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High-probability grants
According to our matching algorithm, Shannon Ross-Sheehy is the likely recipient of the following grants.
Years |
Recipients |
Code |
Title / Keywords |
Matching score |
2003 — 2004 |
Ross-Sheehy, Shannon M |
F31Activity Code Description: To provide predoctoral individuals with supervised research training in specified health and health-related areas leading toward the research degree (e.g., Ph.D.). |
Attention and Visual Short-Term Memory in Infants
[unreadable] DESCRIPTION (provided by applicant): Because an understanding about the world arises from early visual experiences, the types of visual representations infants form have implications for what infants learn from those experiences and therefore for later conceptual development. Previous research exploring limitations in infants' visual short-term memory VSTM, has uncovered significant developmental changes in how much visually presented information infants can remember. This change in the capacity of VSTM must have a critical impact on how infants learn about the visual world. The proposed experiments seek to untangle the interactive effects of developing attention and VSTM on cognitive development by investigating how what an infant can remember about what he or she sees determines how these stimuli are processed and subsequently remembered. This research will extend previous work by further investigating capacity limitations in VSTM, and how these capacity limitations interact with other processes, such as visual attention, to determine what infants learn about the world. Thus, this project has 3 specific aims: (1) to replicate and extend previous work identifying changes in VSTM capacity over the first year of life (Experiment 1), (2) to explore the relationship between VSTM capacity limitations and how stimuli are processed (Experiment 2), and (3) to demonstrate flexibility in the quality of visual representations by probing the interaction between VSTM and visual attention (Experiments 3 and 4). [unreadable] [unreadable]
|
0.958 |
2007 — 2009 |
Ross-Sheehy, Shannon M |
F32Activity Code Description: To provide postdoctoral research training to individuals to broaden their scientific background and extend their potential for research in specified health-related areas. |
Early Behavioral Predictors of Infant Attentional Development
[unreadable] DESCRIPTION (provided by applicant): Project summary: This proposal will utilize a novel visual fixation task to determine if differences in behavioral reactivity at four months are related to individual differences in the development of visual attention. Four-month-old infants will be brought into the lab and rated on their level of behavioral reactivity to novel visual and auditory events. After a short break, these infants will then be shown a series of visual stimuli designed to manipulate the level of response conflict by varying the congruence of the cue and the target. For each trial, infants will be presented with a fixation stimulus followed by a cue, (visual/spatial, auditory/non-spatial, both, or neither) a brief delay, and then a target presented either contralaterally or ipsilaterally to the cue. Latency to orient and direction of orientation will be recorded for each trial type, and results will be analyzed as a function of trial type and behavioral reactivity score. These infants will subsequently be retested in the same Infant Orienting Task (IOT) at 6, 9, and 12 months. It is hypothesized that performance on the IOT will vary both as a function of age, and as a function of behavioral reactivity at four months. Moreover, data collected from this longitudinal sample will provide a rich source of information regarding the development of attentional competence, and for the first time, will allow us to use the same task to measure the development of individual components of attention in both 4-month-old infants, and 18- month-old infants. Relevance: This work has the potential to significantly impact our understanding of the origins of individual differences in attentional style. By exploring the link between early behavior and later attentional development, these studies will contribute significantly to our understanding of how attention develops in non-clinical populations, and potentially, if the appearance of attentional dysfunction is preceded by systematic differences in the development of the components of attention. [unreadable] [unreadable] [unreadable]
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0.958 |