Spatial generalization skills in school children aged 8-16 were studied with regard to unfamiliar objects that had been previously learned in a cross-modal priming and learning paradigm. We observed a developmental dissociation with younger children recognizing objects only from previously learnt perspectives whereas older children generalized acquired object knowledge to new viewpoints as well. Haptic and - to a lesser extent - visual priming improved spatial generalization in all but the youngest children. The data supports the idea of dissociable, view-dependent and view-invariant object representations with different developmental trajectories that are subject to modulatory effects of priming. Late-developing areas in the parietal or the prefrontal cortex may account for the retarded onset of view-invariant object recognition. © 2006 Elsevier B.V. All rights reserved.
Bibliographical noteNOTICE: this is the author’s version of a work that was accepted for publication in Behavioural Brain Research. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Jüttner, Martin; Muller, Alexander and Rentschler, Ingo (2006). A developmental dissociation of view-dependent and view-invariant object recognition in adolescence. Behavioural Brain Research, 175 (2), pp. 420-424. DOI 10.1016/j.bbr.2006.09.005
- object recognition
- viewpoint invariance