Biological motion and multiple object tracking performance develop similarly from childhood through early adolescence

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Cognitive Development Pub Date : 2023-07-01 DOI:10.1016/j.cogdev.2023.101360
Emily Stubbert , Domenico Tullo , Jocelyn Faubert , Armando Bertone , Jacob A. Burack
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Abstract

The multiple object tracking (MOT) (Pylyshyn & Storm, 1988) and biological motion (Johansson, 1973) tasks are both used to assess the perception of and attention to motion. These abilities are essential to the dynamic real-world task of identifying and monitoring multiple moving stimuli in the environment. We examined cross-sectionally the developmental changes in dynamic visual attention using 3D versions of both the MOT task and a masked direction discrimination biological motion task among 42 children and adolescents aged 6–14 years. The concurrent examination of these two tasks also allowed for an initial assessment of the pattern of task performance improvements with age. Performance on both tasks was found to improve with age and the relationship between the two tasks did not differ as a function of age, suggesting that biological motion and MOT attentional abilities improve similarly across age.

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从童年到青春期早期,生物运动和多目标跟踪能力的发展是相似的
多目标跟踪(MOT) (Pylyshyn &;Storm, 1988)和生物运动(Johansson, 1973)任务都用于评估对运动的感知和注意。这些能力对于识别和监测环境中多个移动刺激的动态现实任务至关重要。本研究采用3D版MOT任务和隐藏方向辨别生物运动任务对42名6-14岁儿童和青少年动态视觉注意的发展变化进行了横断面研究。同时检查这两项任务还可以初步评估任务表现随年龄增长而改善的模式。研究发现,两项任务的表现都随着年龄的增长而提高,而且两项任务之间的关系并没有随着年龄的增长而变化,这表明生物运动和MOT注意力能力在不同年龄之间的提高是相似的。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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