Infancy最新文献_第10页

Infants use contextual memory to attend and learn in naturalistic scenes 婴儿使用情境记忆来关注和学习自然场景

IF 2.6 2区心理学

Infancy Pub Date : 2023-02-01 DOI: 10.1111/infa.12530

Kristen Tummeltshammer, Dima Amso

{"title":"Infants use contextual memory to attend and learn in naturalistic scenes","authors":"Kristen Tummeltshammer, Dima Amso","doi":"10.1111/infa.12530","DOIUrl":"10.1111/infa.12530","url":null,"abstract":"Infants encounter new objects and learn about object features in relation to a rich and detailed visuospatial context. Using a contextual cueing task, recent work showed that 6- and 10-month-old infants search more efficiently for target objects in repeated rather than novel visuospatial contexts (i.e., arrays of shapes on a blank background). Here, we investigate whether infants' sensitivity to visuospatial context scales up to more complex and potentially more distracting, naturalistic scenes. In an eye-tracking task, 8-month-olds searched for a novel target object in colorful photographs of everyday environments (e.g., bedrooms and kitchens). Repeated (“Old”) contexts co-varied with target locations, such that the target object appeared in exactly the same location on the same scene, while varying (“New”) contexts contained target objects placed in different counterbalanced locations across a variety of scenes. Infants exhibited faster search times, more anticipation of target animation, and longer looking at targets that appeared in Old relative to New contexts. In a subsequent memory test, infants showed better recognition of label-object pairings for target objects that had appeared in Old, rather than New, contexts. These results indicate that infants can use visuospatial contextual information in complex naturalistic scenes to facilitate memory-guided attention and learning of object-paired labels.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9779760","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

Online reach correction in 6- and 11-month-old infants 在线矫正6个月和11个月大的婴儿

IF 2.6 2区心理学

Infancy Pub Date : 2023-01-27 DOI: 10.1111/infa.12524

Erik Verhaar, W. Pieter Medendorp, Sabine Hunnius, Janny C. Stapel

引用次数: 0

The impact of COVID-19 on infant development: A special issue of infancy COVID-19对婴儿发育的影响:婴儿的一个特殊问题

IF 2.6 2区心理学

Infancy Pub Date : 2023-01-11 DOI: 10.1111/infa.12528

Vanessa LoBue, Koraly Pérez-Edgar, Natasha Kirkham, Jane Herbert

引用次数: 1

How experience shapes infants' communicative behaviour: Comparing gaze following in infants with and without pandemic experience 经验如何塑造婴儿的交流行为:比较有和没有流行病经验的婴儿的注视跟随

IF 2.6 2区心理学

Infancy Pub Date : 2022-12-28 DOI: 10.1111/infa.12526

引用次数: 2

Presence at a distance: Video chat supports intergenerational sensitivity and positive infant affect during COVID-19 远距离存在:在COVID-19期间，视频聊天支持代际敏感性和对婴儿的积极影响

IF 2.6 2区心理学

Infancy Pub Date : 2022-12-28 DOI: 10.1111/infa.12527

引用次数: 1

The road to conventional tool use: Developmental changes in children's material engagement with artifacts in nursery school 通往传统工具使用的道路:幼儿园儿童与人工制品的物质接触的发展变化

IF 2.6 2区心理学

Infancy Pub Date : 2022-12-26 DOI: 10.1111/infa.12522

Nicolás Alessandroni

{"title":"The road to conventional tool use: Developmental changes in children's material engagement with artifacts in nursery school","authors":"Nicolás Alessandroni","doi":"10.1111/infa.12522","DOIUrl":"10.1111/infa.12522","url":null,"abstract":"The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed-effects models and Granger causality analysis, we measured changes in the frequency and duration of children's object uses between 7 and 17 months of age and in the directional influences among pairs of behaviors performed by teachers and children. Results show a clear shift in how children use artifacts. As early as 12 months of age, the frequency of conventional uses outweighs that of all other types of object use. In addition, object uses become shorter in duration with age, irrespective of their type. Moreover, certain teachers' nonlinguistic communicative strategies (e.g., demonstrations of canonical use and placing gestures) significantly influence and promote children's conventional tool use. Findings shed light on how children become increasingly proficient in conventional tool use through interactions with artifacts and others in nursery school.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9076375","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: 4

Locomotion development and infants' object interaction in a day-care environment 日托环境下婴儿运动发育与物体互动

IF 2.6 2区心理学

Infancy Pub Date : 2022-12-22 DOI: 10.1111/infa.12523

Noriko Toyama

{"title":"Locomotion development and infants' object interaction in a day-care environment","authors":"Noriko Toyama","doi":"10.1111/infa.12523","DOIUrl":"10.1111/infa.12523","url":null,"abstract":"This longitudinal study examined the relationship between the development of locomotion and infants' interaction with others involving objects. Observations took place in a multi-person situation—a day-care class—for one-year-old infants for 1 year. The study participants were 13 infants and 7 caregivers (all Japanese). Frequencies of infants’ manual contact with objects and moving before contact with them did not differ according to locomotion developmental level. However, infants who began walking engaged in more social interactions than those who were cruising or crawling. Throughout all locomotor developmental periods, social interactions increased in frequency when more caregivers were present. As infants began to walk, they moved more prior to social interactions, had more frequent bidirectional and triadic social interactions, and moved and interacted more often with others during a single object episode. These results suggest that crawlers' engagement with objects is relatively object-oriented, while for walkers, locomotion seems to be driven by social stimuli. Infants who have begun to walk moved among caregivers and peers in a multi-person environment and developed more elaborated social interactions through objects.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9426729","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: 1

