Infancy最新文献_第2页

Infants' reliance on rhythm to distinguish languages: A critical review 婴儿依靠节奏来区分语言：评论

IF 2 2区心理学

Infancy Pub Date : 2024-08-31 DOI: 10.1111/infa.12613

Nikola Paillereau, Kateřina Chládková

{"title":"Infants' reliance on rhythm to distinguish languages: A critical review","authors":"Nikola Paillereau, Kateřina Chládková","doi":"10.1111/infa.12613","DOIUrl":"10.1111/infa.12613","url":null,"abstract":"This article reviews empirical methods and findings on early language discrimination, questioning rhythm-class based hypotheses on language discrimination in infancy, as well as the assumption that early language discrimination is driven primarily (or solely) by temporal prosodic cues. The present work argues that within-rhythm class discrimination which – according to the rhythmic hypothesis – is not applicable very early in life, has not been sufficiently tested with infants under 4 months of age, that familiarity with a language is not a prerequisite for its discrimination from another rhythmically similar language, and that the temporal rhythm properties may not universally be the primary cues to language discrimination. Although rhythm taxonomy is now by many understood as outdated, some developmental literature still draws on the assumption that rhythm classification determines infants' language discrimination; other studies consider rhythm along a continuous scale and only a few account for cues to language discrimination other than temporal ones. It is proposed that studies on early language discrimination systematically test the contribution of other than temporal rhythm cues, similarly to recent work on multidimensional psychoacoustic salience in the acquisition of segmental categories.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113485","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

Plasticity in older infants' perception of phonetic contrasts: The role of selective attention in context. 大龄婴儿对语音对比感知的可塑性：语境中选择性注意的作用

IF 2 2区心理学

Infancy Pub Date : 2024-08-27 DOI: 10.1111/infa.12620

Robin Panneton, Wendy L Ostroff, Naureen Bhullar, Madeline Netto

{"title":"Plasticity in older infants' perception of phonetic contrasts: The role of selective attention in context.","authors":"Robin Panneton, Wendy L Ostroff, Naureen Bhullar, Madeline Netto","doi":"10.1111/infa.12620","DOIUrl":"https://doi.org/10.1111/infa.12620","url":null,"abstract":"Developmental plasticity refers to conditions and circumstances that increase phenotypic variability. In infancy, plasticity expands and contracts depending on domains of functioning, developmental history, and timing. In terms of language processing, infants attend to and discriminate both native and non-native phonetic contrasts, but selectively attune to their native phonemes by the end of the first postnatal year. However, relevant studies have excluded factors regarded as promoters of attention such as infant-directed (ID) speech, synchronous multimodal presentations, and female speakers. Here we investigated whether English-learning 11-month-olds would discriminate a non-native phonetic contrast while manipulating these factors. Results showed significant discrimination of the non-native contrast, regardless of speech register, provided that they were presented by a dynamic female speaker. Interestingly, when a static object or a dynamic male ID speaker replaced the female, no significant discrimination was found. These results show infants to be capable of discriminating non-native phonetic contrasts in an enhanced context at an age when they have been characterized as not being able to do so. Synchronized, multimodal information from female speakers allowed infants to perceive difficult non-native phonemes, highlighting the importance of an ecologically valid context for studying speech perception and language learning in early development.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082192","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

High-quality early care and education for low-income families: Toddlers’ cognitive and emotional functioning during the COVID-19 pandemic 为低收入家庭提供高质量的早期保育和教育：COVID-19大流行期间幼儿的认知和情绪功能。

IF 2 2区心理学

Infancy Pub Date : 2024-08-23 DOI: 10.1111/infa.12619

Lukas D. Lopez, Anabel Castillo, Elizabeth Frechette, Shinyoung Jeon, Sherri Castle, Diane Horm, Kyong-Ah Kwon

