Nicholaus S. Noles

The persistence of object file representations

Coherent visual experience of dynamic scenes requires not only that the visual system segment scenes into component objects but that these object representations persist, so that an object can be identified as the same object from an earlier time. Object files (OFs) are visual representations thought to mediate such abilities: OFs lie between lower level sensory processing and higher level recognition, and they track salient objects over time and motion. OFs have traditionally been studied viaobjectspecific preview benefits (OSPBs), in which discriminations of an object’s features are speeded when an earlier preview of those features occurred on the same object, as opposed to on a different object, beyond general displaywide priming. Despite its popularity, many fundamental aspects of the OF framework remain unexplored. For example, although OFs are thought to be involved primarily in online visual processing, we do not know how long such representations persist; previous studies found OSPBs for up to 1,500msec but did not test for longer durations. We explored this issue using a modifiedobject reviewing paradigm and found that robust OSPBs persist for more than five times longer than has previously been tested—for at least 8 sec, and possibly for much longer. Object files may be the “glue” that makes visual experience coherent not just in online moment-by-moment processing, but on the scale of seconds that characterizes our everyday perceptual experiences. These findings also bear on research in infant cognition, where OFs are thought to explain infants’ abilities to track and enumerate small sets of objects over longer durations.

Exploring Ownership in a Developmental Context

Ownership and economic behaviors are highly salient elements of the human social landscape. Indeed, the human world is literally constructed of property. Individuals perceive and manipulate a complex web of people and property that is largely invisible and abstract. In this chapter, the authors focus on drawing together information from a variety of disciplines, including legal theory, philosophy, psychology, and economics, to begin creating a coherent picture of the cognitive architecture that underlies ownership concepts. In doing so, the authors review theories of ownership and discuss recent research that highlights the unique contributions garnered by studying ownership in a developmental context.

Effects of categorical labels on similarity judgments: a critical analysis of similarity-based approaches.

Our goal in the present study was to evaluate the claim that category labels affect childrens judgments of visual similarity. We presented preschool children with discriminable and identical sets of animal pictures and asked them to make perceptual judgments in the presence or absence of labels. Our findings indicate that children who are asked to make perceptual judgments about identical items judge discriminable items less accurately when making subsequent similarity judgments. Thus, labels do not generally affect childrens perceptual similarity judgments; rather, childrens reliance on labels to make similarity judgments appears to be attributable to flaws in the methodological approaches used in prior studies. These results have implications for the role of perceptual and conceptual information in childrens categorization and induction.

Object files can be purely episodic.

Our ability to track an object as the same persisting entity over time and motion may primarily rely on spatiotemporal representations which encode some, but not all, of an objects features. Previous researchers using the ‘object reviewing’ paradigm have demonstrated that such representations can store featural information of well-learned stimuli such as letters and words at a highly abstract level. However, it is unknown whether these representations can also store purely episodic information (ie information obtained from a single, novel encounter) that does not correspond to pre-existing type-representations in long-term memory. Here, in an object-reviewing experiment with novel face images as stimuli, observers still produced reliable object-specific preview benefits in dynamic displays: a preview of a novel face on a specific object speeded the recognition of that particular face at a later point when it appeared again on the same object compared to when it reappeared on a different object (beyond display-wide priming), even when all objects moved to new positions in the intervening delay. This case study demonstrates that the mid-level visual representations which keep track of persisting identity over time—eg ‘object files’, in one popular framework—can store not only abstract types from long-term memory, but also specific tokens from online visual experience.

Tracking the actions and possessions of agents.

We propose that there is a powerful human disposition to track the actions and possessions of agents. In two experiments, 3-year-olds and adults viewed sets of objects, learned a new fact about one of the objects in each set (either that it belonged to the participant, or that it possessed a particular label), and were queried about either the taught fact or an unrelated dimension (preference) immediately after a spatiotemporal transformation, and after a delay. Adults uniformly tracked object identity under all conditions, whereas children tracked identity more when taught ownership versus labeling information, and only regarding the taught fact (not the unrelated dimension). These findings suggest that the special attention that children and adults pay to agents readily extends to include inanimate objects. That young children track an objects history, despite their reliance on surface features on many cognitive tasks, suggests that unobservable historical features are foundational in human cognition.

Children Seek Historical Traces of Owned Objects

An objects mental representation includes not just visible attributes but also its nonvisible history. The present studies tested whether preschoolers seek subtle indicators of an objects history, such as a mark acquired during its handling. Five studies with 169 children 3-5 years of age and 97 college students found that children (like adults) searched for concealed traces of object history, invisible traces of object history, and the absence of traces of object history, to successfully identify an owned object. Controls demonstrated that children (like adults) appropriately limit their search for hidden indicators when an owned object is visibly distinct. Altogether, these results demonstrate that concealed and invisible indicators of history are an important component of preschool childrens object concepts.

Children's and Adults' Intuitions about Who Can Own Things

The understanding that people can own certain things is essential for activities such as trading, lending, sharing, and use of currency. In two studies, children in grades K, 2, and 4 (N = 118) and adults (N = 40) were asked to identify whether four kinds of individuals could be owners: typical humans, non-human animals, artifacts, and atypical humans (e.g., individuals who were sleeping or unable to move). Participants in all age groups attributed ownership to typical humans most often, non-human animals less often, and artifacts least often. In a third study, children and adults (N = 240) attributed property rights to individuals who were awake, asleep, or tied up, but children continued to deny that these rights extend to atypical humans. Although both children and adults use an ontological boundary to guide their ownership attributions, concepts of owners change significantly over the course of development.

Domains and Naive Theories.

Human cognition entails domain-specific cognitive processes that influence memory, attention, categorization, problem-solving, reasoning, and knowledge organization. This article examines domain-specific causal theories, which are of particular interest for permitting an examination of how knowledge structures change over time. We first describe the properties of commonsense theories, and how commonsense theories differ from scientific theories, illustrating with childrens classification of biological and nonbiological kinds. We next consider the implications of domain-specificity for broader issues regarding cognitive development and conceptual change. We then examine the extent to which domain-specific theories interact, and how people reconcile competing causal frameworks. Future directions for research include examining how different content domains interact, the nature of theory change, the role of context (including culture, language, and social interaction) in inducing different frameworks, and the neural bases for domain-specific reasoning. WIREs Cogni Sci 2011 2 490-502 DOI: 10.1002/wcs.124 This article is categorized under: Psychology > Reasoning and Decision Making.

History and essence in human cognition

Bullot & Reber (B&R) provide compelling evidence that sensitivity to context, history, and design stance are crucial to theories of art appreciation. We ask how these ideas relate to broader aspects of human cognition. Further open questions concern how psychological essentialism contributes to art appreciation and how essentialism regarding created artifacts (such as art) differs from essentialism in other domains.

Preschool-age children and adults flexibly shift their preferences for auditory versus visual modalities but do not exhibit auditory dominance

The goal of this study was to evaluate the claim that young children display preferences for auditory stimuli over visual stimuli. This study was motivated by concerns that the visual stimuli employed in prior studies were considerably more complex and less distinctive than the competing auditory stimuli, resulting in an illusory preference for auditory cues. Across three experiments, preschool-age children and adults were trained to use paired audio-visual cues to predict the location of a target. At test, the cues were switched so that auditory cues indicated one location and visual cues indicated the opposite location. In contrast to prior studies, preschool-age children did not exhibit auditory dominance. Instead, children and adults flexibly shifted their preferences as a function of the degree of contrast within each modality, with high contrast leading to greater use.