Martin Jüttner (Aston University, Birmingham, UK)
Jules Davidoff (Goldsmiths College, London, UK)
Elley Wakui (now: University of East London, UK)
Dean Petters (now: University of Birmingham, UK)
John Hummel (University of Illinois, USA)
Ingo Rentschler (Ludwig-Maximilians-Universität München, Germany)
This project has been supported by the Economic and Social Research Council (ESRC, grant RES-062-0167, 2006 - 2010) and by the Heidehof Stiftung (grant 50302.01/4.10, 2011 - 2012).
Adults can use both of these ways - individual parts and the part configuration - for object recognition purposes. However, little is known about the development of these two routes for understanding pictorial information - in particular in school-age children. The current project aims to shed some light onto this process.
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:
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.
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):
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