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1.
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
2.
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
3.
为摆脱历史叙述所惯用的全知视角,从而避免使叙事陷入呆板机械和拖沓繁冗的境地,作为最早成熟的叙事作品,<左传>开创了化实为虚的叙述手法.这种叙述技巧是一种虚化和空灵的笔墨,它巧妙地利用限知视角来调节叙述色调,从而使某些情节的叙述达到了化难为易、线索清晰的目的;同时,它还为读者提供了广阔的想象空间.这种导源于<左传>的叙述技巧被古典小说广泛而成功地继承、师法,也得到许多小说评点家的推崇. 相似文献
4.
Infant visual and vocal responses to television. 总被引：1，自引：0，他引：1
To provide a first assessment of television influences on infants in the naturalistic setting of the home, visual and vocal behaviors of 72 infants 6 months of age were recorded during 4 days of exposure to various components of broadcast television programs: sound only, picture only, sound plus picture, or a control stimulus of unpatterned sound plus picture. Infants looked longer at the television set during the sound-plus-picture condition than during the picture-only condition, and they looked longer during both of these patterned picture conditions than during both of the other conditions that lacked a patterned picture. Also, infants vocalized more during the picture-only condition than during the sound-only condition. These findings demonstrate that infants attend to the naturalistic presentation of television stimulation and that they respond differentially to the visual and auditory components of television. The results are discussed in terms of the question of the long-term influence on infants' social responsiveness of substantial levels of exposure to the noncontingent, quasi-social stimulation provided by television. 相似文献
5.
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
6.
Infants as young as 12 months readily modulate their behavior toward novel, ambiguous objects based on emotional responses that others display. Such social-referencing skill offers powerful benefits to infants' knowledge acquisition, but the magnitude of these benefits depends on whether they appreciate the referential quality of others' emotional messages, and are skilled at using cues to reference (e.g., gaze direction, body posture) to guide their interpretation of such messages. Two studies demonstrated referential understanding in 12- and 18-month-olds' responses to another's emotional outburst. Infants relied on the presence versus absence of referential cues to determine whether an emotional message should be linked with a salient, novel object in the first study (N = 48), and they actively consulted referential cues to disambiguate the intended target of an affective display in the second study (N = 32). These findings provide the first experimental evidence of such sophisticated referential abilities in 12-month-olds, as well as the first evidence that infant social referencing at any age actually trades on referential understanding. 相似文献
7.
Bookaboo is a television programme aiming to promote literacy and reading among young children. In each episode, a celebrity reads a book to Bookaboo, a dog who plays the drums in a rock band, in order to help him overcome stage fright. Using the episode featuring the picture book (Cowell and Layton in That Rabbit Belongs to Emily Brown, 2006) as a case study, this article explores how this type of adaptation of picture books transforms the original narrative, with implications for children’s developing narrative literacy. Taking a multimodal social semiotic perspective, this study investigates the changes in meaning which result from the employment of semiotic resources such as animation, sound, and camera movement in the representation of the book on the television show. We argue that the deployment of such resources can subtly reshape the meanings expressed through the modes of language and images in the original picture book, potentially affecting the child viewer’s engagement with the narrative. Examining the use of these resources in the picture book’s televisual representation is thus an important first step towards developing frameworks for evaluating the ability of television programmes that incorporate picture book reading to support children’s literacy. 相似文献
8.
Three experiments explored 5- and 7-month-old infants' intermodal coordination of proprioceptive information produced by leg movements, and visual movement information specifying these same motions. The visual information took the form of point light information for leg and feet movements, with visual displays presented in upright, ego-centered on-joint (Experiment 1, N = 48); upright, ego-centered off-joint (Experiment 2, N = 48); and inverted, observer-centered off-joint (Experiment 3, N = 48) orientations. Measures of preferential looking indicated intermodal perception in infants of both ages while seeing on-joint, ego-centered orientations, and for 7-month-olds (and possibly 5-month-olds) while seeing off-joint, ego-centered displays; neither age group demonstrated intermodal perception for off-joint, observer-centered displays. These results suggest that coordination of visual and proprioceptive inputs is constrained by infants' information processing of the displays, and have implications for infants' growing understanding of their self-movement and the development of knowledge of the self. 相似文献
9.
