在二元互动中,照顾者的不可预测性塑造了婴儿注视的瞬间。

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Tess Allegra Forest,Layla Bradford,Lorna Ginnell,Maroussia Berger,Donna Herr,Emmie Mbale,Kavindya Dalawella,Chloë A Jacobs,Chikondi Mchazime,Celia D'Amato,Zamazimba Madi,Pious Clifford Mkaka,Claudia Espinoza-Heredia,Tembeka Mhlakwaphalwa,Vukiwe Ngoma,Monique Gilmore,Marlie Miles,Jinge Ren,Nwabisa Mlandu,Reese Samuels,Michal R Zieff,Melissa Gladstone,Kirsten A Donald,Dima Amso
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引用次数: 0

摘要

认知发展与照顾者的可预测性有关,但驱动这一现象的机制尚不清楚。一种可能性是,照顾者的可预测性最初决定了婴儿如何收集学习信息。这里,照顾者-婴儿二联体(N = 222, 2-6个月大,均为女性照顾者;(数据收集于2022-2023年)在南非和马拉维进行了自然主义游戏,然后他们的互动被手工注释,以测量照顾者的可预测性和婴儿的凝视。在这两个国家,照顾者的可预测性的时间变化塑造了婴儿的外观动态——婴儿关注特定的感官信号(η2 = 0.04)和特定的时间点(η2 = 0.10),这些信号基于照顾者的典型行为对他们有用。这些发现提供了一个框架,通过这个框架,照顾者行为的可预测性可能会形成基本的、早期的视觉注意优化,以促进婴儿时期的学习和后来的认知发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Dynamics of Caregiver Unpredictability Shape Moment-To-Moment Infant Looking During Dyadic Interaction.
Cognitive development is associated with how predictable caregivers are, but the mechanisms driving this are unclear. One possibility is caregiver predictability initially shapes how infants gather information for learning. Here, caregiver-infant dyads (N = 222, 2-6-months-old, all female caregivers; data collected 2022-2023) in South Africa and Malawi engaged in naturalistic play before their interactions were hand-annotated to measure caregiver predictability and infant gaze. In both countries, temporal variation in caregiver predictability shaped infant looking dynamics-infants attended to specific sensory signals (η2 = 0.04) and specific timepoints (η2 = 0.10) that were useful for them based on their caregiver's typical behavior. These findings provide a framework by which the predictability of caregiver behavior may shape fundamental, early optimization of visual attention for learning in infancy and later cognitive development.
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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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