# Knowledge over Time of Action Codes for Perceived Objects: An Exploratory Study on Developmental Children

## TL;DR

This study explores how children's understanding of objects' actions changes with age, showing older children react faster to object-related actions.

## Contribution

The study provides empirical evidence that action coding in object perception develops with age and experience.

## Key findings

- Older children (10-13 years) showed a 34 ms correspondence effect compared to younger children (6-9 years) with 18 ms.
- Action direction is a constitutive feature of tool objects influenced by experience and knowledge over time.

## Abstract

Over the past 20 years, there has been a growing interest in the processing of tool objects, and in the spatial S-R correspondence effects obtained with pictures of manipulable objects. Beyond the original affordance activation account, a location coding account has been proposed for such behavioral effects, which states that the location of the visually salient portion of an object speeds up spatially aligned motor responses and slows down misaligned ones. Furthermore, an additional action coding account has been proposed, according to which it is the direction of the action of the perceived object (e.g., “pouring tea leftward” when the spout of a teapot is leftward-oriented) that biases motor performance. We investigated this action coding account of S-R correspondence effects by comparing the reaction time (RT) performance of two groups: younger (6 to 9 years old) and older (10 to 13 years old) children. We assumed that knowledge of tool objects and the activation of action codes from object perception is proportional to age. Therefore, a larger correspondence effect was hypothesized for the older relative to the younger children’s group. Consistently, a 34 ms correspondence effect was observed in the older children relative to the younger ones (18 ms). The results support the view that action direction is a constitutive feature of tool objects, which is subject to experience, and thus, to increasing knowledge over time.