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":"29 6","pages":"908-932"},"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":"29 5","pages":"693-712"},"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":"29 5","pages":"729-749"},"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

Co-regulation, relationship quality, and infant distress vocalizations observed during mother-infant interactions: Influences of maternal depression and different contexts 在母婴互动过程中观察到的共同调节、关系质量和婴儿苦恼发声：母亲抑郁和不同环境的影响。

IF 2 2区心理学

Infancy Pub Date : 2024-07-18 DOI: 10.1111/infa.12617

Elizabeth L. Leong, Dale M. Stack, Olivia K. Lazimbat, Samantha Bouchard, Tiffany M. Field

{"title":"Co-regulation, relationship quality, and infant distress vocalizations observed during mother-infant interactions: Influences of maternal depression and different contexts","authors":"Elizabeth L. Leong, Dale M. Stack, Olivia K. Lazimbat, Samantha Bouchard, Tiffany M. Field","doi":"10.1111/infa.12617","DOIUrl":"10.1111/infa.12617","url":null,"abstract":"Mother-infant interactions are co-regulated and provide the foundation for mother-infant relationship quality. The implications of maternal depression and contextual demands (i.e., reinstating the interaction following maternal unavailability and vocalized infant distress) on observationally coded co-regulation in mother-infant dyads (n = 40) at 4-months was investigated. Associations among co-regulation patterns and mother-infant relationship quality was also examined. Dyads participated in Still-Face (SF) and Separation (SP) procedures, with periods of maternal emotional and physical unavailability. Co-regulation was captured using the Revised Relational Coding System. Relationship quality was examined using the Emotional Availability Scales. Dyads in the depressed group had significantly more unilateral exchanges than the non-depressed group following the SF and SP perturbations. The depressed group also had significantly more distress vocalizations during the SP perturbation than the non-depressed group. Co-regulation in the depressed group was less disrupted by the SF perturbation. Positive relationship quality dimensions (maternal sensitivity, structuring, and infant responsiveness) were associated with more symmetrical and less unilateral co-regulation regardless of the interaction period. There were also context-specific results pertaining to patterns of co-regulation and associated maternal hostility and infant responsiveness. Results highlight co-regulatory differences in depressed mothers and their infants and how these differences are exacerbated by contextual demands.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 6","pages":"933-957"},"PeriodicalIF":2.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141724771","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

Of the importance to reconsider individual variability in infant studies: Family traits do impact turn-taking perception in 6-month-olds 在婴儿研究中重新考虑个体差异的重要性：家庭特征确实会影响 6 个月大婴儿的轮流感知。

IF 2 2区心理学

Infancy Pub Date : 2024-07-18 DOI: 10.1111/infa.12612

Bastien Meunier, Stéphanie Barbu, Alice Rabiller, Nicolas Dollion, Alban Lemasson, Virginie Durier

{"title":"Of the importance to reconsider individual variability in infant studies: Family traits do impact turn-taking perception in 6-month-olds","authors":"Bastien Meunier, Stéphanie Barbu, Alice Rabiller, Nicolas Dollion, Alban Lemasson, Virginie Durier","doi":"10.1111/infa.12612","DOIUrl":"10.1111/infa.12612","url":null,"abstract":"Turn-taking is a universal pattern of human conversations characterized by a fast exchange of turns between speakers and an avoidance of overlaps. Language is embedded in this conversational skill acquired well before it during infancy, through everyday interactions with caregivers. The earliness of this skill and its link with language allows us to test whether social environment shapes early language development. We therefore study turn-taking perception of 6-month-old infants by measuring their gazes during video presentation of three different conversational situations where the turn is explicitly given, normally taken or taken with an overlap. We studied 51 infants to cover several family and infant characteristics: infants' sex, presence of siblings, and family socioeconomic status (SES). We found that infants looked more at the second speaker when she overlapped the first speaker than in the other situations, but not all infants were equally sensitive. Indeed, infants from high-SES families reacted differently to the three situations, while infants from the two lower SES categories did not. Also, only singletons reacted differently by looking more at the second speaker after the overlapping and turn-giving situations, and not after the turn-taking situation. Our results emphasize the importance of early social experiences on language development.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 6","pages":"894-907"},"PeriodicalIF":2.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141724772","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' facial electromyographic responses to the sight of emotional interpersonal touch 婴儿面部肌电图对情绪性人际触摸的反应。

