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1.
Function has been considered important in numerous literatures in the study of cognitive development, yet little is known about what and how infants learn about function. Five experiments examined what 10-month-old infants (N=80) learn about functions that involve a sound produced when an object is acted on. Infants habituated to a single object (Experiment 1) or multiple objects that performed the same function (Experiment 2) learned both the actions and the sounds. Infants did not appear to learn relations between actions and sounds (Experiment 3) or appearances and sounds (Experiment 4), although they did learn the relations between appearances and actions (Experiment 5). These results are discussed in terms of how infants learn about object function. 相似文献
2.
Most previous research on imitation in infancy has focused on infants' learning of instrumental actions on objects. This study focused instead on the more social side of imitation, testing whether being mimicked increases prosocial behavior in infants, as it does in adults (van Baaren, Holland, Kawakami, & van Knippenberg, 2004). Eighteen‐month‐old infants (N = 48) were either mimicked or not by an experimenter; then either that experimenter or a different adult needed help. Infants who had previously been mimicked were significantly more likely to help both adults than infants who had not been mimicked. Thus, even in infancy, mimicry has positive social consequences: It promotes a general prosocial orientation toward others. 相似文献
3.
Three experiments examined the effect of practice on memory performance by 18-month-old infants. Infants were tested using an imitation paradigm; an adult demonstrated a series of actions with objects and infants were given the opportunity to reproduce those actions following a delay. Some infants practiced the target actions before the retention interval (practice) and some did not (no practice). In Experiment 1, a reminder treatment alleviated forgetting by infants who practiced but failed to alleviate forgetting by infants who did not practice. In Experiments 2A and 2B, infants who practiced generalized to novel test stimuli after a 24-hr delay, whereas infants without practice did not. Results suggest practice influences the accessibility and generality of infants' memories. 相似文献
4.
Infants imitate others’ individual actions, but do they also replicate others’ joint activities? To examine whether observing joint action influences infants’ initiation of joint action, forty‐eight 18‐month‐old infants observed object demonstrations by 2 models acting together (joint action), 2 models acting individually (individual action), or 1 model acting alone (solitary action). Infants’ behavior was examined after they were given each object. Infants in the joint action condition attempted to initiate joint action more often than infants in the other conditions, yet they were equally likely to communicate for other reasons and to imitate the demonstrated object‐directed actions. The findings suggest that infants learn to replicate others’ joint activity through observation, an important skill for cultural transmission of shared practices. 相似文献
5.
Two studies investigated whether 10- and 12-month-olds can use televised emotional reactions to guide their behavior. Infants watched an actress orient toward 1 of 2 novel objects and react with neutral affect during baseline and with positive or negative affect during test. Infants then had 30 s to interact with the objects. In Study 1, 12-month-olds (N = 32) avoided the target object and showed increases in negative affect after observing the negative-emotion scenario. Twelve-month-olds' responses to positive vs. neutral signals did not differ significantly. In Study 2, 10-month-olds (N = 32) attended to the televised presentations but showed no consistent changes in their object interactions or affect. Thus, 12-month-olds used social information presented on television and associated emotional signals with the intended target. 相似文献
6.
Infants' (N = 276) ability to learn from television under seminaturalistic conditions was examined in five experiments with 12-, 15-, and 18-month-olds. In all experiments, an adult performed a series of specific actions with novel stimuli. Some infants watched the demonstration live, and some infants watched the same demonstration on television from prerecorded videotape. Infants' ability to reproduce the target actions was then assessed either immediately or after a 24-hour delay. Infants of all ages exhibited imitation when the actions were modeled live. There were age-related and task-related differences, however, in infants' ability to imitate the same actions modeled on television. The role of perceptual, attentional, and cognitive development in the ability to learn from television is discussed. 相似文献
7.
This article investigated the interplay of 12-month-old infants’ perception of affordances for locomotion and their ability to respond to the mention of hidden objects. In Experiment I, a toy was hidden in an ottoman that was placed on a cabinet out of infants’ reach. Infants were more likely to look at, point to or approach the ottoman when there were stairs leading to it than when there were none. The stairs did not help infants respond by highlighting the target corner of the room (Experiment II) or by boosting their engagement with the study events (Experiment III). This suggests that infants’ perception of the accessibility of the hiding location influences their ability to respond to speech about absent things. 相似文献
8.
Infants’ pointing gestures are a critical predictor of early vocabulary size. However, it remains unknown precisely how pointing relates to word learning. The current study addressed this question in a sample of 108 infants, testing one mechanism by which infants’ pointing may influence their learning. In Study 1, 18‐month‐olds, but not 12‐month‐olds, more readily mapped labels to objects if they had first pointed toward those objects than if they had referenced those objects via other communicative behaviors, such as reaching or gaze alternations. In Study 2, when an experimenter labeled a not pointed‐to‐object, 18‐month‐olds’ pointing was no longer related to enhanced fast mapping. These findings suggest that infants’ pointing gestures reflect a readiness and, potentially, a desire to learn. 相似文献
9.