In 4 studies, 7.5-month-olds used synchronized visual-auditory correlations to separate a target speech stream when a distractor passage was presented at equal loudness. Infants succeeded in a segmentation task (using the head-turn preference procedure with video familiarization) when a video of the talker's face was synchronized with the target passage (Experiment 1, N = 30). Infants did not succeed in this task when an unsynchronized (Experiment 2, N = 30) or static (Experiment 3, N = 30) face was presented during familiarization. Infants also succeeded when viewing a synchronized oscilloscope pattern (Experiment 4, N = 26), suggesting that their ability to use visual information is related to domain-general sensitivities to any synchronized auditory-visual correspondence. 相似文献
10.
无字图画书叙事的完成必须借助特殊的叙事策略.无字图画书的叙事策略包括图画聚焦叙事策略和图画情节完成叙事策略.图画聚焦叙事策略分为图画自身强化聚焦和标题聚焦两种类型.图画情节完成叙事策略要求情节因果链完整和短促. 相似文献
11.
Previous research has demonstrated that preschoolers can use situation-specific (e.g., visual access) and person-specific (e.g., prior accuracy) cues to infer what others know. The present studies investigated whether 4- and 5-year-olds appreciate the differential informativeness of these types of cues. In Experiment 1 (N = 50), children used others' prior labeling accuracy as a cue when learning labels for, but not the visual identity of, hidden objects. In Experiment 2 (N = 64), with both cues present, children attended more to visual access than prior accuracy when learning the visual identity of, but not labels for, hidden objects. These findings demonstrate that children appreciate the difference between situation- and person-specific cues and flexibly evaluate these cues depending on what information they are seeking. 相似文献
12.
Three experiments (N = 68), using Wynn's procedure, tested 5-month-old infants' looking time reactions to correct and incorrect results of simple addition and subtraction transformations. The aim was to investigate both the robustness and the parameters of infants' arithmetic competence. Experiments 1 and 2 (N = 44) were replications of Wynn's first two experiments in which infants were shown addition (1 + 1 = 1 or 2) and subtraction (2 - 1 = 1 or 2) requiring imprecise calculation. Experiment 3 (N = 24) was a subtraction counterpart (3 - 1 = 1 or 2) to Wynn's third experiment requiring precise calculation of addition (1 + 1 = 2 or 3). Unlike Wynn, we found no systematic evidence of either imprecise or precise adding and subtracting in young infants. Our results, together with the mix of both positive and negative findings from other studies of infant arithmetic, suggest that infants' reactions to displays of adding and subtracting are variable and, therefore, that infants' numerical competencies are not robust. This conclusion is consistent with previous findings indicating that simple adding and subtracting develops gradually and continuously throughout infancy and early childhood. 相似文献
13.
Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world. 相似文献
14.
A perturbation paradigm was employed to assess 3- and 6-month-old infants' and their mothers' sensitivity to a 3-s temporal delay implemented in an ongoing televised interaction. At both ages, the temporal delay affected infant but not maternal behavior and only when implementing the temporal delay in maternal (Experiment 1, N=64) but not infant (Experiment 2, N=60) behavior. In addition, the experimental manipulation influenced promptness of maternal smiling responses reliably more than promptness of infant smiling responses. The findings suggest that the timing of maternal behavior plays an important role in infants' perception of maternal responsiveness, whereas mothers seem to monitor general aspects of infant behavior such as overall level of engagement. 相似文献
15.
