Infancy最新文献 - Book学术

Sleep and Selective Memory Consolidation in Infants: Exploring the Impact of Learning Contexts 婴儿睡眠与选择性记忆巩固：学习情境的影响。

IF 2.6 2区心理学

Infancy Pub Date : 2025-09-16 DOI: 10.1111/infa.70045

Neele Hermesch, Sabine Seehagen, Rachel Barr, Jane S. Herbert, Carolin Konrad

{"title":"Sleep and Selective Memory Consolidation in Infants: Exploring the Impact of Learning Contexts","authors":"Neele Hermesch, Sabine Seehagen, Rachel Barr, Jane S. Herbert, Carolin Konrad","doi":"10.1111/infa.70045","DOIUrl":"10.1111/infa.70045","url":null,"abstract":"Post-encoding sleep facilitates memory consolidation from early infancy. Learning from digital content might also benefit from post-encoding sleep. However, infants find it more difficult to learn and remember screen content (transfer deficit) and may only recognize its relevance when scaffolded by caregivers. We investigated infants' memory performance as a function of presentation mode (live or video), post-encoding sleep, and caregiver scaffolding with the aim of replicating the transfer deficit and the beneficial effect of a post-encoding nap. We expected the nap benefit to be less pronounced when information was encoded from videos. We compared data from a live (n = 68) and a video experiment (n = 69). In both experiments, 15- and 24-month-olds watched demonstrations of two deferred imitation tasks (live or on prerecorded video). During one of the demonstrations, caregivers scaffolded the task. Half of the infants in each age-group napped for ≥ 30 min after demonstration, whereas the others remained awake for ≥ 4 h. Memory performance was assessed after 24 h counting the reproduced target actions. Contrary to expectations, the nap benefit did not replicate in the live demonstration sample. However, when both samples were examined together there was a main effect of nap condition showing that infants who had napped retrieved more target actions than awake infants. Moreover, cross-experiment comparisons revealed a transfer deficit and an unexpected disruptive effect of caregiver scaffolding on memory performance in 15-month-olds. Results are discussed in light of limits on detecting sleep-mediated memory effects and the challenges of remembering digital information in infancy due to cognitive load.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 5","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12441478/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145076435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Brain-Behavior Associations During Interactions Between Caregivers and Infants 照顾者与婴儿互动过程中的脑行为关联

IF 2.6 2区心理学

Infancy Pub Date : 2025-09-03 DOI: 10.1111/infa.70044

Aimee Theyer, Sobanawartiny Wijeakumar

{"title":"Brain-Behavior Associations During Interactions Between Caregivers and Infants","authors":"Aimee Theyer, Sobanawartiny Wijeakumar","doi":"10.1111/infa.70044","DOIUrl":"https://doi.org/10.1111/infa.70044","url":null,"abstract":"Previous research has shown that infants' abilities to sustain attention are influenced by caregivers' attentional behaviors. Here, we inquired whether brain function in infants was linked to brain function in caregivers during attention periods in dyadic interactions, and whether this brain function was associated with visual short-term memory in infants. Caregivers (n = 90, mean age = 33.5 years) and infants (n = 91, mean age = 251.3 days) were recorded for 5- to 7-min as they naturalistically played with toys. During these interactions, brain function was recorded using functional near-infrared spectroscopy (fNIRS). To assess visual short-term memory, infants were presented with a preferential looking task. Video recordings were coded for periods of joint attention between caregivers and infants, and periods of continued attention in infants. fNIRS data was processed to extract significant clusters of activation. Our findings revealed that temporo-parietal engagement in both caregivers and infants. Specifically, left superior temporal gyrus activation in caregivers during joint attention was linked to duration of joint attention, duration of continued attention, and visual short-term memory in infants. Our findings highlight cortical mechanisms engaged in caregivers and infants during dyadic interactions, and importantly, how these mechanisms are linked to visual short-term memory.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 5","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144935057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cross-Cultural Similarities and Differences in the Development of Infants' Positive Reactivity 婴儿积极反应性发展的跨文化异同

