scholarly journals What's the point? Infants' and adults' perception of different pointing gestures

2021 ◽  
Author(s):  
Ebru Ger ◽  
Stephanie Wermelinger ◽  
Maxine de Ven ◽  
Moritz M. Daum
Keyword(s):  
Index Finger ◽  
Reaction Times ◽  
First Year ◽  
Eye Tracker ◽  
Spatial Cueing ◽  
Cueing Effect ◽  
Other Hand ◽  
Pointing Gestures ◽  
Saccadic Reaction Times

Adults and infants as young as 4 months old follow pointing gestures. Although adults are shown to orient faster to index-finger pointing compared to other hand shapes, it is not known whether hand shapes influence infants' following of pointing. In this study, we used a spatial cueing paradigm on an eye tracker to investigate whether and to what extent adults and 12-month-old infants orient their attention in the direction of pointing gestures with different hand shapes: index finger, whole hand, and pinky finger. Results revealed that adults showed a cueing effect, that is, shorter saccadic reaction times (SRTs) to congruent compared to incongruent targets, for all hand shapes. However, they did not show a larger cueing effect triggered by the index finger. This contradicts previous findings and is discussed with respect to the differences in methodology. Infants showed a cueing effect only for the whole hand but not for the index finger or the pinky finger. Infants predominantly point with the whole hand prior to 12 months. The current results thus suggest that infants' perception of pointing gestures may be linked to their own production of pointing gestures. Infants may show a cueing effect by the conventional index-finger pointing shape later than their first year, possibly when they start to point predominantly with their index finger.

From touching to communicating

Gesture ◽  
2018 ◽  
Vol 17 (2) ◽  
pp. 245-267
Author(s):  
Viktoria A. Kettner ◽  
Jeremy I. M. Carpendale
Keyword(s):  
Index Finger ◽  
First Year ◽  
Diary Study ◽  
Developmental Pathway ◽  
Finger Extension ◽  
Pointing Gestures ◽  
Finger Touch ◽  
Parental Responses ◽  
Answering Questions ◽  
Finger Use

Abstract Infants can extend their index fingers soon after birth, yet pointing gestures do not emerge until about 10 to 12 months. In the present study, we draw on the process-relational view, according to which pointing develops as infants learn how others respond to their initially non-communicative index finger use. We report on a longitudinal maternal diary study of 15 infants and describe four types of index finger use in the first year. Analysis of the observations suggests one possible developmental pathway: index finger extension becomes linked to infants’ attention around 7 to 9 months of age with the emergence of fingertip exploration and index finger extension towards out-of-reach objects infants wish to explore. Through parental responses infants begin to use index finger touch to refer in some situations, including asking and answering questions and to request, suggesting that some functions of pointing might originate in early index finger use.

Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

2012 ◽  
Vol 17 (4) ◽  
pp. 257-265 ◽  
Author(s):  
Carmen Munk ◽  
Günter Daniel Rey ◽  
Anna Katharina Diergarten ◽  
Gerhild Nieding ◽  
Wolfgang Schneider ◽  
...  
Keyword(s):  
Eye Movements ◽  
Cognitive Processing ◽  
Media Literacy ◽  
Age Groups ◽  
Reaction Times ◽  
Time Span ◽  
Short Film ◽  
Calculation Formula ◽  
Eye Tracker ◽  
Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

scholarly journals Amide-Type Substrates in the Synthesis of N-Protected 1-Aminomethylphosphonium Salts

Catalysts ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. 552
Author(s):  
Dominika Kozicka ◽  
Paulina Zieleźny ◽  
Karol Erfurt ◽  
Jakub Adamek
Keyword(s):  
Reaction Times ◽  
The Other ◽  
Hydroxyl Group ◽  
Other Hand ◽  
Step Procedure ◽  
Higher Temperature ◽  
Short Time ◽  
Work Up

Herein we describe the development and optimization of a two-step procedure for the synthesis of N-protected 1-aminomethylphosphonium salts from imides, amides, carbamates, or lactams. Our “step-by-step” methodology involves the transformation of amide-type substrates to the corresponding hydroxymethyl derivatives, followed by the substitution of the hydroxyl group with a phosphonium moiety. The first step of the described synthesis was conducted based on well-known protocols for hydroxymethylation with formaldehyde or paraformaldehyde. In turn, the second (substitution) stage required optimization studies. In general, reactions of amide, carbamate, and lactam derivatives occurred at a temperature of 70 °C in a relatively short time (1 h). On the other hand, N-hydroxymethylimides reacted with triarylphosphonium salts at a much higher temperature (135 °C) and over longer reaction times (as much as 30 h). However, the proposed strategy is very efficient, especially when NaBr is used as a catalyst. Moreover, a simple work-up procedure involving only crystallization afforded good to excellent yields (up to 99%).

