Alice in Wonderland: The effects of body size and movement on children's size perception and body representation in virtual reality.

Previous work shows that in adults, illusory embodiment of a virtual avatar can be induced using congruent visuomotor cues. Furthermore, embodying different-sized avatars influences adults' perception of their environment's size. This study (N = 92) investigated whether children are also susceptible to such embodiment and size illusions. Adults and 5-year-old children viewed a first-person perspective of different-sized avatars moving either congruently or incongruently with their own body. Participants rated their feelings of embodiment over the avatar and also estimated the sizes of their body and objects in the environment. Unlike adults, children embodied the avatar regardless of visuomotor congruency. Both adults and children freely embodied different-sized avatars, and this affected their size perception in the surrounding virtual environment; they felt that objects were larger in a small body and vice versa in a large body. In addition, children felt that their body had grown in the large body condition. These findings have important implications for both our theoretical understanding of own-body representation, and our knowledge of perception in virtual environments.

The Developing Bodily Self: How Posture Constrains Body Representation in Childhood.

Adults' body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant's own. Across ages, congruency of posture and visual-tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual-tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self.

My body until proven otherwise: Exploring the time course of the full body illusion.

Evidence from the Full Body Illusion (FBI) has shown that adults can embody full bodies which are not their own when they move synchronously with their own body or are viewed from a first-person perspective. However, there is currently no consensus regarding the time course of the illusion. Here, for the first time, we examined the effect of visuomotor synchrony (synchronous/asynchronous/no movement) on the FBI over time. Surprisingly, we found evidence of embodiment over a virtual body after five seconds in all conditions. Embodiment decreased with increased exposure to asynchronous movement, but remained high in synchronous and no movement conditions. We suggest that embodiment of a body seen from a first-person perspective is felt by default, and that embodiment can then be lost in the face of contradictory cues. These results have significant implications for our understanding of how multisensory cues contribute to embodiment.

Sensory cue combination in children under 10 years of age.

Cue combination occurs when two independent noisy perceptual estimates are merged together as a weighted average, creating a unified estimate that is more precise than either single estimate alone. Surprisingly, this effect has not been demonstrated compellingly in children under the age of 10 years, in contrast with the array of other multisensory skills that children show even in infancy. Instead, across a wide variety of studies, precision with both cues is no better than the best single cue - and sometimes worse. Here we provide the first consistent evidence of cue combination in children from 7 to 10 years old. Across three experiments, participants showed evidence of a bimodal precision advantage (Experiments 1a and 1b) and the majority were best-fit by a combining model (Experiment 2). The task was to localize a target horizontally with a binaural audio cue and a noisy visual cue in immersive virtual reality. Feedback was given as well, which could both (a) help participants judge how reliable each cue is and (b) help correct between-cue biases that might prevent cue combination. Crucially, our results show cue combination when feedback is only given on single cues - therefore, combination itself was not a strategy learned via feedback. We suggest that children at 7-10 years old are capable of cue combination in principle, but must have sufficient representations of reliabilities and biases in their own perceptual estimates as relevant to the task, which can be facilitated through task-specific feedback.

Effects of two-dimensional versus three-dimensional landmark geometry and layout on young children's recall of locations from new viewpoints.

Spatial memory is an important aspect of adaptive behavior and experience, providing both content and context to the perceptions and memories that we form in everyday life. Young children's abilities in this realm shift from mainly egocentric (self-based) to include allocentric (world-based) codings at around 4 years of age. However, information about the cognitive mechanisms underlying acquisition of these new abilities is still lacking. We examined allocentric spatial recall in 4.5- to 8.5-year-olds, looking for continuity with navigation as previously studied in 2- to 4-year-olds and other species. We specifically predicted an advantage for three-dimensional landmarks over two-dimensional ones and for recalling targets "in the middle" versus elsewhere. However, we did not find compelling evidence for either of these effects, and indeed some analyses even support the opposite of each of these conclusions. There were also no significant interactions with age. These findings highlight the incompleteness of our overall theories of the development of spatial cognition in general and allocentric spatial recall in particular. They also suggest that allocentric spatial recall involves processes that have separate behavioral characteristics from other cognitive systems involved in navigation earlier in life and in other species.