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Vision for perception and vision for action: normal and unusual development

Vision for perception and vision for action: normal and unusual development Evidence suggests that visual processing is divided into the dorsal (‘how’) and ventral (‘what’) streams. We examined the normal development of these streams and their breakdown under neurological deficit by comparing performance of normally developing children and Williams syndrome individuals on two tasks: a visually guided action (‘how’) task, in which participants posted a card into an oriented slot, and a perception (‘what’) task, in which they matched a card to the slot's orientation. Results showed that all groups performed worse on the action task than the perception task, but the disparity was more pronounced in WS individuals and in normal 3–4‐year‐olds than in older children. These findings suggest that the ‘how’ system may be relatively slow to develop and more vulnerable to breakdown than the ‘what’ system. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Science Wiley

Vision for perception and vision for action: normal and unusual development

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References (63)

Publisher
Wiley
Copyright
© 2008 The Authors. Journal compilation © 2008 Blackwell Publishing Ltd
ISSN
1363-755X
eISSN
1467-7687
DOI
10.1111/j.1467-7687.2008.00693.x
pmid
18576955
Publisher site
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Abstract

Evidence suggests that visual processing is divided into the dorsal (‘how’) and ventral (‘what’) streams. We examined the normal development of these streams and their breakdown under neurological deficit by comparing performance of normally developing children and Williams syndrome individuals on two tasks: a visually guided action (‘how’) task, in which participants posted a card into an oriented slot, and a perception (‘what’) task, in which they matched a card to the slot's orientation. Results showed that all groups performed worse on the action task than the perception task, but the disparity was more pronounced in WS individuals and in normal 3–4‐year‐olds than in older children. These findings suggest that the ‘how’ system may be relatively slow to develop and more vulnerable to breakdown than the ‘what’ system.

Journal

Developmental Science – Wiley

Published: Jul 1, 2008

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