Using Hard et al.’s (2011) dwell-time paradigm, 85 preschoolers (aged 2.5–4.5; 43 female; primarily from white families) advanced at their own pace through one of three slideshows. All slideshows depicted an actor reaching toward, grasping, and retrieving a ball. However, motion patterns differed for one slideshow (straight-reach) relative to the other two (arcing-reaches), and one of the arcing-reach slideshows depicted a violation of typical goal-related motion. Preschoolers’ knowledge of goal structure systematically modulated attention to event boundaries across slideshows despite surface differences, even when controlling for pixel change (an index of changes in motion). These findings showcase the value of the dwell time paradigm, and illuminate how children deploy attention as goal-related expectations shape their analysis of continuously unfolding activity.

中文翻译：

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停留时间展示了目标结构如何为学龄前儿童对展开运动模式的分析提供信息

使用 Hard 等人 (2011) 的停留时间范式，85 名学龄前儿童（2.5-4.5 岁；43 名女性；主要来自白人家庭）通过三个幻灯片之一按照自己的节奏进步。所有幻灯片都描绘了一个演员伸手去拿、抓住和取回一个球。然而，一个幻灯片（直伸）相对于其他两个（弧伸）的运动模式不同，并且其中一个电弧伸长幻灯片描绘了违反典型的与目标相关的运动。尽管存在表面差异，即使在控制像素变化（运动变化的指数）时，学龄前儿童对目标结构的了解系统地调节了对幻灯片中事件边界的关注。这些发现展示了停留时间范式的价值，