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1.
Infants Rely More on Gaze Cues From Own‐Race Than Other‐Race Adults for Learning Under Uncertainty 
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下载免费PDF全文 Naiqi G. Xiao Rachel Wu Paul C. Quinn Shaoying Liu Kristen S. Tummeltshammer Natasha Z. Kirkham Liezhong Ge Olivier Pascalis Kang Lee 《Child development》2018,89(3):e229-e244
Differential experience leads infants to have perceptual processing advantages for own‐ over other‐race faces, but whether this experience has downstream consequences is unknown. Three experiments examined whether 7‐month‐olds (range = 5.9–8.5 months; N = 96) use gaze from own‐ versus other‐race adults to anticipate events. When gaze predicted an event's occurrence with 100% reliability, 7‐month‐olds followed both adults equally; with 25% (chance) reliability, neither was followed. However, with 50% (uncertain) reliability, infants followed own‐ over other‐race gaze. Differential face race experience may thus affect how infants use social cues from own‐ versus other‐race adults for learning. Such findings suggest that infants integrate online statistical reliability information with prior knowledge of own versus other race to guide social interaction and learning. 相似文献
2.
Naturalistic Language Recordings Reveal “Hypervocal” Infants at High Familial Risk for Autism 下载免费PDF全文
下载免费PDF全文 Meghan R. Swanson Mark D. Shen Jason J. Wolff Brian Boyd Mark Clements James Rehg Jed T. Elison Sarah Paterson Julia Parish‐Morris J. Chad Chappell Heather C. Hazlett Robert W. Emerson Kelly Botteron Juhi Pandey Robert T. Schultz Stephen R. Dager Lonnie Zwaigenbaum Annette M. Estes Joseph Piven the IBIS Network 《Child development》2018,89(2):e60-e73
Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty‐nine 9‐month‐old infants at high or low familial risk for ASD contributed full‐day in‐home language recordings. High‐risk infants produced more vocalizations than low‐risk peers; conversational turns and adult words did not differ by group. Vocalization differences were driven by a subgroup of “hypervocal” infants. Despite more vocalizations overall, these infants engaged in less social babbling during a standardized clinic assessment, and they experienced fewer conversational turns relative to their rate of vocalizations. Two ways in which these individual and environmental differences may relate to subsequent development are discussed. 相似文献
3.
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
4.
Six‐month‐olds reliably discriminate different monkey and human faces whereas 9‐month‐olds only discriminate different human faces. It is often falsely assumed that perceptual narrowing reflects a permanent change in perceptual abilities. In 3 experiments, ninety‐six 12‐month‐olds’ discrimination of unfamiliar monkey faces was examined. Following 20 s of familiarization, and two 5‐s visual‐paired comparison test trials, 12‐month‐olds failed to show discrimination. However, following 40 s of familiarization and two 10‐s test trials, 12‐month‐olds showed reliable discrimination of novel monkey faces. A final experiment was performed demonstrating 12‐month‐olds’ discrimination of the monkey face was due to the increased familiarization rather than increased time of visual comparison. Results are discussed in the context of perceptual narrowing, in particular the flexible nature of perceptual narrowing. 相似文献
5.
Adults recognize emotions conveyed by bodies with comparable accuracy to facial emotions. However, no prior study has explored infants' perception of body emotions. In Experiment 1, 6.5‐month‐olds (n = 32) preferred happy over neutral actions of actors with covered faces in upright but not inverted silent videos. In Experiment 2, infants (n = 32) matched happy and angry videos to corresponding vocalizations when the videos were upright but not when they were inverted. Experiment 3 (n = 16) demonstrated that infants' performance in Experiment 2 was not driven by information from the covered face and head. Thus, young infants are sensitive to emotions conveyed by bodies and match them to affective vocalizations, indicating sophisticated emotion processing capabilities early in life. 相似文献
6.
From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning 下载免费PDF全文
下载免费PDF全文 Jessica F. Hay Katharine Graf Estes Tianlin Wang Jenny R. Saffran 《Child development》2015,86(1):10-22
Infants must develop both flexibility and constraint in their interpretation of acceptable word forms. The current experiments examined the development of infants' lexical interpretation of non‐native variations in pitch contour. Fourteen‐, 17‐, and 19‐month‐olds (Experiments 1 and 2, N = 72) heard labels for two novel objects; labels contained the same syllable produced with distinct pitch contours (Mandarin lexical tones). The youngest infants learned the label–object mappings, but the older groups did not, despite being able to discriminate pitch differences in an object‐free task (Experiment 3, N = 14). Results indicate that 14‐month‐olds remain flexible regarding what sounds make meaningful distinctions between words. By 17–19 months, experience with a nontonal native language constrains infants' interpretation of lexical tone. 相似文献
7.
