Our project has been one of the most comprehensive investigations so far into the development of object recognition skills during adolescence. In total more than 900 school-children aged 7 to 16 have been assessed. We thank pupils and staff of the following schools for their participation and support:
What this research is good for
Developmental differences in object recognition would have implications for the use and design of educational software because in most computer applications so much depends on the speedy apprehension of visual displays. They would also have implications for educational practice. For example, a child’s approach to creative design and architecture has been classified as either “partist” or “wholist”. However, this distinction has not been related to how a child approaches the recognition of real-world objects. Our findings would necessarily inform issues of individual differences and could have implications for the better assessment and prediction of those children best suited for careers in those fields.
Results - some preliminary findings
The data collection in our project has only just been completed and the analysis is still on-going. Nonetheless, some interesting results have already been established and published (Jüttner et al., 2013; Wakui et al., 2013, see publication list below):
- Object recognition skills continue to develop at least until 12 years of age - considerably longer than has been previously claimed.
- The late consolidation of recognition skills appears to affect more the processing of part relations rather than the processing of individual parts. This finding is surprising because part-relational changes are much easier to spot than manipulations of individual parts.
- The late consolidation of part-relational processing is domain independent. It does not just apply to well-established domains (for example, animals) that are part of our general world knowledge. Rather we also observe it for categories of newly learned objects, that is, in case of “specialist” knowledge. Again this highlights the potential relevance of our results for education.
Some publications - having arisen from or being relevant for the project
- Wakui, E., Jüttner, M., Petters, D., Kaur, S., Hummel, J.E. & Davidoff, J. (2013). Earlier development of analytical than holistic object recognition in adolescence. PLoS ONE 8(4): e61041. http://dx.plos.org/10.1371/journal.pone.0061041 [abstract].
- Jüttner, M., Wakui, E., Petters, D., Kaur, S. & Davidoff, J. (2013). Developmental trajectories of part-based and configural object recognition in adolescence. Developmental Psychology 49, 161-176. [abstract] [pdf]
- Jüttner, M., Müller, A. & Rentschler, I. (2006) A developmental dissociation of view-dependent and view-invariant object recognition in adolescence. Behavioural Brain Research 175, 420-424. [abstract] [pdf]
- Rentschler, I., Jüttner, M., Osman, E., Müller, A. & Caelli, T. (2004) Development of configural 3D object recognition. Behavioural Brain Research 149, 107-111. [abstract] [pdf]
- Davidoff, J., & Roberson, D. (2002). Development of animal recognition: A difference between parts and wholes. Journal of Experimental Child Psychology, 81, 217-234.
Results have also been presented at thirteen national and international conferences, including meetings of the BPS, EPS, ECVP, ESCOP, VSS and the Psychonomic Society. Back to Martin Jüttner´s Homepage