The role of maternal affect mirroring on the development of prosocial behaviors and social expectancies was assessed in forty-one 2- to 3-month-old infants. Prosocial behavior was characterized as infants' positive behavior and increased attention toward their mothers. Social expectancies were defined as infants' expectancy for affective sharing. Mothers and infants were observed twice, approximately 1 week apart. During Visit 1, mothers and infants were videotaped while interacting over television monitors for 3 min. During Visit 2, infants engaged in a live, 3-min interaction with their mothers over television monitors (live condition) and they also viewed a replay of their mothers' interaction from the preceding week (replay condition). The order of conditions was counterbalanced. Maternal affect mirroring was measured according to the level of attention maintenance, warm sensitivity, and social responsiveness displayed. A natural split was observed with 58% of the mothers ranking high and 42% ranking low on these affect mirroring measures (HAM and LAM, respectively). Infants in the HAM group ranked high on prosocial behaviors and social expectancy--they discriminated between live and replay, conditions with smiles, vocalizations, and gazes. Infants in the LAM group ranked low on these variables--they gazed longer during the live condition than during the replay condition, but only when the live condition was presented first; however, they did not smile or vocalize more. These findings indicate that there is a relation between affect mirroring and social expectancies in infants. 相似文献
10.
Imitation of televised models by infants 总被引：2，自引：0，他引：2
A N Meltzoff 《Child development》1988,59(5):1221-1229
Studies indicate that infants in our culture are exposed to significant amounts of TV, often as a baby-sitting strategy by busy caretakers. The question arises whether TV viewing merely presents infants with a salient collection of moving patterns or whether they will readily pick up information depicted in this 2-D representation and incorporate it into their own behavior. Can infants "understand" the content of television enough to govern their real-world behavior accordingly? One way to explore this question is to present a model via television for infants to imitate. Infants' ability to imitate TV models was explored at 2 ages, 14 and 24 months, under conditions of immediate and deferred imitation. In deferred imitation, infants were exposed to a TV depiction of an adult manipulating a novel toy in a particular way but were not presented with the real toy until the next day. The results showed significant imitation at both ages, and furthermore showed that even the youngest group imitated after the 24-hour delay. The finding of deferred imitation of TV models has social and policy implications, because it suggests that TV viewing in the home could potentially affect infant behavior and development more than heretofore contemplated. The results also add to a growing body of literature on prelinguistic representational capacities. They do so in the dual sense of showing that infants can relate 2-D representations to their own actions on real objects in 3-D space, and moreover that the information picked up through TV can be internally represented over lengthy delays before it is used to guide the real-world action. 相似文献
11.
Rick Caulfield 《Early Childhood Education Journal》1996,23(4):239-242
Summary Physical and cognitive development proceed at a breathtaking pace in the first two years of life. Infants enter the world
as competent individuals who actively explore the external world from the moment of birth. As their basic reflexes disappear,
they begin to engage in intentional and purposeful behavior. Their ability to move, as in crawling and walking, and to manipulate
objects extends their opportunities to learn about the physical environment. Responsive and supportive caregivers who work
with infants and toddlers play a critical role in providing an optimal learning environment that takes into account infants'
unique developmental needs. The next segment of the four-part series addresses the social and emotional development of infants
and toddlers. 相似文献
12.
4-month-old infants were specifically selected for patterns of affective and motoric reactivity that were hypothesized to be associated with later inhibited and uninhibited behavior. Infants were classified as high on motor activity and negative affect, high on motor activity and positive affect, or low on motor activity and affect. Brain electrical activity was assessed in these infants at 9 months of age, and behavior toward novelty was observed at 14 months of age. Infants who were high on motor activity and negative affect exhibited greater right frontal EEG activation at 9 months of age and inhibited behavior at 14 months of age. Infants classified as high motor/high positive at 4 months of age exhibited uninhibited behavior at 14 months of age. No relations were found between frontal asymmetry at 9 months of age and inhibited behavior at 14 months of age. However, greater activation in both the left and right frontal hemispheres was associated with higher inhibition scores at 14 months of age. These findings are discussed in terms of the role that affective and physiological reactivity may play in the development of social behavior during toddlerhood. 相似文献
13.
Infants can track small groups of solid objects, and infants can respond when these quantities change. But earlier work is equivocal about whether infants can track continuous substances, such as piles of sand. Experiment 1 (N = 88) used a habituation paradigm to show infants can register changes in the size of piles of sand that they see poured from a container when there is a 1-to-4 ratio. Experiment 2 (N = 82) tested whether infants could discriminate a 1-to-2 ratio. The results demonstrate that females could discriminate the difference but males could not. These findings constitute the youngest evidence of successful quantity discriminations for a noncohesive substance and begin to characterize the nature of the representation for noncohesive entities. 相似文献
14.