Visual information influences speech perception in both infants and adults. It is still unknown whether lexical representations are multisensory. To address this question, we exposed 18‐month‐old infants (n = 32) and adults (n = 32) to new word–object pairings: Participants either heard the acoustic form of the words or saw the talking face in silence. They were then tested on recognition in the same or the other modality. Both 18‐month‐old infants and adults learned the lexical mappings when the words were presented auditorily and recognized the mapping at test when the word was presented in either modality, but only adults learned new words in a visual‐only presentation. These results suggest developmental changes in the sensory format of lexical representations. 相似文献
8.
Young infants are sensitive to self‐directed social actions, but do they appreciate the intentional, target‐directed nature of such behaviors? The authors addressed this question by investigating infants’ understanding of social gaze in third‐party interactions (N = 104). Ten‐month‐old infants discriminated between 2 people in mutual versus averted gaze, and expected a person to look at her social partner during conversation. In contrast, 9‐month‐old infants showed neither ability, even when provided with information that highlighted the gazer’s social goals. These results indicate considerable improvement in infants’ abilities to analyze the social gaze of others toward the end of their 1st year, which may relate to their appreciation of gaze as both a social and goal‐directed action. 相似文献
9.
Out of Reach,Out of Mind? Infants’ Comprehension of References to Hidden Inaccessible Objects 下载免费PDF全文
下载免费PDF全文 This study investigated the nature of infants’ difficulty understanding references to hidden inaccessible objects. Twelve‐month‐old infants (N = 32) responded to the mention of objects by looking at, pointing at, or approaching them when the referents were visible or accessible, but not when they were hidden and inaccessible (Experiment I). Twelve‐month‐olds (N = 16) responded robustly when a container with the hidden referent was moved from a previously inaccessible position to an accessible position before the request, but failed to respond when the reverse occurred (Experiment II). This suggests that infants might be able to track the hidden object's dislocations and update its accessibility as it changes. Knowing the hidden object is currently inaccessible inhibits their responding. Older, 16‐month‐old (N = 17) infants’ performance was not affected by object accessibility. 相似文献
10.
Celia A. Brownell Stephanie S. Iesue Sara R. Nichols Margarita Svetlova 《Child development》2013,84(3):906-920
To examine early developments in other‐oriented resource sharing, fifty‐one 18‐ and 24‐month‐old children were administered 6 tasks with toys or food that could be shared with an adult playmate who had none. On each task the playmate communicated her desire for the items in a series of progressively more explicit cues. Twenty‐four‐month‐olds shared frequently and spontaneously. Eighteen‐month‐olds shared when given multiple opportunities and when the partner provided enough communicative support. Younger children engaged in self‐focused and hypothesis‐testing behavior in lieu of sharing more often than did older children. Ownership understanding, separately assessed, was positively associated with sharing and negatively associated with non‐sharing behavior, independent of age and language ability. 相似文献
11.
This study examined abstract syntactic categorization in infants, using the case of grammatical gender. Ninety‐six French‐learning 14‐, 17‐, 20‐, and 30‐month‐olds completed the study. In a preferential looking procedure infants were tested on their generalized knowledge of grammatical gender involving pseudonouns and gender‐marking determiners. The pseudonouns were controlled to contain no phonological or acoustical cues to gender. The determiner gender feature was the only information available. During familiarization, some pseudonouns followed a masculine determiner and others a feminine determiner. Test trials presented the same pseudonouns with different determiners in correct (consistent with familiarization gender pairing) versus incorrect gender agreement. Twenty‐month‐olds showed emerging knowledge of gender categorization and agreement. This knowledge was robust in 30‐month‐olds. These findings demonstrate that abstract, productive grammatical representations are present early in acquisition. 相似文献
12.
To understand spoken words, listeners must appropriately interpret co‐occurring talker characteristics and speech sound content. This ability was tested in 6‐ to 14‐months‐olds by measuring their looking to named food and body part images. In the new talker condition (n = 90), pictures were named by an unfamiliar voice; in the mispronunciation condition (n = 98), infants’ mothers “mispronounced” the words (e.g., nazz for nose). Six‐ to 7‐month‐olds fixated target images above chance across conditions, understanding novel talkers, and mothers’ phonologically deviant speech equally. Eleven‐ to 14‐months‐olds also understood new talkers, but performed poorly with mispronounced speech, indicating sensitivity to phonological deviation. Between these ages, performance was mixed. These findings highlight the changing roles of acoustic and phonetic variability in early word comprehension, as infants learn which variations alter meaning. 相似文献
13.
Training Basic Visual Attention Leads to Changes in Responsiveness to Social‐Communicative Cues in 9‐Month‐Olds 下载免费PDF全文
下载免费PDF全文 This study investigated transfer effects of gaze‐interactive attention training to more complex social and cognitive skills in infancy. Seventy 9‐month‐olds were assigned to a training group (n = 35) or an active control group (n = 35). Before, after, and at 6‐week follow‐up both groups completed an assessment battery assessing transfer to nontrained aspects of attention control, including table top tasks assessing social attention in seminaturalistic contexts. Transfer effects were found on nontrained screen‐based tasks but importantly also on a structured observation task assessing the infants’ likelihood to respond to an adult's social‐communication cues. The results causally link basic attention skills and more complex social‐communicative skills and provide a principle for studying causal mechanisms of early development. 相似文献
14.