IF 2.6 2区心理学

Infancy Pub Date : 2025-08-22 DOI: 10.1111/infa.70039

Helen Wefers, Nils Schuhmacher, Joscha Kärtner

{"title":"Cross-Cultural Similarities and Differences in the Development of Infants' Positive Reactivity","authors":"Helen Wefers, Nils Schuhmacher, Joscha Kärtner","doi":"10.1111/infa.70039","DOIUrl":"https://doi.org/10.1111/infa.70039","url":null,"abstract":"To investigate the development of positive affect during early infancy across cultures, we conducted a joyful affect–eliciting dyadic face-to-face interaction between a female experimenter and 3- and 4.5-month-old infants from Münster (urban Germany; n = 20 at 3 months, n = 20 at 4.5 months) and indigenous Kichwa families from the Andean context (rural Ecuador; n = 24 at 3 months, n = 27 at 4.5 months), which differ in their ethnotheories about infants' ideal affect. Results pointed to cross-cultural differences in infants' affective reactivity to high-intensity stimulation, namely higher intensities of positive affect at 3 months in Münster as compared to Kichwa infants that disappeared at 4.5 months of age. The findings serve as an important complement to naturalistic studies that have left open the question of the developmental continuity of cross-cultural differences in infant positive affect beyond 3 months. We discuss our findings in terms of a dynamic interaction between culturally informed parent-infant interactions and biological potentials that give rise to both cross-cultural similarities and differences in the course of emotional development, even in early infancy.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144891554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Selective Attention in Early Word Learning: An Eye-Tracking Study on Viewing Naturalistic Egocentric Scenes 幼儿词汇学习中的选择性注意：观察自然主义自我中心场景的眼动追踪研究

IF 2.6 2区心理学

Infancy Pub Date : 2025-08-20 DOI: 10.1111/infa.70043

Yayun Zhang, Chen Yu

{"title":"Selective Attention in Early Word Learning: An Eye-Tracking Study on Viewing Naturalistic Egocentric Scenes","authors":"Yayun Zhang, Chen Yu","doi":"10.1111/infa.70043","DOIUrl":"https://doi.org/10.1111/infa.70043","url":null,"abstract":"To learn a word from an everyday context, infants need to be able to link the heard word with the correct object perceived. A prevailing view of the early learning environment is that infants' world is bombarded with objects and words. Therefore, it is difficult to find the named object from many possible candidates. However, building correct word-referent mappings relies on in-moment visual selection, it is not clear what infants attend to when learning words in a naturalistic context. Toward this goal, we conducted an eye-tracking experiment in which 12-month-old infants were presented with complex visual scenes extracted from infants' egocentric videos recorded during naturalistic parent-child toy play. These scenes were selected at naming moments when parents labeled a toy object during free-flowing play. We selected visual scenes from a mix of more or less ambiguous naming events that contained different visual properties of the named objects and measured infants' real-time object-looking behaviors. We found that, despite the different visual properties of infants' egocentric scenes, early visual attention is both selective and variable. Selective visual attention is highly constrained by the visual saliency of the learning scenes, but not influenced by labels or existing word knowledge. Infants are more likely to attend to the named object when it is salient in the egocentric view. Our results suggest that although infants' naturalistic learning environment appears to be messy in terms of the number of possible objects for a heard object name, their selective attention significantly reduces the in-moment uncertainty associated with object name learning.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144869913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Meta-Analysis of the Correlation Between Socioeconomic Status and Direct Measures of Young Children's Word Comprehension 幼儿社会经济地位与词汇理解直接测量相关的元分析

