Dynamic shift in isolating referents: From social to self-generated input

Abstract

Infants as young as 6 months of age start comprehending some familiar words, yet there is little understanding of how young infants utilize information presented in their social environment in order to make sense of the world. As an initial step, we used recent technology that allowed us to narrow in on the point of view of the infant to explore how infants' visual input is dynamically synchronized with their own participation, as well as from social input in the context of parent-child word-learning play. The results reveal dynamic changes in the relation between infants' view and their level of participation.