Knowledge Vault 5 /66 - CVPR 2021
How Human Infants Represent Objects and Recognize Patterns in Dynamic Events
Su-hua Wang
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Concept Graph & Resume using Claude 3 Opus | Chat GPT4o | Llama 3:

graph LR classDef model fill:#f9d4d4, font-weight:bold, font-size:14px classDef objectfile fill:#d4f9d4, font-weight:bold, font-size:14px classDef physicalreasoning fill:#d4d4f9, font-weight:bold, font-size:14px classDef ebl fill:#f9f9d4, font-weight:bold, font-size:14px classDef ecological fill:#f9d4f9, font-weight:bold, font-size:14px classDef infants fill:#d4f9f9, font-weight:bold, font-size:14px classDef research fill:#f9d4d4, font-weight:bold, font-size:14px A[How Human Infants
Represent Objects and
Recognize Patterns in
Dynamic Events] --> B[Three-layer infant
learning model. 1] B --> C[Object-file: identity,
spatiotemporal info. 2] B --> D[Physical-reasoning:
object interactions. 3] D --> E[Infants detect
interaction violations. 4] D --> F[Feature identification reveals
subtler violations. 5] D --> G[Generalization applies features
within events. 6] D --> H[Infants use learning
to guide actions. 7] C --> I[Features move object-file
to physical-reasoning. 8] D --> J[Infants assign roles
based on space. 9] D --> K[Height relevant for
occlusion, covering events. 10] D --> L[Features generalize within
event categories. 11] A --> M[EBL: forms categories,
identifies features. 12] M --> N[EBL: trigger, mapping,
explanation, verification. 13] M --> O[Contrastive outcomes
trigger EBL. 14] M --> P[Diverse examples
support EBL. 15] B --> Q[Ecological system enables
event framing. 16] Q --> R[Framing affects perception,
interpretation, interaction. 17] Q --> S[Culture influences early
childhood learning. 18] Q --> T[Ecology: individual, interpersonal,
cultural history. 19] Q --> U[Framing can shift event
category boundaries. 20] Q --> V[Priming prioritizes
certain features. 21] Q --> W[Infants consider behavioral
history in social events. 22] W --> X[Strong behavioral history
shapes expectations. 23] A --> Y[Infants learn new patterns
efficiently via EBL. 24] A --> Z[Early learning powerful within,
limited across categories. 25] A --> AA[Learning contextually sensitive
from infancy. 26] A --> AB[Infants use context,
histories to guide learning. 27] A --> AC[Research with
Baillargeon, Chiu. 28] AC --> AD[Studies: NSF, Spencer,
UCSC support. 29] AC --> AE[Families generously
contributed to research. 30] class A,B model class C objectfile class D,E,F,G,H,I,J,K,L physicalreasoning class M,N,O,P,Y,Z ebl class Q,R,S,T,U,V,W,X,AA,AB ecological class AC,AD,AE research


1.- Three-layer model for infant learning: object-file system, physical-reasoning system, ecological system.

2.- Object-file system represents each object's identity and spatiotemporal information.

3.- Physical-reasoning system represents causal interactions between objects.

4.- Infants can detect interaction violations with primitive event representations.

5.- Feature identification allows infants to detect more subtle violations.

6.- Generalization applies identified features across examples within an event category.

7.- Infants use learned information to guide their actions.

8.- Identified features are recruited from object-file to physical-reasoning system.

9.- Infants assign event roles to objects based on spatial relations.

10.- Height is identified as relevant for occlusion and covering events at different ages.

11.- Features generalize within, but not across, event categories.

12.- Explanation-Based Learning (EBL) forms event categories and identifies relevant features.

13.- EBL involves a trigger, feature-outcome mapping, causal explanation, and verification.

14.- Contrastive outcomes in examples trigger EBL.

15.- Multiple diverse examples support the EBL process.

16.- Ecological system enables contextual framing of events.

17.- Contextual framing affects perception, interpretation, and interaction with events.

18.- Cultural context influences learning in early childhood.

19.- Ecology includes individual, interpersonal, and cultural aspects of learning history.

20.- Contextual framing can shift boundaries of event categories.

21.- Priming can lead infants to prioritize certain features.

22.- Infants consider a person's history of behaviors in social events.

23.- Strong history of behaviors influences infants' expectations of future actions.

24.- Infants learn new patterns efficiently through EBL.

25.- Early learning is powerful within, but limited across, event categories.

26.- Learning is contextually sensitive from early infancy.

27.- Infants attend to contextual cues and histories to guide learning.

28.- Research conducted in collaboration with Renee Baillargeon and C.J. Chiu.

29.- Studies supported by NSF, Spencer Foundation, and UCSC.

30.- Participating families generously contributed to the research.

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