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1.
Establishing word-object relations: a first step 总被引：1，自引：0，他引：1
This work explores how infants in the early phases of acquiring language come to establish an initial mapping between objects and their labels. If infants are biased to attend more to objects in the presence of language, that could help them to note word-object object pairings. To test this, a first study compared how long 18 10-14-month-old infants looked at unfamiliar toys when labeling phrases accompanied their presentation, versus when no labeling phrases were provided. As predicted, labeling the toys increased infants' attention to them. A second study examined whether the presence of labeling phrases increased infants' attention to objects over and above what pointing, a powerful nonlinguistic method for directing infants' attention, could accomplish on its own. 22 infants from 2 age groups (10-14- and 17-20-month-olds) were shown pairs of unfamiliar toys in 2 situations: (a) in a pointing alone condition, where the experimenter pointed a number of times at one of the toys, and (b) in a labeling + pointing condition, where the experimenter labeled the target toy while pointing to it. While the pointing occurred, infants looked just as long at the target toy whether or not it was labeled. During a subsequent play period in which no labels were uttered, however, infants gazed longer at the target toys that had been labeled than at those that had not. Thus language can increase infants' attention to objects beyond the time that labeling actually occurs. These studies do not pinpoint which aspects of labeling behavior contribute to the attentional facilitation effect that was observed. In any case, however, this tendency for language to sustain infants' attention to objects may help them learn the mappings between words and objects. 相似文献
2.
The development of social referencing 总被引：6，自引：0，他引：6
The development of social referencing in 40 infants aged 6-9, 10-13, and 14-22 months was investigated in this study. Social referencing was defined broadly to include children's looks toward parents, their instrumental toy behaviors, affective expressions, and other behaviors toward parents. Children's looks at parents were more selective with increasing age, with older infants preferring to look directly at their parents' faces and younger infants showing no preference for looks to faces over looks elsewhere at the parent. Younger infants looked most often when their parents expressed positive affect, whereas older infants looked most often when parents displayed fearful reactions toward a stimulus. Evidence of a behavioral regulatory effect on instrumental toy behaviors was found only among infants 10-13 months of age. However, only infants older than 14 months of age inhibited touching the toy until after referencing the parent. On some measures these older infants showed a preference for toys associated with fearful messages. Affective expressions were in line with positive and negative behavior toward toys. No support for mood modification or simple imitation as explanations for the effects was found. Results indicated that the looking behavior of younger children may function differently than that of older children, and that social referencing involves a number of component skills that develop during the end of the first year and throughout the second year of life. 相似文献
3.
This study evaluated the interactive effects of endogenous and exogenous influences on infants' attention allocation by assessing the role of target familiarity on distraction latency during object exploration. In Experiment 1 (N = 54), infants' distraction latencies as they investigated both familiar toys (ones they previously had seen in a familiarization procedure) and novel toys (ones they had not seen in the familiarization procedure) were assessed longitudinally at 6.5 and 9 months of age. In Experiment 2 (N = 32), infants' distraction latencies were assessed at either 6.5 or 10 months as they investigated either familiar or novel targets. In both experiments, older infants, but not younger infants, exhibited longer latencies as they investigated novel toys as compared with their latencies as they investigated familiar toys. These results are discussed in terms of developmental changes in the interactive effects of endogenous and exogenous factors controlling attention allocation. 相似文献
4.
Maternal, Teacher, and Child Care History Correlates of Children's Relationships with Peers 总被引：5，自引：0，他引：5
Mother and teacher correlates of social competence with familiar and unfamiliar peers in 84 children who entered child care at three different times are examined. Social competence at age 4 was assessed with both familiar and unfamiliar peers. Relationships with both initial and 4-year-old teachers were related to social competence with peers. Maternal attachment relationships at 12 months and at 4 years did not predict social competence with peers. 相似文献
5.
分享行为是亲社会行为的一种表现形式,幼儿分享意识和分享行为的发展是幼儿建立良好同伴关系、形成道德的基础。通过创设糖果分享、玩具分享和奖品分享3种情景,对农村3-5岁幼儿的分享行为进行观察与分析。结果显示：农村幼儿的分享水平较低,分享水平随年龄的增长而提高;玩具分享上存在性别和是否独生的差异,不存在年龄差异;糖果分享和奖品分享上存在年龄差异,但不存在性别和是否独生上的差异。基于对农村3-5岁幼儿分享行为的特点分析,进一步提出提高农村幼儿分享水平的建议。 相似文献
6.
