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"Vinter, Annie"
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Drawing and the non-verbal mind : a life-span perspective
Drawing and its analysis has been an important sub-discipline of developmental psychology since the early 20th century. This collection of essays unites leading empirical researchers from Europe, the United States and Canada to provide an introduction to state-of-the-art drawing research.
Book
Historical Text Line Segmentation Using Deep Learning Algorithms: Mask-RCNN against U-Net Networks
Text line segmentation is a necessary preliminary step before most text transcription algorithms are applied. The leading deep learning networks used in this context (ARU-Net, dhSegment, and Doc-UFCN) are based on the U-Net architecture. They are efficient, but fall under the same concept, requiring a post-processing step to perform instance (e.g., text line) segmentation. In the present work, we test the advantages of Mask-RCNN, which is designed to perform instance segmentation directly. This work is the first to directly compare Mask-RCNN- and U-Net-based networks on text segmentation of historical documents, showing the superiority of the former over the latter. Three studies were conducted, one comparing these networks on different historical databases, another comparing Mask-RCNN with Doc-UFCN on a private historical database, and a third comparing the handwritten text recognition (HTR) performance of the tested networks. The results showed that Mask-RCNN outperformed ARU-Net, dhSegment, and Doc-UFCN using relevant line segmentation metrics, that performance evaluation should not focus on the raw masks generated by the networks, that a light mask processing is an efficient and simple solution to improve evaluation, and that Mask-RCNN leads to better HTR performance.
Journal Article
How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance
Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.
Journal Article
Mental Representation of Arm Motion Dynamics in Children and Adolescents
Motor imagery, i.e., a mental state during which an individual internally represents an action without any overt motor output, is a potential tool to investigate action representation during development. Here, we took advantage of the inertial anisotropy phenomenon to investigate whether children can generate accurate motor predictions for movements with varying dynamics. Children (9 and 11 years), adolescents (14 years) and young adults (21 years) carried-out actual and mental arm movements in two different directions in the horizontal plane: rightwards (low inertia) and leftwards (high inertia). We recorded and compared actual and mental movement times. We found that actual movement times were greater for leftward than rightward arm movements in all groups. For mental movements, differences between leftward versus rightward movements were observed in the adults and adolescents, but not among the children. Furthermore, significant differences between actual and mental times were found at 9 and 11 years of age in the leftward direction. The ratio R/L (rightward direction/leftward direction), which indicates temporal differences between low inertia and high inertia movements, was inferior to 1 at all ages, except for the mental movements at 9 years of age, indicating than actual and mental movements were shorter for the rightward than leftward direction. Interestingly, while the ratio R/L of actual movements was constant across ages, it gradually decreased with age for mental movements. The ratio A/M (actual movement/mental movement), which indicates temporal differences between actual and mental movements, was near to 1 in the adults' groups, denoting accurate mental timing. In children and adolescents, an underestimation of mental movement times appeared for the leftward movements only. However, this overestimation gradually decreased with age. Our results showed a refinement in the motor imagery ability during development. Action representation reached maturation at adolescence, during which mental actions were tightly related to their actual production.
Journal Article
Relationships Between Procedural Rigidity and Interrepresentational Change in Children's Drawing Behavior
The present experiments were aimed at testing Karmiloff-Smith's (1992) assumption that representational flexibility in drawing behavior requires the relaxation of a sequential constraint. A total of two hundred and forty 5- to 9-year-old children produced cross-category drawings (e.g., a house with wings) in 4 conditions. The results indicated that procedural rigidity declined as representational change improved. The decline in procedural rigidity occurred before representational change attained its highest level. This decline was related to a greater ability to manage early interruptions of the procedures, not to a greater ability to modify the usual feature sequencing. It was concluded that rigidity in routine development could act as a sequential constraint on interrepresentational change.
Journal Article
Local and Global Processing in Blind and Sighted Children in a Naming and Drawing Task
This study investigated the spatial analysis of tactile hierarchical patterns in 110 early-blind children aged 6–8 to 16–18 years, as compared to 90 blindfolded sighted children, in a naming and haptic drawing task. The results revealed that regardless of visual status, young children predominantly produced local responses in both tasks, whereas the production of integrated responses emerged later. Development of local and global processing seems to proceed similarly in the two populations, but local processing continued to occur at high levels over a larger age range in the blind. The possibility of visual mediation is pointed out, as totally blind children tended to process information locally more often than blind children with minimal light perception.
Journal Article
Artificial grammar learning in children: abstraction of rules or sensitivity to perceptual features?
We examined sensitivity to grammatical sequences of colors in an artificial grammar learning task in a sample of 120 children aged between 5 and 8 years. The aim of the experiment was to test whether the children would preferentially learn the specific salient features of the items they were exposed to or the rules that generated these items. The children were divided into two experimental groups (identical grammar but training items differing in their surface features) and a control group (random items). The results showed that regardless of age, participants learned the most frequent salient features of the items, as well as some kind of abstract relational information. However, the 8-year-olds presented a more complex result profile, with one of the experimental groups apparently developing sensitivity to grammatical rules. These results are discussed with reference to the main current models of implicit learning. Overall, the results provided more support for stimulus-specific processing models than for rule-based models.
Journal Article
Relationship between procedural rigidity and interrepresentational change in children's drawing behavior
The present experiments were aimed at testing Karmiloff-Smith's (1992) assumption that representational flexibility in drawing behavior requires the relaxation of a sequential constraint. A total of two hundred and forty 5- to 9-year-old children produced cross-category drawing (e.g., a house with wings) in 4 conditions. The results indicated that procedural rigidity declined as representational change improved. The decline in procedural rigidity occured before representational change attained its highest level. This decline was related to a greater ability to manage early interruptions of the procedures, not to a greater ability to modify the usual feature sequencing. It was concluded that rigidity in routine development could act as a sequential constraint on interrepresentational change. Reprinted by permission of the University of Chicago Press. © All rights reserved
Journal Article
Implicit Learning in Children Is Not Related to Age: Evidence from Drawing Behavior
Three experiments are reported on implicit learning in 432 children between the ages of 4 and 10 years, using a new paradigm (\"the neutral parameter procedure\") based on drawing behavior. The first two experiments demonstrated that children modified their drawing behavior following specially devised practice in such a way that these modifications could not be viewed as the result of deliberate adaptive strategies. The third experiment showed that these behavioral modifications lasted for at least 1 hr after the training phase. No age-related differences appeared in the experiments. A comparison of children's data with similar adults' data also failed to reveal any age differences. These results provide compelling evidence that implicit learning processes are age independent. Some implications of these results for developmental issues are discussed, notably the hypothesis of the formation of implicit knowledge in the course of learning.
Journal Article