Two experiments examined whether 18-month-olds learn from emotions directed to a third party. Infants watched an adult perform actions on objects, and an Emoter expressed Anger or Neutral affect toward the adult in response to her actions. The Emoter then became neutral and infants were given access to the objects. Infants' actions were influenced by their memory of the Emoter's affect. Moreover, infants' actions varied as a function of whether they were currently in the Emoter's visual field. If the previously angry Emoter was absent (Experiment 1) or turned her back (Experiment 2), infants did not use the prior emotion to regulate their behavior. Infants learn from emotional eavesdropping, and their subsequent behavior depends on the Emoter's orientation toward them. 相似文献
16.
图像是一种重要的叙事媒介,汉画像在图像叙事上取得了不凡的成就,作为汉画像代表的武梁祠画像在叙事艺术上达到的高度尤其令人瞩目。根据叙事学理论,从时间性与空间性两个维度分析武梁祠画像,能够对其叙事艺术上的成就有所体认。首先,叙述者通过单幅画像的构建、群体画像的安排以及榜题的运用对叙事时间进行了充分地把握;其次,三种类型画像的不同位置安排和历史人物图像的有意选择也体现叙述者对叙事空间的把握。从叙事学角度观照汉画像可以为解析它的艺术魅力提供一种新的可能。 相似文献
17.
Adults process speech incrementally, rapidly identifying spoken words on the basis of initial phonetic information sufficient to distinguish them from alternatives. In this study, infants in the second year also made use of word-initial information to understand fluent speech. The time course of comprehension was examined by tracking infants' eye movements as they looked at pictures in response to familiar spoken words, presented both as whole words in intact form and as partial words in which only the first 300 ms of the word was heard. In Experiment 1, 21-month-old infants (N = 32) recognized partial words as quickly and reliably as they recognized whole words; in Experiment 2, these findings were replicated with 18-month-old infants (N = 32). Combining the data from both experiments, efficiency in spoken word recognition was examined in relation to level of lexical development. Infants with more than 100 words in their productive vocabulary were more accurate in identifying familiar words than were infants with less than 60 words. Grouped by response speed, infants with faster mean reaction times were more accurate in word recognition and also had larger productive vocabularies than infants with slower response latencies. These results show that infants in the second year are capable of incremental speech processing even before entering the vocabulary spurt, and that lexical growth is associated with increased speed and efficiency in understanding spoken language. 相似文献
18.
Children's understanding of emotion in speech 总被引：4，自引：0，他引：4
Children's understanding of emotion in speech was explored in three experiments. In Experiment 1, 4- to 10-year-old children and adults (N = 165) judged the happiness or sadness of the speaker from cues conveyed by propositional content and affective paralanguage. When the cues conflicted (i.e., a happy situation was described with sad paralanguage), children relied primarily on content, in contrast to adults, who relied on paralanguage. There were gradual developmental changes from 4-year-olds' almost exclusive focus on content to adults' exclusive focus on paralanguage. Children of all ages exhibited greater response latencies to utterances with conflicting cues than to those with nonconflicting cues, indicating that they processed both sources of emotional information. Children accurately labeled the affective paralanguage when the propositional cues to emotion were obscured by a foreign language (Experiment 2, N = 20) or by low-pass filtering (Experiment 3, N = 60). The findings are consistent with children's limited understanding of the communicative functions of affective paralanguage. 相似文献
19.
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
20.
Marion Colledge 《Literacy》2005,39(1):24-30
This article presents findings from a one‐year study of several Bengali‐speaking children aged 5–6 years, in their first year of the English school system. The investigation centres on exploration of the children's responses, principally to the visual text, of a selection of narrative picture books used in their school. The aim was to collect children's responses to characters and visual features, and to see what narratives the children made from the picture books. The children, some of whom were relatively experienced viewers and narrators of picture‐book stories, produced varied responses to character and décor. The article suggests that the books formed a bridge between the known and the culturally unfamiliar, giving the children access to an understanding of scenes from types of homes other than their own. The author asserts the need to welcome children's versions of stories and their interpretation of pictures, and to allow them the opportunity to re‐read picture books many times. 相似文献