Carina Lüke Angela Grimminger Katharina J. Rohlfing Ulf Liszkowski Ute Ritterfeld 《Child development》2017,88(2):484-492
Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty‐nine 12‐month‐old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve‐month‐olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age. 相似文献
15.
Two experiments investigated whether infants can use their rich social knowledge to bind representations of individual objects into larger social units, thereby overcoming the three‐item limit of working memory. In Experiment 1, 16‐month‐olds (n = 32) remembered up to four hidden dolls when the dolls had faced and interacted with each other in pairs, but not when they faced and interacted with the infant, suggesting that infants chunked the dolls into social pairs. In Experiment 2 (n = 16), infants failed to remember four dolls when they faced each other without interacting, indicating that interaction between the dolls was necessary to drive chunking. This work bridges a gap between social cognition and memory by demonstrating that infants can use social cues to expand memory. 相似文献
16.
This article presents an eye‐tracking study using a novel combination of visual saliency maps and “area‐of‐interest” analyses to explore online feature extraction during category learning in infants. Category learning in 12‐month‐olds (N = 22) involved a transition from looking at high‐saliency image regions to looking at more informative, highly variable object parts. In contrast, 4‐month‐olds (N = 27) exhibited a different pattern displaying a similar decreasing impact of saliency accompanied by a steady focus on the object’s center, indicating that targeted feature extraction during category learning develops across the 1st year of life. These results illustrate how the effects of lower and higher level processes may be disentangled using a combined saliency map and area‐of‐interest analysis. 相似文献
17.
Kelsey M. Quigley Ginger A. Moore Cathi B. Propper Barbara D. Goldman Martha J. Cox 《Child development》2017,88(3):919-933
Consistent with the gustatory–vagal hypothesis, vagal stimulation during breastfeeding may contribute to infants' physiological regulatory development independent of caregiving effects. This study examined whether breastfeeding predicted 6‐month‐old infants' (N = 151) and their mothers' vagal regulation during the face‐to‐face still‐face (FFSF). Although breastfed and nonbreastfed infants showed expected vagal withdrawal during the Still‐Face episode, only breastfed infants showed continued withdrawal during the reunion episode, suggesting greater physiological mobilization to repair the interaction. Breastfeeding mothers showed higher vagal tone than nonbreastfeeding mothers at baseline, suggesting greater capacity for regulation, and throughout the FFSF, suggesting calmer states. Breastfeeding effects were independent of maternal sensitivity. Findings suggest that infants' and mothers' physiological regulation may be shaped by breastfeeding independently of associated social factors. 相似文献
18.
Beverley E. Lambert 《Early Years: An International Journal of Research and Development》2007,27(1):65-75
This study investigated the use of diagrammatic representation as an aid for recalling a past event for 30 4–5‐year‐olds in their preschool year prior to commencing primary school. The children were randomly placed into one of two groups: ‘talkers’ (verbal memory) or ‘drawers’ (diagrammatic memory). They were interviewed individually, both one day and one month after the event that involved making a much‐needed tool for a game at their preschool. Both interviews were conducted by a familiar adult through three different levels of engagement—neutral, verbal and visual. Results showed that a combination of drawing and specific questioning (‘verbal’ level of engagement) facilitated better recall of detail than either drawing or talking independently. No significant differences regarding accuracy of responses were found between the two groups. 相似文献
19.
This study investigated how 4‐month‐old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements—3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., A B CD, C B DA)—and then were tested for the detection of changes in the target’s position. Infants detected an ordinal change only when it disrupted the statistical co‐occurrence of elements but not when statistical information was controlled. It is concluded that 4‐month‐olds learn the order of sequence elements by tracking their statistical associations but not their invariant ordinal position. 相似文献
20.
Daily activities of forty‐eight 8‐ to 15‐month‐olds and their interlocutors were observed to test for the presence and frequency of triadic joint actions and deictic gestures across three different cultures: Yucatec‐Mayans (Mexico), Dutch (Netherlands), and Shanghai‐Chinese (China). The amount of joint action and deictic gestures to which infants were exposed differed systematically across settings, allowing testing for the role of social–interactional input in the ontogeny of prelinguistic gestures. Infants gestured more and at an earlier age depending on the amount of joint action and gestures infants were exposed to, revealing early prelinguistic sociocultural differences. The study shows that the emergence of basic prelinguistic gestures is socially mediated, suggesting that others' actions structure the ontogeny of human communication from early on. 相似文献