Development of Visually Guided Locomotion

Karen E. Adolph, Marion A. Eppler

Research output: Contribution to journalArticle

Abstract

This article presents a developmental account of changes in the visual guidance of locomotion. In contrast to the impressive efficiency of adult locomotion, locomotor activity is not under prospective control at the onset of human mobility. Infants require extensive crawling and walking experience before responding adaptively to variations in the terrain. At the same time that they are learning to navigate in increasingly varied environments, their bodies and skills are rapidly changing. Learning generalizes from safe, flat ground to novel surfaces but it does not transfer to new methods of locomotion. We account for these patterns of generality and specificity of learning by focusing on the role of exploratory behavior in detecting threats to balance control.

Original languageEnglish (US)
Pages (from-to)303-321
Number of pages19
JournalEcological Psychology
Volume10
Issue number3-4
StatePublished - 1998

Fingerprint

locomotion
Locomotion
learning
Learning
walking
Exploratory Behavior
Walking
Efficiency
methodology

ASJC Scopus subject areas

  • Psychology(all)
  • Experimental and Cognitive Psychology

Cite this

Development of Visually Guided Locomotion. / Adolph, Karen E.; Eppler, Marion A.

In: Ecological Psychology, Vol. 10, No. 3-4, 1998, p. 303-321.

Research output: Contribution to journalArticle

Adolph, KE & Eppler, MA 1998, 'Development of Visually Guided Locomotion', Ecological Psychology, vol. 10, no. 3-4, pp. 303-321.
Adolph, Karen E. ; Eppler, Marion A. / Development of Visually Guided Locomotion. In: Ecological Psychology. 1998 ; Vol. 10, No. 3-4. pp. 303-321.
@article{3ddd9015b7054368b9b1edd00d3cf207,
title = "Development of Visually Guided Locomotion",
abstract = "This article presents a developmental account of changes in the visual guidance of locomotion. In contrast to the impressive efficiency of adult locomotion, locomotor activity is not under prospective control at the onset of human mobility. Infants require extensive crawling and walking experience before responding adaptively to variations in the terrain. At the same time that they are learning to navigate in increasingly varied environments, their bodies and skills are rapidly changing. Learning generalizes from safe, flat ground to novel surfaces but it does not transfer to new methods of locomotion. We account for these patterns of generality and specificity of learning by focusing on the role of exploratory behavior in detecting threats to balance control.",
author = "Adolph, {Karen E.} and Eppler, {Marion A.}",
year = "1998",
language = "English (US)",
volume = "10",
pages = "303--321",
journal = "Ecological Psychology",
issn = "1040-7413",
publisher = "Routledge",
number = "3-4",

}

TY - JOUR

T1 - Development of Visually Guided Locomotion

AU - Adolph, Karen E.

AU - Eppler, Marion A.

PY - 1998

Y1 - 1998

N2 - This article presents a developmental account of changes in the visual guidance of locomotion. In contrast to the impressive efficiency of adult locomotion, locomotor activity is not under prospective control at the onset of human mobility. Infants require extensive crawling and walking experience before responding adaptively to variations in the terrain. At the same time that they are learning to navigate in increasingly varied environments, their bodies and skills are rapidly changing. Learning generalizes from safe, flat ground to novel surfaces but it does not transfer to new methods of locomotion. We account for these patterns of generality and specificity of learning by focusing on the role of exploratory behavior in detecting threats to balance control.

AB - This article presents a developmental account of changes in the visual guidance of locomotion. In contrast to the impressive efficiency of adult locomotion, locomotor activity is not under prospective control at the onset of human mobility. Infants require extensive crawling and walking experience before responding adaptively to variations in the terrain. At the same time that they are learning to navigate in increasingly varied environments, their bodies and skills are rapidly changing. Learning generalizes from safe, flat ground to novel surfaces but it does not transfer to new methods of locomotion. We account for these patterns of generality and specificity of learning by focusing on the role of exploratory behavior in detecting threats to balance control.

UR - http://www.scopus.com/inward/record.url?scp=0032262016&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0032262016&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:0032262016

VL - 10

SP - 303

EP - 321

JO - Ecological Psychology

JF - Ecological Psychology

SN - 1040-7413

IS - 3-4

ER -