IF 2.4 2区心理学

Infancy Pub Date : 2026-06-17 DOI: 10.1111/infa.70094

Kristy H. Lai, Huanhuan Shi, Lillian R. Masek, Catalina Suarez-Rivera, Catherine S. Tamis-LeMonda

{"title":"Infants' Multimodal Requests and Protests Elicit Responses From Mothers During Everyday Home Activities","authors":"Kristy H. Lai, Huanhuan Shi, Lillian R. Masek, Catalina Suarez-Rivera, Catherine S. Tamis-LeMonda","doi":"10.1111/infa.70094","DOIUrl":"10.1111/infa.70094","url":null,"abstract":"<div>\u0000 \u0000 <p>During early vocabulary growth, infants use single words to express complete ideas. Requests (“milk”) and protests (“no!”) are fundamental ways that infants communicate their needs. However, understanding what an infant wants from a single word can be challenging. Caregivers likely rely on infants' gestures and actions to interpret single-word utterances. How common are requests and protests during everyday activities? To what extent do infants accompany their requests and protests with gestures (e.g., points to request) and/or actions (e.g., flailing arms to protest)? Are caregivers more likely to respond to such “multimodal” requests and protests than to infants' words alone (i.e., unimodal speech)? We observed 31 toddlers (12–24 months) with their mothers during everyday interactions at home. In aggregate, infants expressed 2580 single-word utterances, with nearly half being requests (35%) or protests (8%). Most requests and protests (84%) were multimodal, occurring in the context of actions (mostly) or gestures. Unexpectedly, although infants' gestures/actions often “aligned” with their words in meaning or intent (e.g., saying “no” while pushing a toy away), infants also displayed “misaligned” gestures/actions (e.g., saying “no” to one toy while reaching for another). In particular, infants’ aligned’ multimodal requests and protests were more likely to elicit a response from mothers than were their words alone. Findings underscore the embodied and embedded nature of early communication in the natural home setting: Infants express their intentions by coupling words with gestures/actions, and certain types of multimodal communications are more effective than others in fulfilling their goals.</p>\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148273435","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

Melody and Lyrics Are Integrated by Late Infancy During Recognition of Music Learned at Home 幼儿后期在家庭音乐学习中融入旋律和歌词。

IF 2.4 2区心理学

Infancy Pub Date : 2026-06-15 DOI: 10.1111/infa.70102

Angela Dou, Alexander C. Withers, Brianna A. Wedderburn, Laura K. Cirelli

{"title":"Melody and Lyrics Are Integrated by Late Infancy During Recognition of Music Learned at Home","authors":"Angela Dou, Alexander C. Withers, Brianna A. Wedderburn, Laura K. Cirelli","doi":"10.1111/infa.70102","DOIUrl":"10.1111/infa.70102","url":null,"abstract":"<p>Familiar songs are often more effective than unfamiliar songs at capturing infant attention, regulating emotion, and eliciting rhythmic movements, but how infants rely on lyrics and melody to recognize well-known music from their regular repertoire is not well understood. Here we investigate whether infants use these musical features selectively or interactively during song recognition across early development. Six- (<i>n</i> = 40), 11- (<i>n</i> = 47), and 20-month-old infants (<i>n</i> = 41) participated in an online preferential listening paradigm. We measured infants' attentive listening to a cappella recordings of <i>Wheels on the Bus</i>, an original composition, and two songs mismatched in melody and lyric familiarity (i.e., melody from <i>Wheels</i> paired with lyrics from the novel song, and vice versa). Confirmatory analyses showed that, while 6-month-olds behaved indiscriminately across conditions, the 20-month-olds listened longest to all conditions with at least one unfamiliar component. Exploratory analyses of infant rhythmic movements revealed that the 11-month-olds produced more rhythmic movements to familiar lyrics. Some infants, mostly the older infants, also produced lyrically-relevant gestures more often when those lyrics were present than when they were not (e.g., rolling arms during “wheels” lyrics), across both familiar and unfamiliar songs. Results suggest that by late infancy, infants integrate lyrics and melody when recognizing familiar music.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260152","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