Psychological factors capable of preventing the inhibition of antibody responses in separated infant monkeys 总被引：1，自引：0，他引：1
The capacity of infant squirrel monkeys to mount an antibody response to viral challenge was evaluated after removal from their mothers in several social and physical environments. Control and separated infants were injected with a benign virus, the bacteriophage X174, and levels of neutralizing antibody were assessed for 3 weeks. Infants separated alone in an unfamiliar environment showed a significant reduction in antibody levels as compared to control infants. Allowing infants to remain in the home environment, either alone or with peers, prevented this inhibition of antibody responses from occurring. Similarly, providing familiar peers in the novel environment facilitated the normal expression of antibody responses. These results indicate that the trauma of maternal separation is significantly reduced when infants are familiar with the separation environment or familiar social companions are available. The reduced antibody response was associated with the highest level of adrenal activation induced by the unfamiliar separation condition, but antibody titers and plasma cortisol levels could not be specifically correlated in individual infants. 相似文献
7.
The role of person familiarity in young infants' perception of emotional expressions 总被引：2，自引：0，他引：2
This research investigated the role of person familiarity in the ability of 3.5-month-old infants to recognize emotional expressions. Infants (N = 72) were presented simultaneously with two filmed facial expressions, happy and sad, accompanied by a single vocal expression that was concordant with one of the two facial expressions. Infants' looking preferences and facial expressions were coded. Results indicated that when the emotional expressions were portrayed by each infant's own mother, infants looked significantly longer toward the facial expressions that were accompanied by affectively matching vocal expressions. Infants who were presented with emotional expressions of an unfamiliar woman did not. Even when a brief delay was inserted between the presentation of facial and vocal expressions, infants who were presented with emotional expressions of their own mothers looked longer at the facial expression that was sound specified, indicating that some factor other than temporal synchrony guided their looking preferences. When infants viewed the films of their own mothers, they were more interactive and expressed more positive and less negative affect. Moreover, infants produced a greater number of full and bright smiles when the sound-specified emotion was "happy," and particularly when they viewed the happy expressions of their own mothers. The average duration of negative affect was significantly longer for infants who observed the unfamiliar woman than for those who observed their own mothers. These results show that when more contextual information-that is, person familiarity-was available, infants as young as 3.5 months of age recognized happy and sad expressions. These findings suggest that in the early stages of development, infants are sensitive to contextual information that potentially facilitates some of the meaning of others' emotional expressions. 相似文献
8.
M K Rothbart 《Child development》1988,59(5):1241-1250
The early development of inhibited approach was studied through the observation of infants' reaching toward objects. 48 infants were observed longitudinally at 6.5, 10, and 13.5 months as they reached for toys under high- and low-intensity/novelty conditions. It was predicted that if an approach system related to positive affect were in place by 6 months, infants should show relative interindividual stability across age in their latency to approach low-intensity/novelty toys. This latency would also be inversely related to temperamental positive affect, that is, children who smiled and laughed more would reach more quickly. It was also predicted that, if behavioral inhibition to high-intensity/novelty stimuli were developing over this period, relative instability of latency to grasp high-intensity/novelty toys would be found. This latency would also be positively related to temperamental ratings of fearfulness, that is, children who were more fearful, would grasp more slowly. These hypotheses were generally supported, with the exception of the relation between parent-reported fearfulness and latency to approach and grasp. In addition, sex differences in frequency of hesitations were found. 相似文献
9.
Coordinating attention to people and objects in mother-infant and peer-infant interaction 总被引：7，自引：0，他引：7
In a longitudinal study, infants 6-18 months of age were observed in their homes playing with their mothers and with peers. Of primary concern was how they coordinated their attention to people and objects. Observations were coded using a state-based scheme that included a state of coordinated joint engagement as well as states of person engagement, object engagement, onlooking, and passive joint engagement. All developmental trends observed were similar regardless of partner: person engagement declined with age, while coordinated joint engagement increased. Passive joint engagement, object engagement, and onlooking did not change with age. However, the absolute amount of some engagement states was affected by partner: both passive and coordinated joint engagement were much more likely when infants played with mothers. We conclude that mothers may indeed support or "scaffold" their infants' early attempts to embed objects in social interaction, but that as attentional capabilities develop even quite unskilled peers may be appropriate partners for the exercise of these capacities. 相似文献
10.