Event-related potentials and saccadic reaction times: effects of fixation point offset or change

1999 ◽  
Vol 127 (3) ◽  
pp. 291-297 ◽  
Author(s):  
A. Spantekow ◽  
Paul Krappmann ◽  
Stefan Everling ◽  
Hans Flohr
Keyword(s):  
Reaction Times ◽  
Event Related Potentials ◽  
Related Potentials ◽  
Saccadic Reaction Times

scholarly journals Giving Subjects the Eye and Showing Them the Finger: Socio-Biological Cues and Saccade Generation in the Anti-Saccade Task

Perception ◽  
10.1068/p7085 ◽  
2012 ◽  
Vol 41 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Nicola J Gregory ◽  
Timothy L Hodgson
Keyword(s):  
Opposite Direction ◽  
Reaction Times ◽  
Oculomotor System ◽  
Short Soas ◽  
Stimulus Onset ◽  
Saccade Direction ◽  
Saccade Task ◽  
Saccadic Reaction Times ◽  
Saccadic Responses ◽  
Gaze Cues

Pointing with the eyes or the finger occurs frequently in social interaction to indicate direction of attention and one's intentions. Research with a voluntary saccade task (where saccade direction is instructed by the colour of a fixation point) suggested that gaze cues automatically activate the oculomotor system, but non-biological cues, like arrows, do not. However, other work has failed to support the claim that gaze cues are special. In the current research we introduced biological and non-biological cues into the anti-saccade task, using a range of stimulus onset asynchronies (SOAs). The anti-saccade task recruits both top–down and bottom–up attentional mechanisms, as occurs in naturalistic saccadic behaviour. In experiment 1 gaze, but not arrows, facilitated saccadic reaction times (SRTs) in the opposite direction to the cues over all SOAs, whereas in experiment 2 directional word cues had no effect on saccades. In experiment 3 finger pointing cues caused reduced SRTs in the opposite direction to the cues at short SOAs. These findings suggest that biological cues automatically recruit the oculomotor system whereas non-biological cues do not. Furthermore, the anti-saccade task set appears to facilitate saccadic responses in the opposite direction to the cues.

scholarly journals A Simple and Effective Way to Study Executive Functions by Using 360° Videos

2021 ◽  
Vol 15 ◽  
Author(s):  
Francesca Borgnis ◽  
Francesca Baglio ◽  
Elisa Pedroli ◽  
Federica Rossetto ◽  
Giuseppe Riva ◽  
...  
Keyword(s):  
Executive Functions ◽  
Real Life ◽  
Reaction Times ◽  
Public Health Problem ◽  
Executive Dysfunction ◽  
Physiological Data ◽  
Planning Problem ◽  
Eye Tracker ◽  
Verbal Responses ◽  
Executive Dysfunctions

Executive dysfunctions constitute a significant public health problem due to their high impact on everyday life and personal independence. Therefore, the identification of early strategies to assess and rehabilitate these impairments appears to be a priority. The ecological limitations of traditional neuropsychological tests and the numerous difficulties in administering tests in real-life scenarios have led to the increasing use of virtual reality (VR) and 360° environment-based tools for assessing executive functions (EFs) in real life. This perspective aims at proposing the development and implementation of Executive-functions Innovative Tool 360° (EXIT 360°), an innovative, enjoyable, and ecologically valid tool for a multidimensional and multicomponent evaluation of executive dysfunctions. EXIT 360° allows a complete and integrated executive functioning assessment through an original task for EFs delivered via a mobile-powered VR headset combined with eye tracker (ET) and electroencephalograms (EEG). Our tool is born as a 360°-based instrument, easily accessible and clinically usable, that will radically transform clinicians’ and patient’s assessment experience. In EXIT 360°, patients are engaged in a “game for health,” where they must perform everyday subtasks in 360° daily life environments. In this way, the clinicians can obtain quickly more ecologically valid information about several aspects of EFs (e.g., planning, problem-solving). Moreover, the multimodal approach allows completing the assessment of EFs by integrating verbal responses, reaction times, and physiological data (eye movements and brain activation). Overall, EXIT 360° will allow obtaining simultaneously and in real time more information about executive dysfunction and its impact in real life, allowing clinicians to tailor the rehabilitation to the subject’s needs.

scholarly journals The relationship between contrast detection and saccadic reaction times with attention.

2014 ◽  
Vol 14 (10) ◽  
pp. 332-332
Author(s):  
M. Mahadevan ◽  
H. Bedell ◽  
S. Stevenson
Keyword(s):  
Reaction Times ◽  
Contrast Detection ◽  
Saccadic Reaction Times ◽  
The Relationship

scholarly journals The structure of the Emotions Profile Index

Psihologija ◽  
2006 ◽  
Vol 39 (3) ◽  
pp. 343-359
Author(s):  
Dragan Kurbalija
Keyword(s):  
Factor Structure ◽  
Component Analysis ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
Other Hand ◽  
Empirical Foundation

In order to evaluate the factor structure of the Emotions Profile Index (EPI) 217 first-year students accommodated in the school?s dormitory were examined. The data was analyzed with Beelzebub algorithm for comparative confirmative and exploratory component analysis. The results show that the empirical structure of EPI can be related with 4 bipolar factor structure proposed in the scoring key, although the relation is far from indubitable. The structure of hypothetical dimension Distrustful vs. Trustful has a solid empirical foundation, correlations between orthoblique and hypothetical factors of theoretical dimensions Gregarious vs. Depressed and Timid vs. Aggressive are acceptable while, on the other hand, the structure of the hypothetical dimension Controlled vs. Dyscontrolled requires revising, not only because the Adventurous trait is used to describe both of their poles but for numerous other reasons. The paper suggests a few ways of improving the characteristics of the test.

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