Joint Attention in Late Preterm Infants: Developmental Trajectory and Contribution of Maternal Interaction 晚期早产儿的共同注意：发育轨迹及母体互动的影响。

IF 2.6 2区心理学

Infancy Pub Date : 2026-06-09 DOI: 10.1111/infa.70098

Vera Mateus, Ana Osório, Hercília Guimarães, Fátima Clemente, Sara Almeida, Isabel Soares, Carla Martins

{"title":"Joint Attention in Late Preterm Infants: Developmental Trajectory and Contribution of Maternal Interaction","authors":"Vera Mateus, Ana Osório, Hercília Guimarães, Fátima Clemente, Sara Almeida, Isabel Soares, Carla Martins","doi":"10.1111/infa.70098","DOIUrl":"10.1111/infa.70098","url":null,"abstract":"<div>\u0000 \u0000 <p>Less is known about the development of joint attention in late preterm infants (34 – < 37 weeks of complete gestation). We aimed to examine the effect of late prematurity on the developmental trajectory of joint attention and to investigate whether maternal interactive style could moderate a possible detrimental effect of prematurity on the ability. Participants were 43 late preterm and 29 full-term infants, assessed at 12- and 15-month uncorrected chronological age, and their mothers. Both groups responded more to joint attention over time; however, late preterm infants presented significantly lower levels at both time points. Furthermore, late preterm and full-term infants seemed to display different initiating joint attention trajectories from 12 to 15 months. Maternal behaviors did not influence joint attention nor moderate the effect of prematurity. Results suggest that late prematurity may have a differential impact on distinct behavioral dimensions of joint attention, potentially reflecting the specific mental processes involved in RJA and IJA.</p>\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148206721","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

Developmental Shift in Multimodal Cue Usage in Early Mother-Child Conversational Initiation 母婴早期对话启动中多模态线索使用的发展变化

IF 2.6 2区心理学

Infancy Pub Date : 2026-06-06 DOI: 10.1111/infa.70096

Jun Ho Chai, Barbara Zapiór, Eon-Suk Ko

{"title":"Developmental Shift in Multimodal Cue Usage in Early Mother-Child Conversational Initiation","authors":"Jun Ho Chai, Barbara Zapiór, Eon-Suk Ko","doi":"10.1111/infa.70096","DOIUrl":"https://doi.org/10.1111/infa.70096","url":null,"abstract":"<div>\u0000 \u0000 <p>Early mother–child conversational initiation is increasingly understood as a developmentally dynamic, embodied, and socially embedded process in which caregivers and children coordinate multimodal cues, including gaze, gesture, touch, and speech, to establish joint attention and meaning. Drawing on an existing audio-visual corpus of Korean mother–child interactions from 35 dyads aged 8–27 months, sampled across stages of language and motor development, we examine how nonverbal cues preceding verbal conversational onset vary with child age, sex, and speaker role. Results show that initiatory multimodal cues decline with age, especially in conversational blocks where mothers initiate the vocal exchanges, a pattern consistent with a developmental shift toward more verbally-driven interactional strategies. Look cues and object-oriented tactile cues were the most frequent signals preceding conversational blocks, highlighting their central role in initiating exchanges. In addition, initiators produce more initiatory multimodal cues than their partners in the moments preceding conversational onset, pointing to a strategic use of multimodal signals to capture attention and frame the upcoming verbal interaction. Overall, the findings highlight the key role of gaze and object-oriented action in early interaction and the adaptability of communicative strategies in mother–child exchanges as children take on a greater role in verbal initiation.</p>\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174361","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

