David H Rakison
Biographic Data
| ID | 1463540 |
|---|---|
| NAME | David H Rakison |
| GIVEN NAMES | David H |
| FAMILY NAME | Rakison |
| SIGNATURE | RAKISON D H |
| AFFILIATIONS | Carnegie Mellon University |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Associative learning or Bayesian inference? Revisiting backwards blocking reasoning in adults
Second‐Order Correlation Learning of Dynamic Stimuli
We present two habituation experiments that examined 20‐ and 26‐month‐olds’ ability to engage in second‐order correlation learning for static and dynamic features, whereby learned associations between two pairs of features (e.g., P and Q, P and R) are generalized to the features that were not presented together (e.g., Q and R). We also present results from an associative learning mechanism that was implemented as an autoencoder parallel distribut…
Who is the dynamic duo? How infants learn about the identity of objects in a causal chain
Four experiments investigated infants' and adults' knowledge of the identity of objects in a causal sequence of events. In Experiments 1 and 2, 18- and 22-month-olds in the visual habituation procedure were shown a 3-step causal chain event in which the relation between an object's part (dynamic or static) and its causal role was either consistent or inconsistent with the real-world. In Experiment 3, 22-month-olds were tested with a delayed launc…
Connectionist modeling of developmental changes in infancy
Connectionist models have been applied to many phenomena in infant development including perseveration, language learning, categorization, and causal perception. In this article, we discuss the benefits of connectionist networks for the advancement of theories of early development. In particular, connectionist models contribute novel testable predictions, instantiate the theorized mechanism of change, and create a unifying framework for understan…
What we fear most
Expectations About Single Event Probabilities in the First Year of Life
Recent evidence suggests that infants can generate expectations about future events from a sample of probabilistic data. However, little is known about the conditions that support the development of this ability. Three experiments tested the prediction that 8‐ and 12‐month‐olds respond to base rates as well as perceptual cues when they generate expectations from a sample of probabilistic data. Results revealed that 12‐month‐olds were sensitive to…
Attention to Multiple Cues During Spontaneous Object Labeling
It is well established that 2-year-olds attribute a novel label to an object's global shape rather than local features (i.e., parts). Although recent studies have found that younger infants also attend to global rather than local features when given a label, the test stimuli in these experiments confounded parts and shape by varying both or neither. With infants (16- and 24-month-olds) and adults, this experiment disentangled shape and parts with…
Does women's greater fear of snakes and spiders originate in infancy?
New perspectives on the effects of action on perceptual and cognitive development
This special section was motivated by a resurgence in the view that it is impossible to investigate perceptual and cognitive development without considering how it is affected by, and intertwined with, infants' and children's action in the world. This view has long been foundational to the field, yet contemporary investigations of the effects of acting on cognition and perception have been limited. The research showcased in this section indicates…
Producing and processing self-propelled motion in infancy
Three experiments investigated 5- through 8-month-olds' ability to encode self-propelled and caused motion and examined whether processing of motion onset changes when crawling begins. Infants were habituated (Experiments 1 and 2) or familiarized (Experiment 3) with simple causal and noncausal launching events. They then viewed the caused-to-move and self-propelled objects from the events both stationary and side-by-side, and their preferential l…
Language is not Just for Talking
In addition to having communicative functions, verbal labels may play a role in shaping concepts. Two experiments assessed whether the presence of labels affected category formation. Subjects learned to categorize “aliens” as those to be approached or those to be avoided. After accuracy feedback on each response was provided, a nonsense label was either presented or not. Providing nonsense category labels facilitated category learning even though…
Make the first move
In 3 experiments, the author investigated 16- to 20-month-old infants' attention to dynamic and static parts in learning about self-propelled objects. In Experiment 1, infants were habituated to simple noncausal events in which a geometric figure with a single moving part started to move without physical contact from an identical geometric figure that possessed a single static part. Infants were then tested with an event in which the parts of the…
Developmental origin of the animate-inanimate distinction
The authors examine recent theoretical perspectives of the development of the animate-inanimate distinction in infancy. From these theoretical views emerge 7 characteristic properties, each related to physical or psychological causality, that distinguish animates from inanimates. The literature is reviewed for evidence of infants' ability to perceive and understand each of these properties. Infants associate some animate properties with people by…
When a Rose Is Just a Rose
