The Development System, Essay Example

Visual perception refers to the situation where the abi9lity of the brain to make sense of what the eyes see. It is worth noting that what people see is not just a translation of stimuli to the retina. However, the image depicted from the eyes is taken to the brains, and a clear interpretation is given (Neisser, 1988). The visual system is thus organized in a hierarchy manner. The systems have anatomical areas that have been specialized for visual processing functions. It is the role of the system to view an image and avail an interpretation. One of the merits of the system is that it is relatively fast.  The visual system is involved in the sense that it can process both high and low arrangements. The Low-level visual processing is concerned with determining different types of contrast among images projected onto the retina. On the other, the high-level visual cognitive processes integrate that information into the visual information that is represented in consciousness. Thus, the memory, as well as the attention we award to issues, is an integral part of the optical system (Baillargeon, 2008).

Attention

The way the human brain is made, one can`t process everything in a visual sense. However, human beings require notice to be effective. The attention that is given to the particular object is critical in a sense it allows one to select a subset of information to focus on. In other words, the human process issues in bits. It is also critical to note that the attention is first disbursed uniformly over the external visual scene. Later, the emphasis is concentrated on specific areas as per the international visual scene. What happens in the brain is after an object is first viewed; it is oriented to the human brain. The objective is then filtered to identify the specific information that is critical in determining it. Once filtered, the image is served within the minds to identify whether it has ever been seen. If the object is seen for the first time, the interpretation is stored in the memories for a future recap (Dörrenberg, Rakoczy & Liszkowski, 2018)

Working Memory

The significant role of the working memory is to retain information. The working memory retains the report for s brief period before it is acted upon. The aspect is critical in these that it allows the mind to manipulate the information long enough for the collect interoperation. In other words, the working memory involves an executive controller that interacts with separate stores for auditory and visual information (Stavans & Baillargeon, 2018).. The mind relates to the visual aspect of the object being viewed and the audio part. The information perceived is critical in interpreting it.  The mechanism of attention is required for the working memory to be adequate. The aspect indicates that the attention and the working memory works together in a close relationship. For the focus to be appropriate, the working memory must avail the stored perception for an accurate interpretation if the object being viewed. Also for the working memory to recap a stored image or information about a specific purpose, the concentration must be heightened (Baillargeon et al. 2012)

Attention in Infancy

One of the aspects that used in studying focus on infancy is recognition memory.  The element is linked to the fact that the system allows infants to recognize an object as familiar or count it as the novel. The attention in infants is often studied in a comparison known as a visual paired comparison. One of the aspects that affect this system is that an infant keeps looking to an object for a more extended period and may fail to pay attention. According to a lot of studies done on notice in infancy, the newborn fixation is involuntary, exogenous and part of it belongs to a reflective system. Thus, infants don’t use their attention until they have developed voluntary control over their fixations (Wilcox & Biondi, 2015). Before then, they keep looking at an object as they try to figure it out. Thus as they get old, they use less time to process an image. The aspect is linked to the fact that as they develop control over their fixation, they can utilize their memories in identifying objects. It is worth noting that attention control is a critical component in individual working memory (Cuirbridge et al 2012)

Working Memory in Infants

Due to a lot of limitation in the methods used to study the visual system, there is less information known about how the working memory process information infants. Several studies have only concentrated on capacity limitation aspect of working memory. The working memory enables the storage and manipulation of objects that are no longer present in the sensorium growth of working. The memory capacity is a major driving force of cognitive development because developing this memory system is needed for being able to think about objects. Studies indicate that at the age of 5 months, infants can represent at least two hidden objects in their memories. At around 10-12 months, the infants can responses a maximum of three objects that they can quickly recapture. However, their minds may fail to remember all of them. However, the situation is different among adults. Most of them don’t experience any memory failure unless they are overloaded (Santos & Hood, 2009).

Processing the System

Object individuation is a skill that infants attain, and this helps them recognize distinct shapes and objects.  The aspect allows infants in identifying the number of objects in a scene. When children gain this skill, they often have an improved understanding of object permanence. According to several accounts from different scholars, children are born with physical reasoning. The computation system provides kids with a skeletal as well as a casual framework that allows them to reason and learn about the physical interaction of objects as well as other physical entities.  It is worth noting that PR operates without any form of conscious awareness. The infants are thus not aware of the casual frame-work they utilize while reasoning about the real events that they are aware of the grammar they use in comprehending sentences (Wilcox, 1999).. The PR system thus includes some core – concepts as well as principles that are gradually elaborated as the kids gain some specific rules for interpreting and predicting the outcomes of physical events. As infants grow, they develop different strategies of understanding the flow of events in their life. With time, the infants improve the ability to identify the information that needs to be added on individual circumstances. In the long run, a kid develops the capacity of interpreting as well as predicting the incoming events through experience. All these experiences are critical in shaping the behaviors (Xu, 2007).

References

Baillargeon, R. (2008). Innate ideas revisited: For a principle of persistence in infants’ physical reasoning. Perspectives on Psychological Science, 3(1), 2-13.

Baillargeon, R., Stavans, M., Wu, D., Gertner, Y., Setoh, P., Kittredge, A. K., & Bernard, A. (2012). Object individuation and physical reasoning in infancy: An integrative account. Language Learning and Development, 8(1), 4-46.

Dörrenberg, S., Rakoczy, H., & Liszkowski, U. (2018). How (not) to measure infant Theory of Mind: Testing the replicability and validity of four non-verbal measures. Cognitive Development, 46, 12-30.

Neisser, U. (1988). Five kinds of self?knowledge. Philosophical psychology, 1(1), 35-59.

PRISS, C. U. Cuirbridge, New York, Melbournei Madrid, Cape Town, Singapore, Slo Paulo, Delhi, Mexicg City Cambridge University. P. ress 32 AVenue of’the Americas, New york,} lIY lOOl3-2473, USA i* rw. cambridge. org.

Santos, L. R., & Hood, B. M. (2009). Object representation as a central issue in cognitive science. The origins of object knowledge, 1-23.

Stavans, M., & Baillargeon, R. (2018). Four?month?old infants individuate and track simple tools following functional demonstrations. Developmental science, 21(1), e12500.

Wilcox, T. (1999). Object individuation: Infants’ use of shape, size, pattern, and color. Cognition, 72(2), 125-166.

Wilcox, T., & Biondi, M. (2015). Object processing in the infant: lessons from neuroscience. Trends in Cognitive Sciences, 19(7), 406-413.

Xu, F. (2007). Sortal concepts, object individuation, and language. Trends in cognitive sciences, 11(9), 400-406.