Infants Adapt Sitting to a Decreasing Base of Support 婴儿适应坐着，以减少基础的支持

IF 2.6 2区心理学

Infancy Pub Date : 2026-06-06 DOI: 10.1111/infa.70097

Jaya Rachwani, Orit Herzberg, Karen E. Adolph

{"title":"Infants Adapt Sitting to a Decreasing Base of Support","authors":"Jaya Rachwani, Orit Herzberg, Karen E. Adolph","doi":"10.1111/infa.70097","DOIUrl":"https://doi.org/10.1111/infa.70097","url":null,"abstract":"<div>\u0000 \u0000 <p>As infants acquire postural control, they learn to keep balance over a progressively smaller base of support. We systematically tested the development of postural control from a floor sit, where infants' thighs and lower legs are supported by the ground, to a bench sit, where infants' lower legs are unsupported. Six- to 9-month-old infants (<i>N</i> = 25) began in a floor sit with their thighs on a stationary platform and lower legs on a platform that was lowered in 2-cm increments until infants were in a bench sit with feet dangling in the air or they lost balance and fell. Each decrease in the height of the bottom platform decreased infants' base of support and made postural control more challenging. Although bench sitting was presumably novel, all infants maintained balance in a bench sit if their feet rested on the ground. However, infants' trunk control predicted their ability to maintain balance with their feet dangling in the air. Infants with more trunk control compensated for decreased support by progressively increasing their trunk-thigh angle (leaning backward rather than forward) and hence keeping their center of mass within their decreasing base of support. Thus, improvements in trunk control provide infants with more efficient postural-control strategies to cope with novel threats to balance. We suggest that flexibility and adaptability are integral to learning to sit and prepare infants for the next challenges in motor development.</p>\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174360","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

Toward Understanding Free-Flowing Manual Object Contact: Real-Time Interaction Between Body Position and Object Type in 9-Month-Olds 了解自由流动的手动物体接触：9个月大婴儿身体位置和物体类型之间的实时交互作用。

IF 2.6 2区心理学

Infancy Pub Date : 2026-06-02 DOI: 10.1111/infa.70091

Agata Kozioł, Zuzanna Laudańska, Karolina Babis, Hana D’Souza, Przemysław Tomalski

{"title":"Toward Understanding Free-Flowing Manual Object Contact: Real-Time Interaction Between Body Position and Object Type in 9-Month-Olds","authors":"Agata Kozioł, Zuzanna Laudańska, Karolina Babis, Hana D’Souza, Przemysław Tomalski","doi":"10.1111/infa.70091","DOIUrl":"10.1111/infa.70091","url":null,"abstract":"<p>Infants manually contact objects differently depending on their body position and the physical properties of objects. Previous studies have examined these factors separately, in structured laboratory settings, and laid the foundation for the investigation of the interaction of these elements. The current study revisits ideas from structured research in less controlled conditions by investigating how body position and the type of object shape manual contact with objects during free-flowing play. Nine-month-old infants (<i>N</i> = 80) participated in a semi-structured dyadic play session with their caregiver, interacting with four objects of two different kinds - two small and graspable objects; and two larger and stationary objects requiring specific actions to elicit an outcome (e.g., button pressing to make balls spin). The dyad was not constrained in terms of positioning, location on the floor, or movement around the room. We examined how the duration and frequency of infants' manual contact with objects varied based on the real-time interaction between object type and body position. The results indicate that infants contacted objects more frequently while sitting independently compared to other positions. Stationary objects were contacted more frequently but for shorter durations than graspable objects, regardless of the body position. Infants contacted graspable objects longer while sitting independently (compared to other positions), however, stationary objects were contacted with similar durations for all body positions. We found that durations of object contact depend on the interaction between object type and body position, which is more complex than what could be predicted by studies that examined these factors in isolation. These results highlight the need to study multiple interacting elements in less controlled settings.</p>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.70091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151729","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

Tuning in to Development: How Home Music Activities Relate to Language and Motor Skills in Toddlers From Monolingual and Multilingual Home Environments 适应发展：家庭音乐活动如何影响单语和多语家庭环境下幼儿的语言和运动技能。

