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Related Experiment Video

Updated: Jun 11, 2025

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Knowledge over Time of Action Codes for Perceived Objects: An Exploratory Study on Developmental Children.

Marinella Coco^1,2, Federica Di Pasquale¹, Antonello Pellicano¹

¹Department of Educational Sciences, University of Catania, 95100 Catania, Italy.

|September 28, 2024

Summary

Children aged 10-13 show stronger spatial stimulus-response (S-R) correspondence effects for tool objects than younger children (6-9). This suggests that understanding a tool's action direction improves with age and experience.

Keywords:

action codes learning object-based correspondence effect objects knowledge

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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

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Published on: April 19, 2017

Area of Science:

Cognitive Psychology
Developmental Psychology
Neuroscience

Background:

Growing interest in processing tool objects and spatial stimulus-response (S-R) correspondence effects.
Proposed accounts include affordance activation, location coding, and action coding.
Action coding suggests perceived object direction influences motor performance.

Purpose of the Study:

Investigate the action coding account of S-R correspondence effects in children.
Compare reaction time (RT) performance between younger and older children.
Hypothesize a larger correspondence effect in older children due to increased knowledge.

Main Methods:

Compared RT performance in two age groups: younger (6-9 years) and older (10-13 years) children.
Assessed S-R correspondence effects related to tool object perception.
Analyzed differences in correspondence effects between age groups.

Main Results:

Older children exhibited a 34 ms correspondence effect.
Younger children showed an 18 ms correspondence effect.
A larger correspondence effect was observed in older children compared to younger children.

Conclusions:

Results support the action coding account for tool objects.
Action direction is a key feature of tool objects, refined by experience and age.
Increasing age and knowledge correlate with stronger action coding effects.