IF 2 2区心理学

Infancy Pub Date : 2024-06-14 DOI: 10.1111/infa.12600

Margaret Addabbo, Victoria Licht, Chiara Turati

引用次数: 0

Toddlers' prior social experience with speakers influences their word learning 幼儿先前与说话者的社交经验会影响他们的单词学习。

IF 2 2区心理学

Infancy Pub Date : 2024-05-29 DOI: 10.1111/infa.12608

Elise Breitfeld, Anna M. Compton, Jenny R. Saffran

{"title":"Toddlers' prior social experience with speakers influences their word learning","authors":"Elise Breitfeld, Anna M. Compton, Jenny R. Saffran","doi":"10.1111/infa.12608","DOIUrl":"10.1111/infa.12608","url":null,"abstract":"Toddlers prefer to learn from familiar adults, particularly their caregivers, and perform better on word learning tasks when taught by caregivers than by strangers. However, it remains unclear why toddlers learn better from caregivers than from strangers. One possibility is that toddlers are more receptive to learning from individuals whom they have found to be engaging in previous interactions. The current study tested whether toddlers learn more from an unfamiliar adult who was previously engaging than from an unfamiliar adult who was previously unengaging. Toddlers (27–29 months, N = 40) were taught labels for novel objects by two different experimenters. Prior to word learning, toddlers watched pre-recorded videos of one experimenter utilizing engaging behaviors (i.e., using infant-directed speech, gestures, eye contact, and positive affect) and one experimenter utilizing unengaging behaviors (i.e., using adult-directed speech, no gestures, no eye contact, and neutral affect). Both experimenters were equally engaging during labeling. Word learning was then tested using a looking-while-listening paradigm. The results of linear mixed-effects model, cluster-based permutation, and growth curve analyses suggest heightened performance for words that were taught by the experimenter who was previously engaging. These results begin to reveal the kinds of social experiences that promote success in early word learning.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 5","pages":"771-788"},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141161909","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

Cognitive control in infancy: Attentional predictors using a tablet-based measure 婴儿期的认知控制：使用平板电脑测量法预测注意力。

IF 2.6 2区心理学

Infancy Pub Date : 2024-05-20 DOI: 10.1111/infa.12599

Emma Macrae, Bosiljka Milosavljevic, Laura Katus, Luke Mason, Marta Perapoch Amadó, Maria Rozhko, Michelle de Haan, Clare E. Elwell, Sophie E. Moore, Sarah Lloyd-Fox, The BRIGHT Project Team

{"title":"Cognitive control in infancy: Attentional predictors using a tablet-based measure","authors":"Emma Macrae, Bosiljka Milosavljevic, Laura Katus, Luke Mason, Marta Perapoch Amadó, Maria Rozhko, Michelle de Haan, Clare E. Elwell, Sophie E. Moore, Sarah Lloyd-Fox, The BRIGHT Project Team","doi":"10.1111/infa.12599","DOIUrl":"10.1111/infa.12599","url":null,"abstract":"Cognitive control is a predictor of later-life outcomes and may underpin higher order executive processes. The present study examines the development of early cognitive control during the first 24-month. We evaluated a tablet-based assessment of cognitive control among infants aged 18- and 24-month. We also examined concurrent and longitudinal associations between attentional disengagement, general cognitive skills and cognitive control. Participants (N = 60, 30 female) completed the tablet-task at 18- and 24-month of age. Attentional disengagement and general cognitive development were assessed at 5-, 8-, 12-, 18- and 24-month using an eye-tracking measure and the Mullen Scales of Early Learning (MSEL), respectively. The cognitive control task demonstrated good internal consistency, sensitivity to age-related change in performance and stable individual differences. No associations were found between infant cognitive control and MSEL scores longitudinally or concurrently. The eye-tracking task revealed that slower attentional disengagement at 8-month, but faster disengagement at 18-month, predicted higher cognitive control scores at 24-month. This task may represent a useful tool for measuring emergent cognitive control. The multifaceted relationship between attention and infant cognitive control suggests that the rapid development of the attentional system in infancy results in distinct attentional skills, at different ages, being relevant for cognitive control development.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 4","pages":"631-655"},"PeriodicalIF":2.6,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141071657","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