{"title":"High-quality early care and education for low-income families: Toddlers’ cognitive and emotional functioning during the COVID-19 pandemic","authors":"Lukas D. Lopez, Anabel Castillo, Elizabeth Frechette, Shinyoung Jeon, Sherri Castle, Diane Horm, Kyong-Ah Kwon","doi":"10.1111/infa.12619","DOIUrl":"10.1111/infa.12619","url":null,"abstract":"High-quality early care and education (ECE) programs are associated with positive outcomes, especially for children from low-income families. During the initial COVID-19 pandemic lockdown many of these families faced an abrupt halt to ECE. Here, we examined how toddlers from economically disadvantaged backgrounds enrolled in high-quality ECE programs in the United States during the 2020 pandemic (n = 48) fared on cognitive and socioemotional outcomes compared to a 2019 pre-pandemic cohort (n = 94) and a pandemic 2021 cohort (n = 132). Toddlers in the 2020 cohort scored significantly lower on executive function compared to toddlers in 2019 and 2021 cohorts. Toddlers in the 2020 cohort had higher ratings self-regulation compared to the pre-pandemic cohort, but not 2021 cohort. There were no differences on attachment ratings between cohorts. Findings suggest that the abrupt halt to ECE programs due to the COVID-19 pandemic impacted US toddlers’ cognitive and socioemotional abilities. This underscores the importance of continued high-quality ECE for infants and toddlers from low-income families during disruptive times. Further work is needed to investigate the long-term impacts of experiencing an abrupt halt to ECE due to COVID-19.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037298","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

Infants' individuation of human faces across race and identity 不同种族和身份的婴儿对人脸的识别。

IF 2 2区心理学

Infancy Pub Date : 2024-08-23 DOI: 10.1111/infa.12618

Charisse B. Pickron, Isabella C. Stallworthy, Erik W. Cheries

{"title":"Infants' individuation of human faces across race and identity","authors":"Charisse B. Pickron, Isabella C. Stallworthy, Erik W. Cheries","doi":"10.1111/infa.12618","DOIUrl":"10.1111/infa.12618","url":null,"abstract":"Young infants' face perception capabilities quickly tune to the features of their primary caregiver. The current study examines whether infants distinguish faces in a more conceptual manner using a manual-search, violation of expectation task that has previously been used to test kind-based individuation. We tested how well infants between 11 and 27 months of age individuated faces that varied by superordinate category (human vs. non-human in Experiment 1) subordinate category (individual identity in Experiment 2) or by race (White vs. Black, Experiments 1 & 2). We assessed individuation by quantifying the difference in infants' duration of reaching within an empty box between trials when the box was unexpectedly empty and expectedly empty. We found evidence of individuation across all ages and conditions, but with within-infant variation. On average, infants individuated face from non-face stimuli (Experiment 1), individual face identities (Experiment 2), and White versus Black faces (Experiments 1 & 2). These findings suggest that 1- to 2-year-old infants use distinct human face features to represent individuals across time and space. We discuss this evidence for race-based individuation and related complexities of face identity in terms of implications for conceptual development for faces in the first years of life.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037299","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

Processing of visual stimuli following infant directed speech: Attention-guiding effects of unfamiliar speech 婴儿引导性言语后的视觉刺激处理：陌生语言的注意力引导效应

IF 2 2区心理学

Infancy Pub Date : 2024-07-26 DOI: 10.1111/infa.12611

Stefanie Peykarjou, Julia Wissner, Sabina Pauen

{"title":"Processing of visual stimuli following infant directed speech: Attention-guiding effects of unfamiliar speech","authors":"Stefanie Peykarjou, Julia Wissner, Sabina Pauen","doi":"10.1111/infa.12611","DOIUrl":"10.1111/infa.12611","url":null,"abstract":"This study investigates attention modulation as a function of infant directed (ID) versus adult directed (AD) speech in seven-month-old infants using electroencephalographic measures. In three experiments, infants were presented with either ID speech or AD speech as stimuli, followed by highly variable images of inanimate objects as targets. In Experiment 1 (N = 18), images were preceded by ID or AD speech with semantic content (“Look here”). Contrary to hypothesis, targets preceded by AD speech elicited increased amplitude of the Negative central (Nc) component compared to targets preceded by ID speech, indicating increased attention. Experiment 2 (N = 23) explored whether ID versus AD speech influences attention allocation also without semantic content. The same targets were either preceded by human voice sounds without semantic content (“Uh-Ah”) following the prosody of either ID or AD speech register. No differences in attention allocation or object processing were observed. Experiment 3 (N = 18) contrasted ID speech with and without semantic content and found enhanced attention allocation following stimuli without semantic content, but increased object processing following stimuli with semantic content. Overall, the effects observed here are consistent with the idea that less familiar speech stimuli increase attention for subsequent objects. Semantic content of stimuli increased the depth of object processing in 7-month-olds.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761731","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

