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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.
We examined children’s spontaneous information seeking in response to referential ambiguity. Children ages 2–5 (n = 160) identified the referents of familiar and novel labels. We manipulated ambiguity by changing the number of objects present and their familiarity (Experiments 1 and 2), and the availability of referential gaze (Experiment 2). In both experiments, children looked to the face of the experimenter more often while responding, specifically when the referent was ambiguous. In Experiment 2, 3- to 4-year olds also demonstrated sensitivity to graded referential evidence. These results suggest that social information seeking is an active learning behavior that could contribute to language acquisition in early childhood. 相似文献
3.
Devon N. Gangi Sofie Boterberg Amy J. Schwichtenberg Erika Solis Gregory S. Young Ana-Maria Iosif Sally Ozonoff 《Child development》2021,92(3):e285-e295
Two independent cohorts (N = 155, N = 126) of infants at high and low risk for autism spectrum disorder (ASD) were followed prospectively between 6 and 36 months of age, when n = 46 were diagnosed with ASD. Gaze to adult faces was coded—during a developmental assessment (Cohort 1) or a play interaction (Cohort 2). Across both cohorts, most children developing ASD showed sharp declines in gaze to faces over time, relative to children without ASD. These findings suggest that declining developmental trajectories may be more common than previously recognized by retrospective methods. Trajectory-based screening methods could potentially identify children in the early stages of symptom onset and allow for early intervention before the full disorder has developed. 相似文献
4.
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
5.
Jannath Begum Ali Rhiannon L. Thomas Stephanie Mullen Raymond Andrew J. Bremner 《Child development》2021,92(1):21-34
Two experiments examined perceptual colocation of visual and tactile stimuli in young infants. Experiment 1 compared 4- (n = 15) and 6-month-old (n = 12) infants’ visual preferences for visual-tactile stimulus pairs presented across the same or different feet. The 4- and 6-month-olds showed, respectively, preferences for colocated and noncolocated conditions, demonstrating sensitivity to visual-tactile colocation on their feet. This extends previous findings of visual-tactile perceptual colocation on the hands in older infants. Control conditions excluded the possibility that both 6- (Experiment 1), and 4-month-olds (Experiment 2, n = 12) perceived colocation on the basis of an undifferentiated supramodal coding of spatial distance between stimuli. Bimodal perception of visual-tactile colocation is available by 4 months of age, that is, prior to the development of skilled reaching. 相似文献
6.
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
7.
Francesco Pavani Marta Venturini Francesca Baruffaldi Maria Cristina Caselli Wieske van Zoest 《Child development》2019,90(5):1525-1534
The susceptibility to gaze cueing in deaf children aged 7–14 years old (N = 16) was tested using a nonlinguistic task. Participants performed a peripheral shape-discrimination task, whereas uninformative central gaze cues validly or invalidly cued the location of the target. To assess the role of sign language experience and bilingualism in deaf participants, three groups of age-matched hearing children were recruited: bimodal bilinguals (vocal and sign-language, N = 19), unimodal bilinguals (two vocal languages, N = 17), and monolinguals (N = 14). Although all groups showed a gaze-cueing effect and were faster to respond to validly than invalidly cued targets, this effect was twice as large in deaf participants. This result shows that atypical sensory experience can tune the saliency of a fundamental social cue. 相似文献
8.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献
9.
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
10.
Roberta Bettoni Margaret Addabbo Hermann Bulf Viola Macchi Cassia 《Child development》2021,92(5):2142-2152
Infant research is providing accumulating evidence that number-space mappings appear early in development. Here, a Posner cueing paradigm was used to investigate the neural mechanisms underpinning the attentional bias induced by nonsymbolic numerical cues in 9-month-old infants (N = 32). Event-related potentials and saccadic reaction time were measured to the onset of a peripheral target flashing right after the offset of a centered small or large numerical cue, with the location of the target being either congruent or incongruent with the number’s relative position on a left-to-right oriented representational continuum. Results indicated that the cueing effect induced by numbers on infants’ orienting of eye gaze brings about sensory facilitation in processing visual information at the cued location. 相似文献
11.
The present article shows that infant and dyad differences in hand–eye coordination predict dyad differences in joint attention (JA). In the study reported here, 51 toddlers ranging in age from 11 to 24 months and their parents wore head‐mounted eye trackers as they played with objects together. We found that physically active toddlers aligned their looking behavior with their parent and achieved a substantial proportion of time spent jointly attending to the same object. However, JA did not arise through gaze following but rather through the coordination of gaze with manual actions on objects as both infants and parents attended to their partner's object manipulations. Moreover, dyad differences in JA were associated with dyad differences in hand following. 相似文献
12.
Marianne Barbu‐Roth David I. Anderson Ryan J. Streeter Marie Combrouze Juana Park Brooke Schultz Joseph J. Campos François Goffinet Joëlle Provasi 《Child development》2015,86(2):441-455
Two independent experiments (n = 22 and n = 22) showed that 2‐month‐old infants displayed significantly more stepping movements when supported upright in the air than when supported with their feet contacting a surface. Air‐ and surface‐stepping kinematics were quite similar (Experiment 2). In addition, when data were collapsed across both experiments, more air steps and more donkey kicks were seen when infants were exposed to optic flows that specified backward compared to forward translation. The findings challenge the currently accepted heavy legs explanation for the disappearance of stepping at 2 months of age and raise new questions about the visual control of stepping. 相似文献
13.
