Development of animal recognition: a difference between Parts and Wholes.
A series of experiments examined children's recognition of animals by their features (Parts) and by the relative scale of the parts (Wholes). They were asked to identify the correct picture of an animal they could name from the original plus two computer-generated alternatives. We examined the developmental trends associated with upright (Studies 1 and 3) and inverted presentations (Study 3). Both experiments confirmed children's superior ability in dealing with the recognition of animal Parts over animal Wholes, especially for the younger ages tested (6- and 10-year-olds). It was not until the ages of 15-16 that children demonstrated equal performance on Whole and Part items. The late acquisition of animal Whole recognition is compared to the late acquired configural skills proposed for face recognition.
Davidoff
Jules
J
Goldsmiths' College, London, United Kingdom. J.Davidoff@gold.ac.uk
Roberson
Debi
D
D000293:Adolescent; D000328:Adult; D000367:Age Factors; D001288:Attention / Q000502:physiology; D002648:Child; D002675:Child, Preschool; D003210:Concept Formation / Q000502:physiology*; D004193:Discrimination Learning / Q000502:physiology*; D005260:Female; D005556:Form Perception / Q000502:physiology*; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual / Q000502:physiology; D011601:Psychophysics; D021641:Recognition, Psychology / Q000502:physiology*