IF 2.6 2区心理学

Infancy Pub Date : 2025-08-16 DOI: 10.1111/infa.70035

Camila Scaff, Joseph R. Coffey, Alejandrina Cristia

{"title":"A Meta-Analysis of the Correlation Between Socioeconomic Status and Direct Measures of Young Children's Word Comprehension","authors":"Camila Scaff, Joseph R. Coffey, Alejandrina Cristia","doi":"10.1111/infa.70035","DOIUrl":"https://doi.org/10.1111/infa.70035","url":null,"abstract":"<div>\u0000 \u0000 What can we learn from the empirical body of literature on the association between socioeconomic status (SES) and children's word comprehension? To answer this question, a systematic review was carried out on studies in which samples of children varying in SES were directly assessed on their word comprehension abilities. The final analysis included 83 effect sizes from 40 independent samples, representing data from 8211 children between the ages of 15 and 46 months. Overall, the body of literature appeared healthy, with no significant evidence of reporting or publication biases, although studies were underpowered to detect the weighted average effect size, which was z-transformed r = 0.23 (95% CI [0.17, 0.3]) over the whole included sample, and z-transformed r = 0.15 (95% CI [0.02, 0.28]) at the youngest age. Exploratory analyses suggested that the correlation between SES and word comprehension strengthened with child age; and that touch-based measures led to smaller SES-word comprehension associations than both looking- and pointing-based measures. We discuss these findings to inform future empirical, theoretical, and applied research.\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144858598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond the Dyad: Infant Vocal Cues Organize Conversational-Turn Taking in Infant-Toddler Classrooms 超越二分体：婴儿声音线索组织在婴幼儿教室的对话转向

IF 2.6 2区心理学

Infancy Pub Date : 2025-08-10 DOI: 10.1111/infa.70042

Rachel R. Albert, Naomi Sweller, Sheila Degotardi

{"title":"Beyond the Dyad: Infant Vocal Cues Organize Conversational-Turn Taking in Infant-Toddler Classrooms","authors":"Rachel R. Albert, Naomi Sweller, Sheila Degotardi","doi":"10.1111/infa.70042","DOIUrl":"https://doi.org/10.1111/infa.70042","url":null,"abstract":"<div>\u0000 \u0000 Conversations with caregivers scaffold infant language development. The importance of conversational turn-taking is widely demonstrated in dyadic interactions, particularly in home environments. Less is understood about the dynamics of conversational turns in polyadic classroom environments where educators are responsible for facilitating conversations with multiple young conversational partners. This study used a microanalytical approach to examine conversations during ten-minute recordings from 29 infants sampled from a subset of hour-long videos of infants in early childhood education centers in Sydney, Australia. We examined the qualities of conversations beyond simple adult contingency to focus on both temporal and semantically aligned responses to infants' cues. The characteristics of conversational turns were then decomposed to explore how the likelihood of conversation changes as a function of infant vocal cues, caregiver response patterns, and the number of children present. Infants actively shaped their conversations with educators by directing their vocalizations to capture educators' attention. Directed vocalizations (educator-directed, object-directed) were more likely to receive a response than undirected vocalizations, and more speech-like vocalizations received higher response rates than immature vocalizations. Contingency rates varied across infants, but most responses to infant vocalizations were semantically contingent, regardless of who initiated the conversation. Educator-initiated conversations predicted longer turns than infant-initiated conversations. However, group size did not relate to the length of conversations. Educators were skilled at facilitating multi-turn conversations despite frequent polyadic interactions. The findings enhance understanding of the moment-to-moment interactions that shape language development and highlight characteristics of supportive language environments in classroom settings.\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Infant Behavior Questionnaire Factor Structure Varies With Sample Characteristics 婴儿行为问卷因子结构随样本特征的不同而不同

IF 2.6 2区心理学

Infancy Pub Date : 2025-08-05 DOI: 10.1111/infa.70030

Anna M. Zhou, Koraly Pérez-Edgar, Vanessa LoBue, Kristin A. Buss

{"title":"The Infant Behavior Questionnaire Factor Structure Varies With Sample Characteristics","authors":"Anna M. Zhou, Koraly Pérez-Edgar, Vanessa LoBue, Kristin A. Buss","doi":"10.1111/infa.70030","DOIUrl":"https://doi.org/10.1111/infa.70030","url":null,"abstract":"<div>\u0000 \u0000 The Infant Behavior Questionnaire (IBQ) has been widely used to assess infant temperament traits, though there is limited empirical support for the recommended three-factor structure. The present study examined the replicability and measurement invariance in the IBQ using a large, multi-site longitudinal study of parent-child dyads (N = 357) in the United States. Temperament was reported by parents when infants were 4-, 8- and 12-months of age. Results show that the traditional three-factor structure did not fit our data well, and model modifications were needed to achieve acceptable fit. There was a high degree of covariance between the latent factors of surgency and orienting/regulation in modified three-factor models, suggesting that a modified two-factor model may be more appropriate for our data. Our findings also provide evidence that the modified three-factor structure is not invariant across sociodemographic groups. The findings highlight the need for researchers to examine the factor structure of the IBQ within their data before creating composites, especially in more diverse samples. If the three-factor structure does not replicate, we provide recommendations for alternate approaches to using the IBQ for developmental work.\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Association Between Pointing and Walking in Infants: A Longitudinal Observational Study 指向与婴儿行走之间的关系：一项纵向观察研究

