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University of Southern California Dissertations and Theses
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Building blocks of action and goal comprehension in a newborn visual system
(USC Thesis Other)
Building blocks of action and goal comprehension in a newborn visual system
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Content
BUILDING BLOCKS OF ACTION AND GOAL COMPREHENSION IN A NEWBORN VISUAL SYSTEM by Jason G. Goldman A Dissertation Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CAIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (PSYCHOLOGY) August 2013 ! "! ACKNOWLEDGEMENTS I would like to acknowledge my advisors, Justin Wood and Frank Manis, for their valuable guidance and mentorship throughout my graduate studies. I am also appreciative of the scientific and personal support from my other committee members, Toby Mintz, Henrike Moll, and Craig Stanford. Thanks also to my fellow graduate students and undergraduate research assistants for statistical help and for long hours spent building and testing chicken cages: Samantha Waters, Aditya Prasad, Tony Bouz, and Lynette Tan. To my friends and family, thank you for your consistent love and support. I dedicate this work especially to the memory of my grandparents, from whom I learned to experience awe when confronting the mysteries of the natural world, and then to ask questions so that I might understand that world a bit better. ! #! TABLE OF CONTENTS Chapter I. General Introduction 4 Chapter II. Newborns generate precise representations of 14 actions and action sequences Chapter III. Newborns can remember the objects targeted by observed actions 31 Chapter IV. Building blocks of rational action comprehension 49 inherent to the newborn mind References 71 Appendix A. Graphical depiction of results of the Bayesian analyses 75 for each condition and subject ! $! 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APPENDIX A: GRAPHICAL DEPICTION OF RESULTS OF THE BAYESIAN ANALYSES FOR EACH CONDITION AND SUBJECT This section provides a graphical depiction of performance for each condition in each experiment, providing (1) the probability that performance was above chance level (50%) for the group, and (2) the probability that performance was above chance level for each subject. The histograms display an estimate of the 95% highest density interval (HDI), which spans 95% of the distribution. Every point inside the HDI has a higher believability than any point outside the interval (Kruschke, 2010). Chapter II: Experiment 1 Group Performance Actions 1, 2, 3 Actions A, B, C vs. Subject Performance 76 Chapter I1: Experiment 2 Group Performance vs. Subject Performance Sequence: 123 Replace One 77 Chapter II: Experiment 2 Group Performance vs. Subject Performance Sequence: 123 Replace All 78 Chapter II: Experiment 3 Group Performance vs. Subject Performance Sequence: 123 Scrambled 79 Chapter III: Experiment 1 Group Performance vs. Subject Performance 80 Chapter III: Experiment 1 Group Performance vs. Subject Performance 81 Chapter III: Experiment 1 Group Performance vs. Subject Performance 82 Chapter III: Experiment 2 Group Performance vs. Subject Performance 83 Chapter III: Experiment 2 Group Performance vs. Subject Performance 84 Proportion of Trials 0.0 0.2 0.4 0.6 0.8 1.0 mean=0.71 0% < 0.5 < 100% 95% HDI 0.63 0.78 Subject 1 Proportion of Trials 0.0 0.2 0.4 0.6 0.8 1.0 mean=0.65 0% < 0.5 < 100% 95% HDI 0.55 0.75 Subject 2 Proportion of Trials 0.0 0.2 0.4 0.6 0.8 1.0 mean=0.68 0% < 0.5 < 100% 95% HDI 0.58 0.77 Subject 3 Proportion of Trials 0.0 0.2 0.4 0.6 0.8 1.0 mean=0.76 0% < 0.5 < 100% 95% HDI 0.67 0.85 Subject 4 Proportion of Trials 0.0 0.2 0.4 0.6 0.8 1.0 mean=0.67 0% < 0.5 < 100% 95% HDI 0.57 0.77 Subject 5 Proportion of Trials 0.0 0.2 0.4 0.6 0.8 1.0 mean=0.75 0% < 0.5 < 100% 95% HDI 0.65 0.83 Subject 6 Proportion of Trials 0.0 0.2 0.4 0.6 0.8 1.0 mean=0.74 0% < 0.5 < 100% 95% HDI 0.64 0.82 Chapter III: Experiment 2 Group Performance vs. Subject Performance 85 Chapter IV: Experiment 1 Group Performance vs. Subject Performance 86 Chapter IV: Experiment 1 Group Performance vs. Subject Performance 87 Chapter IV: Experiment 2 Group Performance vs. Subject Performance 88 Chapter IV: Experiment 2 Group Performance vs. Subject Performance 89 Chapter IV: Experiment 2 Group Performance vs. Subject Performance 90
Abstract (if available)
Abstract
For any animal, human or nonhuman, the ability to quickly and accurately form representations of the actions of others is critical to daily life. A gazelle living in the African grasslands has just seconds to infer the impending action of a stalking leopard or hyena in order to avoid predation. The predator, likewise, must work to infer the escape trajectory of the fleeing gazelle if it is to eat that day. For a human, the rapid assessment of the intentionality of an action leads to the critical distinction between judging an act such as pouring hot coffee on another individual as immoral or simply as the unfortunate consequence of a careless mistake. Indeed, from relatively sparse visual input (i.e. the surface features of an action that are projected onto the retina), human adults, human infants, and non-human animals are capable of inferring a wide range of hidden psychological variables, including whether social interactions are cooperative or competitive, and whether actions are intentional or accidental. Relatively little is known, however, about the development of action comprehension skills in the newborn brain. Does action recognition have an extended development, constructed upon simpler building blocks only after extensive experiences observing other social agents and their actions? Or, alternatively, does the newborn brain begin interpreting actions in a sophisticated way upon the onset of visual experience?
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Goldman, Jason G. (author)
Core Title
Building blocks of action and goal comprehension in a newborn visual system
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College of Letters, Arts and Sciences
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Doctor of Philosophy
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Psychology
Publication Date
08/06/2013
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05/08/2013
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action comprehension
avian cognition
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controlled rearing