Contingency enables the formation of social expectations about an artificial agent. 权变可以形成对人工智能的社会期望。

IF 2 2区心理学

Infancy Pub Date : 2024-07-25 DOI: 10.1111/infa.12614

Julia A Venditti, Rachel Elkin, Rondeline M Williams, Jennifer A Schwade, Angela Narayan, Michael H Goldstein

{"title":"Contingency enables the formation of social expectations about an artificial agent.","authors":"Julia A Venditti, Rachel Elkin, Rondeline M Williams, Jennifer A Schwade, Angela Narayan, Michael H Goldstein","doi":"10.1111/infa.12614","DOIUrl":"https://doi.org/10.1111/infa.12614","url":null,"abstract":"What environmental regularities support infant communicative learning from social interactions? We propose that infants allocate their attention toward and learn from external events that are contingent on their own behaviors. We tested the robustness of the influence of contingency on communicative learning by using a non-biological stimulus, a remote-controlled car, as the social partner. The car approached infants and produced a speech sound either contingently to infants' vocalizations or on a yoked schedule. Two additional groups had an unfamiliar human experimenter as their social partner in contingent and yoked control conditions. We assessed whether infants formed expectations about their partner's responsiveness to their vocalizations. Expectations made based on contingent responsiveness would support the role of contingency in promoting plasticity in early communicative learning. Infants across all conditions increased their vocalization rates when their partner paused in responding, suggesting that they expected their vocalizations to influence their partners' behavior. Infants vocalized significantly more to the social partner than their caregiver if they received contingent rather than yoked responses from the social partner, regardless of if the partner was a human or non-biological agent. Contingent responses to prelinguistic vocalizations facilitated the formation of expectations for interactivity of social partners.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761730","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

Language environment and early language production in Slovenian infants: An exploratory study using daylong recordings 斯洛文尼亚婴儿的语言环境和早期语言生成：使用全天录音进行的探索性研究。

IF 2 2区心理学

Infancy Pub Date : 2024-07-23 DOI: 10.1111/infa.12615

Naja Ferjan Ramírez, Ljubica Marjanovič Umek, Urška Fekonja

{"title":"Language environment and early language production in Slovenian infants: An exploratory study using daylong recordings","authors":"Naja Ferjan Ramírez, Ljubica Marjanovič Umek, Urška Fekonja","doi":"10.1111/infa.12615","DOIUrl":"10.1111/infa.12615","url":null,"abstract":"Daylong recordings provide an ecologically valid option for analyzing language input, and have become a central method for studying child language development. However, the vast majority of this work has been conducted in North America. We harnessed a unique collection of daylong recordings from Slovenian infants (age: 16–30 months, N = 40, 18 girls), and focus our attention on manually annotated measures of parentese (infant-directed speech with a higher pitch, slower tempo, and exaggerated intonation), conversational turns, infant words, and word combinations. Measures from daylong recordings showed large variation, but were comparable to previous studies with North American samples. Infants heard almost twice as much speech and parentese from mothers compared to fathers, but there were no differences in language input to boys and girls. Positive associations were found between the social-interactional features of language input (parentese, turn-taking) and infants' concurrent language production. Measures of child speech from daylong recordings were positively correlated with measures obtained through the Slovenian MacArthur-Bates Communicative Development Inventory. These results support the notion that the social-interactional features of parental language input are the foundation of infants' language skills, even in an environment where infants spend much of their waking hours in childcare settings, as they do in Slovenia.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753110","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

“My baby is ready to learn”—The role of infant pointing in redirecting maternal responses to be more informative "我的宝宝准备好学习了"--婴儿的指点在重新引导母亲做出更多信息反应中的作用。

