Department of Psychological and Brain Sciences, Indiana University, 1101 East 10th Street, Bloomington, IN 47405, USA.
Dev Sci. 2011 Jan;14(1):9-17. doi: 10.1111/j.1467-7687.2009.00947.x.
Human toddlers learn about objects through second-by-second, minute-by-minute sensory-motor interactions. In an effort to understand how toddlers' bodily actions structure the visual learning environment, mini-video cameras were placed low on the foreheads of toddlers, and for comparison also on the foreheads of their parents, as they jointly played with toys. Analyses of the head camera views indicate visual experiences with profoundly different dynamic structures. The toddler view often consists of a single dominating object that is close to the sensors and thus that blocks the view of other objects such that individual objects go in and out of view. The adult view, in contrast, is broad and stable, with all potential targets continually in view. These differences may arise for several developmentally relevant reasons, including the small visuo-motor workspace of the toddler (short arms) and the engagement of the whole body when actively handling objects.
人类幼儿通过逐秒、分钟级的感觉运动互动来了解物体。为了了解幼儿的身体动作如何构建视觉学习环境，在幼儿的额头上（为了对比，也在他们父母的额头上）放置了微型摄像机，当他们一起玩玩具时，摄像机就会进行拍摄。对头摄像机视图的分析表明，视觉体验具有截然不同的动态结构。幼儿的视角通常只有一个靠近传感器的主导物体，这会遮挡其他物体的视线，导致单个物体时隐时现。相比之下，成人的视角则宽广而稳定，所有潜在的目标都在视野内。这些差异可能由于几个与发展相关的原因而产生，包括幼儿的小视动工作空间（短手臂）和身体在主动处理物体时的整体参与。