Statistical word segmentation: Anchoring learning across contexts 统计分词:跨语境锚定学习

IF 2.6 2区心理学

Infancy Pub Date : 2022-12-19 DOI: 10.1111/infa.12525

Dylan M. Antovich, Katharine Graf Estes

{"title":"Statistical word segmentation: Anchoring learning across contexts","authors":"Dylan M. Antovich, Katharine Graf Estes","doi":"10.1111/infa.12525","DOIUrl":"10.1111/infa.12525","url":null,"abstract":"The present experiments were designed to assess infants' abilities to use syllable co-occurrence regularities to segment fluent speech across contexts. Specifically, we investigated whether 9-month-old infants could use statistical regularities in one speech context to support speech segmentation in a second context. Contexts were defined by different word sets representing contextual differences that might occur across conversations or utterances. This mimics the integration of information across multiple interactions within a single language, which is critical for language acquisition. In particular, we performed two experiments to assess whether a statistically segmented word could be used to anchor segmentation in a second, more challenging context, namely speech with variable word lengths. The results of Experiment 1 were consistent with past work suggesting that statistical learning may be hindered by speech with word-length variability, which is inherent to infants' natural speech environments. In Experiment 2, we found that infants could use a previously statistically segmented word to support word segmentation in a novel, challenging context. We also present findings suggesting that this ability was associated with infants' early word knowledge but not their performance on a cognitive development assessment.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10831643","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 effect of masks on the visual preference for faces in the first year of life 面具对一岁婴儿对面孔的视觉偏好的影响

IF 2.6 2区心理学

Infancy Pub Date : 2022-12-15 DOI: 10.1111/infa.12518

Cristina Ioana Galusca, Olivier Clerc, Marie Chevallier, Caroline Bertrand, Frederique Audeou, Olivier Pascalis, Mathilde Fort

{"title":"The effect of masks on the visual preference for faces in the first year of life","authors":"Cristina Ioana Galusca, Olivier Clerc, Marie Chevallier, Caroline Bertrand, Frederique Audeou, Olivier Pascalis, Mathilde Fort","doi":"10.1111/infa.12518","DOIUrl":"10.1111/infa.12518","url":null,"abstract":"To prevent the spread of COVID-19, face masks were mandatory in many public spaces around the world. Since faces are the gateway to early social cognition, this raised major concerns about the effect face masks may have on infants' attention to faces as well as on their language and social development. The goal of the present study was to assess how face masks modulate infants' attention to faces over the course of the first year of life. We measured 3, 6, 9, and 12-month-olds’ looking behavior using a paired visual preference paradigm under two experimental conditions. First, we tested infants' preference for upright masked or unmasked faces of the same female individual. We found that regardless of age, infants looked equally long at the masked and unmasked faces. Second, we compared infants' attention to an upright masked versus an inverted masked face. Three- and 6-month-olds looked equally long to the masked faces when they were upright or inverted. However, 9- and 12-month-old infants showed a novelty preference for the inverted masked face. Our findings suggest that more experience with faces, including masked faces, leads to efficient adaptations of infants' visual system for processing impoverished social stimuli, such as partially occluded faces.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10719193","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: 3

The impact of face masks on infants' learning of faces: An eye tracking study 面具对婴儿面孔学习的影响:一项眼动追踪研究

IF 2.6 2区心理学

Infancy Pub Date : 2022-12-15 DOI: 10.1111/infa.12516

Michaela C. DeBolt, Lisa M. Oakes

{"title":"The impact of face masks on infants' learning of faces: An eye tracking study","authors":"Michaela C. DeBolt, Lisa M. Oakes","doi":"10.1111/infa.12516","DOIUrl":"10.1111/infa.12516","url":null,"abstract":"This preregistered study examined how face masks influenced face memory in a North American sample of 6- to 9-month-old infants (N = 58) born during the COVID-19 pandemic. Infants' memory was tested using a standard visual paired comparison (VPC) task. We crossed whether or not the faces were masked during familiarization and test, yielding four trial types (masked-familiarization/masked-test, unmasked-familiarization/masked-test, masked-familiarization/unmasked-test, and unmasked-familiarization/unmasked-test). Infants showed memory for the faces if the faces were unmasked at test, regardless of whether or not the face was masked during familiarization. However, infants did not show robust evidence of memory when test faces were masked, regardless of the familiarization condition. In addition, infants' bias for looking at the upper (eye) region was greater for masked than unmasked faces, although this difference was unrelated to memory performance. In summary, although the presence of face masks does appear to influence infants' processing of and memory for faces, they can form memories of masked faces and recognize those familiar faces even when unmasked.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10770760","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: 4