This research asks whether analogical processing ability is present in human infants, using the simplest and most basic relation—the same–different relation. Experiment 1 (N = 26) tested whether 7‐ and 9‐month‐olds spontaneously detect and generalize these relations from a single example, as previous research has suggested. The attempted replication failed. Experiment 2 asked whether infants could abstract the relation via analogical processing (Experiment 2, N = 64). Indeed, with four exemplars, 7‐ and 9‐month‐olds could abstract the same–different relation and generalize it to novel pairs. Furthermore, prior experience with the objects disrupted learning. Facilitation from multiple exemplars and disruption by individual object salience are signatures of analogical learning. These results indicate that analogical ability is present by 7 months. 相似文献
14.
The present research investigated the developmental trajectory of infants’ fairness expectations from 6 to 15 months of age (N = 150). Findings revealed a developmental transition in infants’ fairness expectations between 6 and 12 months, as indicated by enhanced visual attention to unfair outcomes of resource distribution events (a 3:1 distribution) relative to fair outcomes (a 2:2 distribution). The onset of naturalistic sharing behavior predicted infants’ fairness expectations at transitional ages. Beyond this period of developmental transition, the presence of siblings and infants’ prompted giving behavior predicted individual differences in infants’ fairness concerns. These results provide evidence for the role of experience in the acquisition of fairness expectations and reveal early individual differences in such expectations. 相似文献
15.
Combined with emotional expressions, eye gaze can provide essential information to indicate threat in the environment. The current study assessed the effects of eye gaze direction on infants’ neural processing of fearful and angry faces. Event‐related potentials were recorded from thirteen 7‐month‐old infants. Two face‐sensitive posterior components, the N290 and P400, as well as a frontocentral negative component (Nc), indicating attentional arousal, were sensitive to eye gaze direction and emotion. A larger Nc was observed for angry faces with direct compared to averted eye gaze. Fearful faces elicited a larger N290 than angry faces, whereas angry faces elicited a more prominent P400 regardless of eye gaze direction. The findings are discussed in terms of early social cognitive and neural development. 相似文献
16.
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
17.
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
18.
Rista C. Plate Jacqueline M. Fulvio Kristin Shutts C. Shawn Green Seth D. Pollak 《Child development》2018,89(1):205-218
Individuals track probabilities, such as associations between events in their environments, but less is known about the degree to which experience—within a learning session and over development—influences people's use of incoming probabilistic information to guide behavior in real time. In two experiments, children (4–11 years) and adults searched for rewards hidden in locations with predetermined probabilities. In Experiment 1, children (n = 42) and adults (n = 32) changed strategies to maximize reward receipt over time. However, adults demonstrated greater strategy change efficiency. Making the predetermined probabilities more difficult to learn (Experiment 2) delayed effective strategy change for children (n = 39) and adults (n = 33). Taken together, these data characterize how children and adults alike react flexibly and change behavior according to incoming information. 相似文献
19.
Jared M. J. Berman Susan A. Graham Dallas Callaway Craig G. Chambers 《Child development》2013,84(5):1791-1805
Two experiments examined 4‐ and 5‐year‐olds' use of vocal affect to learn new words. In Experiment 1 (n = 48), children were presented with two unfamiliar objects, first in their original state and then in an altered state (broken or enhanced). An instruction produced with negative, neutral, or positive affect, directed children to find the referent of a novel word. During the novel noun, eye gaze measures indicated that both 4‐ and 5‐year‐olds were more likely to consider an object congruent with vocal affect cues. In Experiment 2, 5‐year‐olds (n = 15) were asked to extend and generalize their initial mapping to new exemplars. Here, 5‐year‐olds generalized these newly mapped labels but only when presented with negative vocal affect. 相似文献
20.
Hannah F. Koury Carly J. Leonard Patrick M. Carry Lisa M. J. Lee 《Anatomical sciences education》2019,12(6):645-654
Histology is a visually oriented, foundational anatomical sciences subject in professional health curricula that has seen a dramatic reduction in educational contact hours and an increase in content migration to a digital platform. While the digital migration of histology laboratories has transformed histology education, few studies have shown the impact of this change on visual literacy development, a critical competency in histology. The objective of this study was to assess whether providing a video clip of an expert’s gaze while completing leukocyte identification tasks would increase the efficiency and performance of novices completing similar identification tasks. In a randomized study, one group of novices (n = 9) was provided with training materials that included expert eye gaze, while the other group (n = 12) was provided training materials with identical content, but without the expert eye gaze. Eye movement parameters including fixation rate and total scan path distance, and performance measures including time-to-task-completion and accuracy, were collected during an identification task assessment. Compared to the control group, the average fixation duration was 13.2% higher (P < 0.02) and scan path distance was 35.0% shorter in the experimental group (P = 0.14). Analysis of task performance measures revealed no significant difference between the groups. These preliminary results suggest a more efficient search performed by the experimental group, indicating the potential efficacy of training using an expert’s gaze to enhance visual literacy development. With further investigation, such feedforward enhanced training methods could be utilized for histology and other visually oriented subjects. 相似文献