IF 2.6 2区心理学

Infancy Pub Date : 2025-08-01 DOI: 10.1111/infa.70037

Noriko Toyama

引用次数: 0

Tactile Cues and Object Use in Multimodal Communicative Behaviors: Parent-Infant Interactions From 9 to 12 months of Age 多模态交际行为中的触觉线索和客体使用：9 - 12个月大的亲子互动

IF 2.6 2区心理学

Infancy Pub Date : 2025-08-01 DOI: 10.1111/infa.70038

Eva Murillo, Irene Rujas, Teresa Sierra, Elvira Zamora, Guzmán Azagra

{"title":"Tactile Cues and Object Use in Multimodal Communicative Behaviors: Parent-Infant Interactions From 9 to 12 months of Age","authors":"Eva Murillo, Irene Rujas, Teresa Sierra, Elvira Zamora, Guzmán Azagra","doi":"10.1111/infa.70038","DOIUrl":"https://doi.org/10.1111/infa.70038","url":null,"abstract":"This study explores how physical contact is used in parent-infant dyads from 9 to 12 months of age, focusing on the role of touch and the use of objects in supporting language development. Thirty-five monolingual Spanish-speaking dyads were observed longitudinally in a free play situation. We analyzed physical contact, considering who initiated the contact, its function, the use of objects and the coordination with speech. Results showed that adults initiated physical contact more frequently than infants, particularly at 9 months, while infant-initiated touch tended to be longer in duration and predominantly affective in nature. In contrast, adult-initiated touch was often functional and, when involving objects, frequently accompanied by verbal input. Notably, these object-mediated tactile cues were used to convey social meanings and were synchronized with speech, suggesting a scaffolding function for lexical development. As infants’ comprehension increased, the frequency of these cues decreased, indicating a developmental shift toward more distal communication strategies. These findings highlight the importance of tactile interaction in multimodal communication and in the establishment of joint attention frames, especially during the period of transition to first words, underscoring the need for a broader understanding of language as a multimodal phenomenon.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144758537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward a Causal Science of Early Play? 走向早期游戏的因果科学？

IF 2.6 2区心理学

Infancy Pub Date : 2025-07-31 DOI: 10.1111/infa.70033

Giulia Serino, Ori Ossmy

{"title":"Toward a Causal Science of Early Play?","authors":"Giulia Serino, Ori Ossmy","doi":"10.1111/infa.70033","DOIUrl":"https://doi.org/10.1111/infa.70033","url":null,"abstract":"Young children across the globe devote much of their early years to physically engaging with the world—stacking, climbing, scribbling, and tinkering with objects. Although this embodied play is widely believed to fuel key cognitive processes like attention, memory, and executive function, most supporting evidence remains descriptive or correlational. Here, we review findings from embodied cognition research and highlight why direct experimental manipulations—rather than observations alone—are critical to demonstrating whether and how infants’ and children’s sensorimotor engagements shape their cognitive trajectories. We discuss emerging technologies (e.g., motion capture, wearable eye-tracking) that can assess play in natural contexts, along with the use of embodied computational models for testing the impact of altered object affordances and caregiver scaffolding. We propose designs for real-world interventions such as rotating different types of toys, systematically modifying motor demands, and tracking outcomes in attention and problem-solving, which can bring new causal clarity to developmental science. We argue that a causal science of play will have broad implications for early education, policy, and intervention programs that aim to transform the theory of embodied cognition into practical benefits for children's learning and development.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"30 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0