IF 2 2区心理学

Infancy Pub Date : 2024-07-20 DOI: 10.1111/infa.12616

Edna Orr, Gabriela Kashy Rosenbaum

{"title":"“My baby is ready to learn”—The role of infant pointing in redirecting maternal responses to be more informative","authors":"Edna Orr, Gabriela Kashy Rosenbaum","doi":"10.1111/infa.12616","DOIUrl":"10.1111/infa.12616","url":null,"abstract":"Caregivers may perceive pointing as an indication of infants' readiness to learn, thereby increasing their tendency to label objects regardless of the infant's gesture type and context. This was investigated in this study by tracking 35 infants at home at the ages of 11 and 13 months and observing their interactions with their mothers during object manipulation. We focused on four types of communicative gestures: typical giving gestures, gestures contingent on exploration, gestures contingent on play, and pointing. We analyzed maternal response tendencies, including affirmation, naming, discourse, and pretense. The results revealed that when infants reached the age of 13 months, they tripled their pointing production; in turn, the maternal response changed entirely, with naming becoming the preferred response to all types of gestures. Furthermore, when infants were 13 months old and offered an object contingent on play acts, mothers increased their pretense acts sevenfold. Based on the most informative responses to infants among those examined, we argue that an increase in the number of pointing gestures may gradually be associated with the establishment of the maternal perception that an infant is ready to learn and a subsequent increase in naming and pretense production by the mother.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731512","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

Not too shy to point! Exploring the relationship between shyness and pointing in the second year 不害羞地指点！探索二年级学生害羞与指点之间的关系。

IF 2 2区心理学

Infancy Pub Date : 2024-07-19 DOI: 10.1111/infa.12610

Cristina Colonnesi, Eliala A. Salvadori, Frans J. Oort, Daniel S. Messinger

{"title":"Not too shy to point! Exploring the relationship between shyness and pointing in the second year","authors":"Cristina Colonnesi, Eliala A. Salvadori, Frans J. Oort, Daniel S. Messinger","doi":"10.1111/infa.12610","DOIUrl":"10.1111/infa.12610","url":null,"abstract":"Infants' use of pointing gestures to direct and share attention develops during the first 2 years of life. Shyness, defined as an approach-avoidance motivational conflict during social interactions, may influence infants’ use of pointing. Recent research distinguished between positive (gaze and/or head aversions while smiling) and non-positive (gaze and/or head aversions without smiling) shyness, which are related to different social and cognitive skills. We investigated whether positive and non-positive shyness in 12-month-old (n = 38; 15 girls) and 15-month-old (n = 45; 15 girls) infants were associated with their production of pointing gestures. Infants' expressions of shyness were observed during a social-exposure task in which the infant entered the laboratory room in their parent's arms and was welcomed by an unfamiliar person who provided attention and compliments. Infants' pointing was measured with a pointing task involving three stimuli: pleasant, unpleasant, and neutral. Positive shyness was positively associated with overall pointing at 15 months, especially in combination with high levels of non-positive shyness. In addition, infants who displayed more non-positive shyness pointed more frequently to direct the attention of the social partner to an unpleasant (vs. neutral) stimulus at both ages. Results indicate that shyness influences the early use of pointing to emotionally charged stimuli.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141731513","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

Toddler's memory and media—Picture book reading and watching video content are associated with memory at 2 years of age 幼儿的记忆力与媒体--阅读图画书和观看视频内容与 2 岁幼儿的记忆力有关。

IF 2 2区心理学

Infancy Pub Date : 2024-07-18 DOI: 10.1111/infa.12609

Felix-Sebastian Koch, Annette Sundqvist, Ulrika Birberg Thornberg, Rachel Barr, Mikael Heimann

{"title":"Toddler's memory and media—Picture book reading and watching video content are associated with memory at 2 years of age","authors":"Felix-Sebastian Koch, Annette Sundqvist, Ulrika Birberg Thornberg, Rachel Barr, Mikael Heimann","doi":"10.1111/infa.12609","DOIUrl":"10.1111/infa.12609","url":null,"abstract":"Memory develops across the course of the first years of life and is influenced by daily experiences, such as exposure to media like books and television. Memory as tapped by Deferred imitation (DI) requires that toddlers form a representation of the target actions that they can later use to reproduce the actions and in addition to measuring memory for real live events, it can also be used to measure memory for events viewed through media. Toddlers are frequently exposed to multiple forms of digital media in addition to more traditional forms of picture book reading. In a within-subjects design, memory was assessed with a DI task in 2-year-olds (n = 89) using the Frankfurt Imitation Test. Deferred imitation was assessed after live and video demonstrations. Parents completed a survey about children's media use. Picture book reading for less than 30 min a day predicted lower memory scores for actions demonstrated live. Watching video content for more than 1 h a day predicted lower memory scores for actions demonstrated on video. Results are interpreted in terms of individual differences in experiences of traditional and digital media and the development of symbolic understanding.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141724773","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