The terms basic, superordinate, subordinate , and global are often used to describe the categories formed by infants. However, although infants' categories appear externally to match those formed by adults, it is not clear that they are grounded in an organized hierarchical system that embodies relations within and between domains; that is, a taxonomy. To assess whether it is appropriate to consider infants' categories as taxonomies, 3 criteria a…
Understanding Early Categorization
Infants' use of object parts in early categorization
Two experiments involving object-manipulation tasks were performed to examine whether 1- to 2-year-olds form superordinate-like categories by attending to object parts. In Study 1, 14-, 18-, and 22-month-olds were tested with contrasts of animals, furniture, insects, and vehicles. Fourteen- and 18-month-olds behaved systematically toward categories with different parts (legs or wheels) but not toward categories with matching parts (legs or legs).…
Infants' attention to object structure in early categorization
Three experiments with object-manipulation tasks examined the effect of object structure on 14-, 18-, and 22-month-olds' categorization. In Experiment 1, categorization of animals and vehicles was tested when object structure was normal and when it was violated by moving parts (legs or wheels) into a novel configuration. In Experiment 2, categorization of animals, vehicles, and furniture was examined when object structure was modified in orientat…
Infants' use of object parts in early categorization
Two experiments involving object-manipulation tasks were performed to examine whether 1- to 2-year-olds form superordinate-like categories by attending to object parts. In Study 1, 14-, 18-, and 22-month-olds were tested with contrasts of animals, furniture, insects, and vehicles. Fourteen- and 18-month-olds behaved systematically toward categories with different parts (legs or wheels) but not toward categories with matching parts (legs or legs).…
Developmental origin of the animate-inanimate distinction
The authors examine recent theoretical perspectives of the development of the animate-inanimate distinction in infancy. From these theoretical views emerge 7 characteristic properties, each related to physical or psychological causality, that distinguish animates from inanimates. The literature is reviewed for evidence of infants' ability to perceive and understand each of these properties. Infants associate some animate properties with people by…
Infants' attention to object structure in early categorization
Three experiments with object-manipulation tasks examined the effect of object structure on 14-, 18-, and 22-month-olds' categorization. In Experiment 1, categorization of animals and vehicles was tested when object structure was normal and when it was violated by moving parts (legs or wheels) into a novel configuration. In Experiment 2, categorization of animals, vehicles, and furniture was examined when object structure was modified in orientat…
New perspectives on the effects of action on perceptual and cognitive development
This special section was motivated by a resurgence in the view that it is impossible to investigate perceptual and cognitive development without considering how it is affected by, and intertwined with, infants' and children's action in the world. This view has long been foundational to the field, yet contemporary investigations of the effects of acting on cognition and perception have been limited. The research showcased in this section indicates…
Producing and processing self-propelled motion in infancy
Three experiments investigated 5- through 8-month-olds' ability to encode self-propelled and caused motion and examined whether processing of motion onset changes when crawling begins. Infants were habituated (Experiments 1 and 2) or familiarized (Experiment 3) with simple causal and noncausal launching events. They then viewed the caused-to-move and self-propelled objects from the events both stationary and side-by-side, and their preferential l…
Make the first move
In 3 experiments, the author investigated 16- to 20-month-old infants' attention to dynamic and static parts in learning about self-propelled objects. In Experiment 1, infants were habituated to simple noncausal events in which a geometric figure with a single moving part started to move without physical contact from an identical geometric figure that possessed a single static part. Infants were then tested with an event in which the parts of the…
Infants' use of object parts in early categorization
Two experiments involving object-manipulation tasks were performed to examine whether 1- to 2-year-olds form superordinate-like categories by attending to object parts. In Study 1, 14-, 18-, and 22-month-olds were tested with contrasts of animals, furniture, insects, and vehicles. Fourteen- and 18-month-olds behaved systematically toward categories with different parts (legs or wheels) but not toward categories with matching parts (legs or legs).…
Infants' attention to object structure in early categorization
Three experiments with object-manipulation tasks examined the effect of object structure on 14-, 18-, and 22-month-olds' categorization. In Experiment 1, categorization of animals and vehicles was tested when object structure was normal and when it was violated by moving parts (legs or wheels) into a novel configuration. In Experiment 2, categorization of animals, vehicles, and furniture was examined when object structure was modified in orientat…
When a Rose Is Just a Rose
The terms basic, superordinate, subordinate , and global are often used to describe the categories formed by infants. However, although infants' categories appear externally to match those formed by adults, it is not clear that they are grounded in an organized hierarchical system that embodies relations within and between domains; that is, a taxonomy. To assess whether it is appropriate to consider infants' categories as taxonomies, 3 criteria a…
