, as French infants failed when tested with English pronunciations of the nonce words. Thus phonetic variability impacts how infants perform in the switch task in ways that contribute to differences in monolingual and bilingual performance. Moreover, both monolinguals and bilinguals are developing adaptive speech processing skills that are specific to the language(s) they are learning. [source] Event-related potential (ERP) indices of infants' recognition of familiar and unfamiliar objects in two and three dimensionsDEVELOPMENTAL SCIENCE, Issue 1 2006Leslie J. Carver We measured infants' recognition of familiar and unfamiliar 3-D objects and their 2-D representations using event-related potentials (ERPs). Infants differentiated familiar from unfamiliar objects when viewing them in both two and three dimensions. However, differentiation between the familiar and novel objects occurred more quickly when infants viewed the object in 3-D than when they viewed 2-D representations. The results are discussed with respect to infants' recognition abilities and their understanding of real objects and representations. This is the first study using 3-D objects in conjunction with ERPs in infants, and it introduces an interesting new methodology for assessing infants' electrophysiological responses to real objects. [source] Attitude learning through exploration: advice and strategy appraisalsEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 5 2007J. Richard Eiser Processes of attitude learning were investigated through a game requiring discrimination between good and bad objects, where feedback about object valence (involving gain or loss) is contingent on approach. Previous research demonstrates a preponderance of false-negative errors, with some good objects (,learning asymmetry') and most novel objects (,generalization asymmetry') being judged as bad, but provides no direct evidence concerning how participants appraise alternative strategies and their own performance. To compare alternative strategies, participants received advice, supposedly from a previous participant, that most objects were bad and should be avoided, or good and should be approached. Learning and generalization asymmetries were replicated, especially among participants who followed the former (risk-averse) advice. Additionally, participants' evaluations of their own game strategy were inversely related to amount of negative feedback (the number of bad objects approached), but unrelated to positive feedback (from good objects approached), pointing to the salience of negative information for self-appraisals. Copyright © 2007 John Wiley & Sons, Ltd. [source] Behavioral and neurochemical phenotyping of Homer1 mutant mice: possible relevance to schizophreniaGENES, BRAIN AND BEHAVIOR, Issue 5 2005K. K. Szumlinski Homer proteins are involved in the functional assembly of postsynaptic density proteins at glutamatergic synapses and are implicated in learning, memory and drug addiction. Here, we report that Homer1 -knockout (Homer1 -KO) mice exhibit behavioral and neurochemical abnormalities that are consistent with the animal models of schizophrenia. Relative to wild-type mice, Homer1 -KO mice exhibited deficits in radial arm maze performance, impaired prepulse inhibition, enhanced ,behavioral despair', increased anxiety in a novel objects test, enhanced reactivity to novel environments, decreased instrumental responding for sucrose and enhanced MK-801- and methamphetamine-stimulated motor behavior. No-net-flux in vivo microdialysis revealed a decrease in extracellular glutamate content in the nucleus accumbens and an increase in the prefrontal cortex. Moreover, in Homer1 -KO mice, cocaine did not stimulate a rise in frontal cortex extracellular glutamate levels, suggesting hypofrontality. These behavioral and neurochemical data derived from Homer1 mutant mice are consistent with the recent association of schizophrenia with a single-nucleotide polymorphism in the Homer1 gene and suggest that the regulation of extracellular levels of glutamate within limbo-corticostriatal structures by Homer1 gene products may be involved in the pathogenesis of this neuropsychiatric disorder. [source] Functional connectivity with the hippocampus during successful memory formationHIPPOCAMPUS, Issue 8 2005Charan Ranganath Abstract Although it is well established that the hippocampus is critical for episodic memory, little is known about how the hippocampus interacts with cortical regions during successful memory formation. Here, we used event-related functional magnetic resonance imaging (fMRI) to identify areas that exhibited differential functional connectivity with the hippocampus during processing of novel objects that were subsequently remembered or forgotten on a postscan test. Functional connectivity with the hippocampus was enhanced during successful, as compared with unsuccessful, memory formation, in a distributed network of limbic cortical areas,including perirhinal, orbitofrontal, and retrosplenial/posterior cingulate cortex,that are anatomically connected with the hippocampal formation. Increased connectivity was also observed in lateral temporal, medial parietal, and medial occipital cortex. These findings demonstrate that successful memory formation is associated with transient increases in cortico-hippocampal interaction. © 2005 Wiley-Liss, Inc. [source] Learning While Babbling: Prelinguistic Object-Directed Vocalizations Indicate a Readiness to LearnINFANCY, Issue 4 2010Michael H. Goldstein Two studies illustrate the functional significance of a new category of prelinguistic vocalizing,object-directed vocalizations (ODVs),and show that these sounds are connected to learning about words and objects. Experiment 1 tested 12-month-old infants' perceptual learning of objects that elicited ODVs. Fourteen infants' vocalizations were recorded as they explored novel objects. Infants learned visual features of objects that elicited the most ODVs but not of objects that elicited the fewest vocalizations. Experiment 2 assessed the role of ODVs in learning word,object associations. Forty infants aged 11.5 months played with a novel object and received a label either contingently on an ODV or on a look alone. Only infants who received labels in response to an ODV learned the association. Taken together, the findings suggest that infants' ODVs signal a state of attention that facilitates learning. [source] Fast Mapping but Poor Retention by 24-Month-Old InfantsINFANCY, Issue 2 2008Jessica S. Horst Four experiments explored the processes that bridge between referent selection and word learning. Twenty-four-month-old infants were presented with several novel names during a referent selection task that included both familiar and novel objects and tested for retention after a 5-min delay. The 