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Developmental Psychology: Volume 29, Number 2, May 2003, Pages 333-348. Abstract: To survive, organisms must be able to perceive and act on the environmental cues they find themselves in. In order to perceive environmental cues, we must be able to perceive their properties. To act on them, we must be able to discern them. In other words, perception and action are inextricably linked. In this paper we describe the experimental paradigm of the paired match-to-sample paradigm and begin to describe the results of three experiments in which a group of children and a group of adults performed the task. The idea of this paradigm is to give subjects two stimuli that vary in certain properties (e.g., color or intensity) and then have them decide whether or not they are the same. We use a real-world example of how this paradigm can be used to help children learn and apply the concept of similarity or dissimilarity to make decisions on how to behave and live in the world. Given that there are dramatic differences in the way children and adults perceive the world and in the way that they learn, it is very likely that these paradigms can be used to help children with learning problems that stem from these perceptual and cognitive differences. The next chapter discusses the development of visual perception over the first decade of life. In this chapter we summarize the findings from a long-standing tradition of investigating the development of visual perception in humans, which includes the results of many eye-tracking experiments. One thing that has emerged from this research is that infants make many systematic errors in their perceptual judgments. For example, subjects tend to perceive illusory contours as real contours and so perceive patterns that are not really there. However, the chances of such errors increase with age and are often even evident by the preschool years. Finally, this chapter provides an overview of the laboratory environment in which infants are tested and some of the key questions surrounding this environment are discussed. For more information on this topic, the reader is referred to Pascual et al. (1993, 1994). Movement perception: a developmental perspective. In this chapter we offer some preliminary ideas on how the study of perceptual development and motor development can be linked by examining children’s errors and the influence of various behavioral elements on developing motor and perceptual abilities. Here, we draw some tentative conclusions and discuss how further research in this topic can offer some key insights that will further our understanding of the development of perception and action. The next chapter addresses three crucial issues in perceptual development: 1cdb36666d

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