10 abused toddlers (ages 1-3 years) and 10 matched controls from families experiencing stress were observed during social interactions with caregivers and with peers in their daycare settings. The abused infants more frequently physically assaulted their peers. They "harassed" their caregivers verbally and nonverbally, and they were the only infants who assaulted or threatened to assault them. The abused infants were much less likely than the controls to approach their caregivers in response to friendly overtures; when they did so they were more likely to approach to the side, to the rear, or by turning about and backstepping. In response to friendly overtures the abused infants more frequently avoided peers and caregivers or combined movements of approach with movements of avoidance. A similar behavior pattern has been identified by Main in maternally rejected infants in normal samples. 相似文献
11.
The early noncry vocalizations of infants are salient social signals. Caregivers spontaneously respond to 30%–50% of these sounds, and their responsiveness to infants’ prelinguistic noncry vocalizations facilitates the development of phonology and speech. Have infants learned that their vocalizations influence the behavior of social partners? If they have, infants should show an extinction burst in vocalizing when adults temporarily stop responding to infant vocalizations. Thirty‐eight 5‐month‐olds were tested in the still‐face paradigm with an unfamiliar adult. When the adult assumed a still face, infants showed an extinction burst. Thus, 5‐month‐olds have learned the social efficacy of their vocalizations on caregivers’ behavior. Furthermore, the magnitude of 5‐month infants’ extinction bursts predicted their language comprehension at 13 months. 相似文献
12.
Do gifted students adjust poorly to their social environment? There are currently two competing positions: one that sustains that giftedness is by itself a risk factor for social adaptation, and another that holds that high cognitive abilities involve distinctive features that are protective and hence increase individual resilience. Empirical support has been provided for both positions. This paper provides data from a study performed with 50 Spanish‐speaking gifted children and adolescents using a comparison group of 50 average‐ability peers matched by sex and chronological age. The results show no significant differences between gifted students and their peers on global measures of adjustment. Instead, they suggest that gifted students are neither significantly more poorly nor better adjusted than their peers during different age periods. Our analysis of the results provides moderate support for the resilience position. 相似文献
13.
Infants'' Contribution to the Achievement of Joint Reference 总被引：7，自引：1，他引：7
Dare A. Baldwin 《Child development》1991,62(5):874-890
This research examines whether infants actively contribute to the achievement of joint reference. One possibility is that infants tend to link a a label with whichever object they are focused on when they hear the label. If so, infants would make a mapping error when an adult labels a different object than the one occupying their focus. Alternatively, infants may be able to use a speaker's nonverbal cues (e.g., line of regard) to interpret the reference of novel labels. This ability would allow infants to avoid errors when adult labels conflict with infants' focus. 64 16-19-month-olds were taught new labels for novel toys in 2 situations. In follow-in labeling, the experimenter looked at and labeled a toy at which infants were already looking. In discrepant labeling, the experimenter looked at and labeled a different toy than the one occupying infants' focus. Infants' responses to subsequent comprehension questions revealed that they (a) successfully learned the labels introduced during follow-in labeling, and (b) displayed no tendency to make mapping errors after discrepant labeling. Thus infants of only 16 to 19 months understand that a speaker's nonverbal cues are relevant to the reference of object labels; they already can contribute to the social coordination involved in achieving joint reference. 相似文献
14.
Six-month-old infants' ability to form an abstract category of containment was examined using a standard infant categorization task. Infants were habituated to 4 pairs of objects in a containment relation. Following habituation, infants were tested with a novel example of the familiar containment relation and an example of an unfamiliar relation. Results indicate that infants look reliably longer at the unfamiliar versus familiar relation, indicating that they can form a categorical representation of containment. A second experiment demonstrated that infants do not rely on object occlusion to discriminate containment from a support or a behind spatial relation. Together, the results indicate that by 6 months, infants can recognize a containment relation from different angles and across different pairs of objects. 相似文献
15.