Understanding Early Categorization
Developmental origin of the animate-inanimate distinction
The authors examine recent theoretical perspectives of the development of the animate-inanimate distinction in infancy. From these theoretical views emerge 7 characteristic properties, each related to physical or psychological causality, that distinguish animates from inanimates. The literature is reviewed for evidence of infants' ability to perceive and understand each of these properties. Infants associate some animate properties with people by…
Make the first move
In 3 experiments, the author investigated 16- to 20-month-old infants' attention to dynamic and static parts in learning about self-propelled objects. In Experiment 1, infants were habituated to simple noncausal events in which a geometric figure with a single moving part started to move without physical contact from an identical geometric figure that possessed a single static part. Infants were then tested with an event in which the parts of the…
Language is not Just for Talking
In addition to having communicative functions, verbal labels may play a role in shaping concepts. Two experiments assessed whether the presence of labels affected category formation. Subjects learned to categorize “aliens” as those to be approached or those to be avoided. After accuracy feedback on each response was provided, a nonsense label was either presented or not. Providing nonsense category labels facilitated category learning even though…
New perspectives on the effects of action on perceptual and cognitive development
This special section was motivated by a resurgence in the view that it is impossible to investigate perceptual and cognitive development without considering how it is affected by, and intertwined with, infants' and children's action in the world. This view has long been foundational to the field, yet contemporary investigations of the effects of acting on cognition and perception have been limited. The research showcased in this section indicates…
Producing and processing self-propelled motion in infancy
Three experiments investigated 5- through 8-month-olds' ability to encode self-propelled and caused motion and examined whether processing of motion onset changes when crawling begins. Infants were habituated (Experiments 1 and 2) or familiarized (Experiment 3) with simple causal and noncausal launching events. They then viewed the caused-to-move and self-propelled objects from the events both stationary and side-by-side, and their preferential l…
Does women's greater fear of snakes and spiders originate in infancy?
Attention to Multiple Cues During Spontaneous Object Labeling
It is well established that 2-year-olds attribute a novel label to an object's global shape rather than local features (i.e., parts). Although recent studies have found that younger infants also attend to global rather than local features when given a label, the test stimuli in these experiments confounded parts and shape by varying both or neither. With infants (16- and 24-month-olds) and adults, this experiment disentangled shape and parts with…
What we fear most
Expectations About Single Event Probabilities in the First Year of Life
Recent evidence suggests that infants can generate expectations about future events from a sample of probabilistic data. However, little is known about the conditions that support the development of this ability. Three experiments tested the prediction that 8‐ and 12‐month‐olds respond to base rates as well as perceptual cues when they generate expectations from a sample of probabilistic data. Results revealed that 12‐month‐olds were sensitive to…
Connectionist modeling of developmental changes in infancy
Connectionist models have been applied to many phenomena in infant development including perseveration, language learning, categorization, and causal perception. In this article, we discuss the benefits of connectionist networks for the advancement of theories of early development. In particular, connectionist models contribute novel testable predictions, instantiate the theorized mechanism of change, and create a unifying framework for understan…
Who is the dynamic duo? How infants learn about the identity of objects in a causal chain
Four experiments investigated infants' and adults' knowledge of the identity of objects in a causal sequence of events. In Experiments 1 and 2, 18- and 22-month-olds in the visual habituation procedure were shown a 3-step causal chain event in which the relation between an object's part (dynamic or static) and its causal role was either consistent or inconsistent with the real-world. In Experiment 3, 22-month-olds were tested with a delayed launc…
Second‐Order Correlation Learning of Dynamic Stimuli
We present two habituation experiments that examined 20‐ and 26‐month‐olds’ ability to engage in second‐order correlation learning for static and dynamic features, whereby learned associations between two pairs of features (e.g., P and Q, P and R) are generalized to the features that were not presented together (e.g., Q and R). We also present results from an associative learning mechanism that was implemented as an autoencoder parallel distribut…
Associative learning or Bayesian inference? Revisiting backwards blocking reasoning in adults
Psychology (17 works) · Cognitive psychology (16 works) · Child and Animal Learning Development (15 works) · Artificial Intelligence (13 works) · Computer Science (12 works) · Developmental psychology (9 works) · Neuroscience (9 works) · Artificial Intelligence (8 works) · Perception (8 works) · Language Development and Disorders (7 works)