IF 2.6 2区心理学

Infancy Pub Date : 2026-05-31 DOI: 10.1111/infa.70095

Ran Wei, Sarah Surrain, Gigi Luk, Meredith L. Rowe

{"title":"Tuning in to Development: How Home Music Activities Relate to Language and Motor Skills in Toddlers From Monolingual and Multilingual Home Environments","authors":"Ran Wei, Sarah Surrain, Gigi Luk, Meredith L. Rowe","doi":"10.1111/infa.70095","DOIUrl":"10.1111/infa.70095","url":null,"abstract":"<div>\u0000 \u0000 <p>Music and language are both multimodal inputs that shape early development, supporting shared attention, sensorimotor coordination, and embodied engagement. Although structured musical training has been linked to enhanced language outcomes, the implications of informal, home-based music activities remain less understood, particularly among children who hear multiple languages at home. Guided by an embodied, embedded, ecological, enactive, and extended framework, this study examines how home music activities relate to language and motor development among toddlers with high English exposure (HE; ≥ 70% English) or high non-English exposure (HNE; > 30% non-English). Participants included 106 families with 18- to 31-month-olds (<i>M</i> = 23.13), comprising pre-pandemic lab-based (<i>n</i> = 30) and remote online (<i>n</i> = 76) cohorts. Parents reported children's engagement in music and non-music activities currently and retrospectively for infancy. Results revealed interactions between music activities and language exposure. HE toddlers exhibited higher English vocabulary and pragmatic skills than HNE toddlers. However, HNE toddlers who participated in more music activities demonstrated vocabulary and pragmatic abilities similar to their HE counterparts. Music activities also correlated with gross motor and perception-action skills. Findings highlight music's embodied and enactive contributions to language and motor development and provide novel insights into how music relates to HNE children's development.</p>\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139329","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

What Is the Baby “Saying”? Adults' Interpretation of Infants' Pointing Gestures 宝宝在说什么？成人对婴儿指向手势的解读。

IF 2.6 2区心理学

Infancy Pub Date : 2026-05-28 DOI: 10.1111/infa.70093

Ran Wei, Ulf Liszkowski, Paul L. Harris, Meredith L. Rowe

{"title":"What Is the Baby “Saying”? Adults' Interpretation of Infants' Pointing Gestures","authors":"Ran Wei, Ulf Liszkowski, Paul L. Harris, Meredith L. Rowe","doi":"10.1111/infa.70093","DOIUrl":"10.1111/infa.70093","url":null,"abstract":"<div>\u0000 \u0000 <p>Infants' early pointing gestures predict their language development. One hypothesized mechanism for this relation is that pointing elicits caregivers' responses that facilitate word learning. This contingent-response hypothesis presupposes that adults can accurately interpret the communicative intent underlying infants' points, yet this has not been directly tested. Across three experiments, we examined whether adults can reliably distinguish among five pointing intent categories established in prior research, namely requestive, expressive declarative, spontaneous informative declarative, elicited informative declarative, and interrogative. In Experiment 1, 58 students interpreted infant pointing gestures in 28 video clips, identifying the most prototypical exemplars of each intent. In Experiments 2 and 3, 76 students, 53 U.S. parents, and 38 German parents rated their confidence in each intent for these 5 prototypical clips and reported how they would respond. Across all samples, participants assigned significantly higher confidence to the target intent than to alternatives and reported intent-differentiated responses. We found few differences between students and parents or between American and German parents, suggesting that interpretation of prototypical pointing gestures is not strongly dependent on child-rearing experience or cultural background, though comparisons were limited to two Western societies. These findings establish a key precondition for the contingent-response hypothesis: adults possess the interpretive capacity to provide intent-appropriate input in response to infant pointing.</p>\u0000 </div>","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"31 3","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057454","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

IF 2.6 2区心理学

Infancy Pub Date : 2026-05-15

引用次数: 0

IF 2.6 2区心理学

Infancy Pub Date : 2026-05-09

引用次数: 0

Infancy最新文献