Murray L de Rosnay M Pearson J Bergeron C Schofield E Royal-Lawson M Cooper PJ 《Child development》2008,79(4):1049-1064
Responses to an unfamiliar adult were examined in infants of mothers with social phobia ( N = 79) and infants of nonanxious comparison mothers ( N = 77) at 10 and 14 months in a social referencing paradigm. On each occasion, a female stranger first interacted with the mother and then approached and interacted with the infant. Over time, infants of mothers with social phobia showed increasing avoidance of the stranger, particularly when they were behaviorally inhibited. In boys, maternal social phobia was associated with increasing fearful responses. Infant avoidance was predicted by expressed maternal anxiety and low levels of encouragement to interact with the stranger. The findings are discussed in relation to theories concerning the intergenerational transmission of social anxiety. 相似文献
16.
Recognition of maternal axillary odors by infants 总被引：6，自引：0，他引：6
A series of 5 experiments was conducted to determine whether neonates, at approximately 2 weeks of age, can recognize their parents through axillary odors alone. Breast-feeding infants discriminated between their mother's axillary odor and odors produced by either nonparturient or unfamiliar lactating females. In contrast, breast-feeding infants displayed no evidence of recognizing the axillary odors of their father. Likewise, bottle-feeding infants appeared unable to recognize the odor of their mother when presented along with odors from a nonparturient female or an unfamiliar bottle-feeding female. Several hypotheses were presented in an attempt to account for the differential reactions to maternal odors by breast-feeding versus bottle-feeding infants. It was tentatively concluded that, while breast-feeding, infants are exposed to salient maternal odors and thereby rapidly become familiarized with their mother's unique olfactory signature. 相似文献
17.
2 studies tested the hypothesis that infant smile production depends on the availability of a social recipient for the facial signal, as well as on appropriate internal events. We examined the effects of attentive and inattentive, familiar and unfamiliar social objects on smile production in 1 1/2-year-old infants outside of social interactions. Like adults, these infants directed a majority of the smiles produced during nonsocial activity to an attentive social object. Overall smiling frequency was much lower when the only potential recipient (the mother) was inattentive, but the effect did not appear to be mediated by negative emotion. Only smiles directed to mother were reduced: nonsocial smiling (at the toys) was not sensitive to mother's inattention, and when an attentive, friendly stranger was present, she was accepted as a substitute target for social smiles. We conclude that an open channel of social communication promotes the outward expression of internal affect in infants. 相似文献
18.
The ability to make inferences about what one’s peers know is critical for social interaction and communication. Three experiments (n = 309) examined the curse of knowledge, the tendency to be biased by one’s knowledge when reasoning about others’ knowledge, in children’s estimates of their peers’ knowledge. Four- to 7-year-olds were taught the answers to factual questions and estimated how many peers would know the answers. When children learned familiar answers, they showed a curse of knowledge in their peer estimates. But, when children learned unfamiliar answers to the same questions, they did not show a curse of knowledge. These data shed light on the mechanisms underlying perspective taking, supporting a fluency misattribution account of the curse of knowledge. 相似文献
19.
This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses. 相似文献
20.
Children's Gender-Based Reasoning about Toys 总被引：2，自引：0，他引：2
The goal of these studies was to investigate how preschool children use gender-based reasoning in making judgments about toy preferences for themselves and for others. In Studies 1 and 2, children ( n = 22, n = 71) were shown unfamiliar, non-sex-typed toys and asked to rate how much they, other girls, and other boys would like each toy. As expected, children made gender-based inferences: "What I like, children of my sex will also like, and children of the other sex will not like." Study 3 was designed to assess how children use gender-based reasoning to make decisions about attractive and unattractive toys when they are given gender labels. Children ( n = 91) were shown unfamiliar toys varying in attractiveness that were given explicit gender labels (e.g., "this is a toy girls really like") or no label. With a different experimenter (to avoid demand characteristics), children rated their own and others' liking of the toys. Children used gender labels to guide their own preferences and their expectations for others. Even with very attractive toys, children liked toys less if they were labeled as being for the other sex, and expected other girls and boys to do the same. The role of gender-based reasoning in cognitive theories of gender and on children's play preferences is discussed. 相似文献