The impact of goal saliency and verbal information on selective imitation in 16- to 18-month-olds 目标显著性和语言信息对 16 至 18 个月幼儿选择性模仿的影响。

IF 2 2区心理学

Infancy Pub Date : 2024-05-20 DOI: 10.1111/infa.12601

Léonie Trouillet, Ricarda Bothe, Nivedita Mani, Birgit Elsner

{"title":"The impact of goal saliency and verbal information on selective imitation in 16- to 18-month-olds","authors":"Léonie Trouillet, Ricarda Bothe, Nivedita Mani, Birgit Elsner","doi":"10.1111/infa.12601","DOIUrl":"10.1111/infa.12601","url":null,"abstract":"This study aimed to assess which action component (movement or goal) infants prioritize in their imitation behavior when they get information about its relevance from two important sources: perceptual goal saliency and experimenter's verbal information. 16- to 18-month-olds (N = 72) observed how the experimenter moved a toy mouse with a hopping or sliding movement onto one of two empty spaces (low goal saliency) or 2D circles (medium saliency), or inside one of two 3D houses (high saliency). Before the demonstration, the experimenter verbally announced the movement style or the goal. Results showed that verbal action descriptions did not influence infants' imitation. However, matching previous findings, infants imitated the goal more often than the movement in the high-saliency condition, and the movement more often than the goal in the low-saliency condition. Moreover, in the novel medium-saliency condition, infants imitated both components equally often. Thus, selective imitation varied as a function of perceptual goal saliency, but not of verbal cues. This suggests that perceptual features can enhance infants' bottom-up processing and imitation of action components, while the impact of top-down processes based on verbal cues may vary depending on task characteristics and infants' verbal abilities, inducing a need for further research.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 5","pages":"713-728"},"PeriodicalIF":2.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12601","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066452","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

Prosody outweighs statistics in 6-month-old German-learning infants' speech segmentation 在 6 个月大的德语学习婴儿的语音分段中，拟声词的作用大于统计量

IF 2 2区心理学

Infancy Pub Date : 2024-05-04 DOI: 10.1111/infa.12593

Mireia Marimon, Alan Langus, Barbara Höhle

{"title":"Prosody outweighs statistics in 6-month-old German-learning infants' speech segmentation","authors":"Mireia Marimon, Alan Langus, Barbara Höhle","doi":"10.1111/infa.12593","DOIUrl":"10.1111/infa.12593","url":null,"abstract":"It is well established that infants use various cues to find words within fluent speech from about 7 to 8 months of age. Research suggests that two main mechanisms support infants' speech segmentation: prosodic cues like the word stress patterns, and distributional cues like transitional probabilities (TPs). We tested 6-month-old German-learning infants' use of prosodic and statistical cues for speech segmentation in three experiments. In Experiment 1, infants were familiarized with an artificial language string where TPs signaled either word boundaries or iambic words—a stress pattern that is disfavored in German. Experiment 2 was a control and only the test phase was presented. In Experiment 3, prosodic cues were absent in the string and only TPs signaled word boundaries. All experiments included the same conditions at test: disyllabic words with high TPs in the string, words with low TPs and words with non-co-occurring syllables. Results showed that infants relied more strongly on prosodic cues than on TPs for word segmentation. Notably, no segmentation evidence emerged when prosodic cues were absent in the string. This finding underlines early impacts of language-specific structural properties on segmentation mechanisms.","PeriodicalId":47895,"journal":{"name":"Infancy","volume":"29 5","pages":"750-770"},"PeriodicalIF":2.0,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/infa.12593","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140839918","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

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