A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a particular spatial location rather than to an object. Results show that 10-month-olds can learn new labels and do so by relying on the perceptual salience of an object instead of social cues provided by a speaker. This is in direct contrast to the way in which older children (12-, 18-, and 24-month-olds) learn and extend new object names. 相似文献
15.
Is Visually Guided Reaching in Early Infancy a Myth? 总被引：4，自引：0，他引：4
Rachel K. Clifton Darwin W. Muir Daniel H. Ashmead Marsha G. Clarkson 《Child development》1993,64(4):1099-1110
The issue examined was whether infants require sight of their hand when first beginning to reach for, contact, and grasp objects. 7 infants were repeatedly tested between 6 and 25 weeks of age. Each session consisted of 8 trials of objects presented in the light and 8 trials of glowing or sounding objects in complete darkness. Infants first contacted the object in both conditions at comparable ages (mean age for light, 12.3 weeks, and for dark, 11.9 weeks). Infants first grasped the object in the light at 16.0 weeks and in the dark at 14.7 weeks, a nonsignificant difference. Once contact was observed, infants continued to touch and grasp the objects in both light and dark throughout all sessions. Because infants could not see their hand or arm in the dark, their early success in contacting the glowing and sounding objects indicates that proprioceptive cues, not sight of the limb, guided their early reaching. Reaching in the light developed in parallel with reaching in the dark, suggesting that visual guidance of the hand is not necessary to achieve object contact either at the onset of successful reaching or in the succeeding weeks. 相似文献
16.
The present research used a preferential‐reaching task to examine whether 9‐ and 11‐month‐olds (n = 144) could infer the relative weights of two objects resting on a soft, compressible platform. Experiment 1 established that infants reached preferentially for the lighter of 2 boxes. In Experiments 2–4, infants saw 2 boxes identical except in weight resting on a cotton wool platform. Infants reached prospectively for the lighter box, but only when their initial exploratory activities provided critical information. At 11 months, infants succeeded as long as they first determined that the platform was compressible; at 9 months, infants succeeded only if they also explored the boxes and thus had advance knowledge that they differed in weight. 相似文献
17.
Social precursors to symbolic understanding of pictures were examined with 100 infants ages 6, 9, 12, 15, and 18 months. Adults demonstrated 1 of 2 stances toward pictures and objects (contemplative or manipulative), and then gave items to infants for exploration. For pictures, older infants (12, 15, and 18 months) emulated the adult's actions following both types of demonstration trials. For objects, infants did not emulate actions following either stance at any age. The findings suggest that infants enlist their imitative learning skills in the context of learning the conventions of action on pictorial symbols. The data are interpreted as pointing to the importance of social learning in developing an understanding of the referential function of pictorial symbols. 相似文献
18.
Infant Sensitivity to Adult Eye Direction 总被引：5，自引：0，他引：5
Adult eye direction was manipulated while adults interacted with 3–6-month-olds over closed-circuit television (Experiment 1) or in person (Experiment 2). Infants received 4 1-min interaction periods. For experimental groups, adult eye contact was maintained during Periods 1 and 3, and averted during Periods 2 and 4 (by viewing infants on a television monitor to maintain contingency). Control infants received eye contact during all periods. Experimental infants' smiling declined whenever adults looked away; their visual attention simply decreased across periods. Control infants showed little change in gaze or smiling across periods. The implications of these results for Baron-Cohen's model of infant theory of mind and Morton and Johnson's 2-process theory of infant face perception are discussed. 相似文献
19.
Recent research has shown that infants are more likely to engage with in‐group over out‐group members. However, it is not known whether infants' learning is influenced by a model's group membership. This study investigated whether 14‐month‐olds (N = 66) selectively imitate and adopt the preferences of in‐group versus out‐group members. Infants watched an adult tell a story either in their native language (in‐group) or a foreign language (out‐group). The adult then demonstrated a novel action (imitation task) and chose 1 of 2 objects (preference task). Infants did not show selectivity in the preference task, but they imitated the in‐group model more faithfully than the out‐group model. This suggests that cultural learning is beginning to be truly cultural by 14 months of age. 相似文献
20.
Thirteen-month-olds rely on shared labels and shape similarity for inductive inferences 总被引：4，自引：0，他引：4
This study examined the influence of shape similarity and labels on 13-month-olds' inductive inferences. In 3 experiments, 123 infants were presented with novel target objects with or without a nonvisible property, followed by test objects that varied in shape similarity. When objects were not labeled, infants generalized the nonvisible property to high-similarity objects (Experiment 1). When objects were labeled with the same noun, infants generalized the nonvisible property to high- and low-similarity objects (Experiment 2). Finally, when objects were labeled with different nouns, infants generalized the nonvisible property to high-similarity objects (Experiment 3). Thus, infants who are beginning to acquire productive language rely on shared shape similarity and shared names to guide their inductive inferences. 相似文献