5-min delay ensured that word learning was based on retrieval from long-term memory. Moreover, the relative familiarity of objects used during the retention test was explicitly controlled. Across experiments, infants were excellent at referent selection, but very poor at retention. Although the highly controlled retention test was clearly challenging, infants were able to demonstrate retention of the first 4 novel names presented in the session when referent selection was augmented with ostensive naming. These results suggest that fast mapping is robust for reference selection but might be more transient than previously reported for lexical retention. The relations between reference selection and retention are discussed in terms of competitive processes on 2 timescales: competition among objects on individual referent selection trials and competition among multiple novel name,object mappings made across an experimental session. [source] Environmental enrichment and prior experience of live prey improve foraging behaviour in hatchery-reared Atlantic salmonJOURNAL OF FISH BIOLOGY, Issue 2003C. Brown Atlantic salmon salmo salar L. parr were reared for 3 months under standard hatchery conditions or in a structurally enriched tank (containing plants, rocks and novel objects). Half of each of these fish had prior exposure to live prey in the form of live bloodworm while the other half were fed hatchery-pellets. After 12 days all fish were tested on a novel live prey item (brine shrimp). A significant interaction between the two factors (prior exposure to live prey and rearing condition) revealed that foraging performance was only enhanced in fish that had been reared in a complex environment and exposed to live prey. It appears that the ability to generalize from one live prey type to another is only enhanced in fish that had been reared in an enriched environment. The findings support the assertion that the provision of enriched environments in combination with exposure to live prey prior to release may significantly improve the post-release survival rates of hatchery-reared fishes. As both the environmental enrichment and the prior foraging experience procedures were comparatively simple, the provision of such pre-release experiences are likely to prove cost effective to hatcheries. [source] Influence of a novel object in the home range of the cockroach, Blattella germanicaMEDICAL AND VETERINARY ENTOMOLOGY, Issue 2 2002V. Durier Abstract We investigated whether exploratory behaviour of the cockroach, Blattella germanica (L.) (Dictyoptera: Blattellidae), was modified by the introduction of a novel object, such as a bait station, into their familiar home range. In particular, we measured the attractiveness of boxes, as novel objects, in relation to their complexity and to their contents. The presence of a novel object induced an increase of exploratory behaviour on and inside the object and its environs. Time spent around the object depended on the complexity of the object (closed box or with holes). The more complex the object, the longer cockroaches spent exploring it. When the object contained food, its attractiveness was greatly increased and it affected cockroaches from further away. [source] The Birth of Words: Ten-Month-Olds Learn Words Through Perceptual SalienceCHILD DEVELOPMENT, Issue 2 2006Shannon M. Pruden A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a particular spatial location rather than to an object. Results show that 10-month-olds can learn new labels and do so by relying on the perceptual salience of an object instead of social cues provided by a speaker. This is in direct contrast to the way in which older children (12-, 18-, and 24-month-olds) learn and extend new object names. [source] Mapping Novel Nouns and Verbs Onto Dynamic Action Events: Are Verb Meanings Easier to Learn Than Noun Meanings for Japanese Children?CHILD DEVELOPMENT, Issue 2 2005Mutsumi Imai The present research examined how 3- and 5-year-old Japanese children map novel nouns and verbs onto dynamic action events and generalize them to new instances. Studies 1 to 3 demonstrated that although both 3- and 5-year-olds were able to map novel nouns onto novel objects, only 5-year-olds could generalize verbs solely on the basis of the sameness of the action. Study 4 showed that the difficulty young children experience in learning verbs lies mainly in mapping the appropriate element to a verb rather than in encoding and remembering an action itself. The results of this research are related to a long-debated issue of whether noun learning is privileged over verb learning. [source] The Infant as Onlooker: Learning From Emotional Reactions Observed in a Television ScenarioCHILD DEVELOPMENT, Issue 1 2003Donna L. Mumme Two studies investigated whether 10, and 12,month,olds can use televised emotional reactions to guide their behavior. Infants watched an actress orient toward 1 of 2 novel objects and react with neutral affect during baseline and with positive or negative affect during test. Infants then had 30 s to interact with the objects. In Study 1, 12,month,olds (N = 32) avoided the target object and showed increases in negative affect after observing the negative,emotion scenario. Twelve,month,olds' responses to positive vs. neutral signals did not differ significantly. In Study 2, 10,month,olds (N = 32) attended to the televised presentations but showed no consistent changes in their object interactions or affect. Thus, 12,month,olds used social information presented on television and associated emotional signals with the intended target. [source] Sketches from a Design Process: Creative Cognition Inferred From Intermediate ProductsCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 1 2005Saskia Jaarsveld Abstract Novice designers produced a sequence of sketches while inventing a logo for a novel brand of soft drink. The sketches were scored for the presence of specific objects, their local features and global composition. Self-assessment scores for each sketch and art critics' scores for the end products were collected. It was investigated whether the design evolves in an essentially random fashion or according to an overall heuristic. The results indicated a macrostructure in the evolution of the design, characterized by two stages. For the majority of participants, the first stage is marked by the introduction and modification of novel objects and their local and global aspects; the second stage is characterized by changes in their global composition. The minority that showed the better designs has a different strategy, in which most global changes were made in the beginning. Although participants did not consciously apply these strategies, their self-assessment scores reflect the stages of the process. [source] | |||||||||||||||||||