12个月大的婴儿是否会根据先前对不熟悉和熟悉的成年人的经验，保持对偶然或非偶然反应的期望?

IF 0.9 4区心理学 Q3 COMMUNICATION

Interaction Studies Pub Date : 2021-09-17 DOI:10.1075/is.18044.ste

Gunilla Stenberg

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引用次数: 0

摘要

目前的研究调查了婴儿是否利用以前的遭遇来维持对成年人偶然反应的期望。一个不熟悉的成年人在最初的游戏情境中对婴儿的信号作出偶然或非偶然的反应，10分钟后在提供积极信息的同时呈现一个模棱两可的玩具(实验1;42起来)。与非偶然组的婴儿相比，偶然组的婴儿在玩具展示过程中更多地看向成人，在结束的自由游戏情境中更多地玩玩具。当父母对婴儿的出价作出偶然或非偶然的反应时(实验2;40个12个月大的婴儿)，偶然性组的婴儿比非偶然性组的婴儿更倾向于看父母，更倾向于玩玩具。结果表明，仅仅从短暂的接触中，婴儿就形成了对成人反应性的期望，并在一种情况下对另一种情况保持这种偶然/非偶然反应的期望。

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Do 12-month-old infants maintain expectations of contingent or non-contingent responding based on prior experiences with unfamiliar and familiar adults?

The current study examined whether infants use previous encounters for maintaining expectations for adults’ contingent responding. An unfamiliar adult responded contingently or non-contingently to infant signaling during an initial play situation and 10 min later presented an ambiguous toy while providing positive information (Experiment 1; forty-two 12-month-olds). The infants in the contingent group looked more at the adult during toy presentation and played more with the toy during the concluding free-play situation than the infants in the non-contingent group. When the parent had responded contingently or non-contingently to infant bids (Experiment 2; forty 12-month-olds), the infants in the contingent group tended to look more at the parent and tended to play more with the toy than did the infants in the non-contingent group. The results indicate that from just a brief exposure, infants form expectations about adults’ responsiveness and maintain these expectations of contingent/non-contingent responding from one situation to another.

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来源期刊

Interaction Studies Multiple-

CiteScore

3.30

自引率

6.70%

发文量

期刊介绍： This international peer-reviewed journal aims to advance knowledge in the growing and strongly interdisciplinary area of Interaction Studies in biological and artificial systems. Understanding social behaviour and communication in biological and artificial systems requires knowledge of evolutionary, developmental and neurobiological aspects of social behaviour and communication; the embodied nature of interactions; origins and characteristics of social and narrative intelligence; perception, action and communication in the context of dynamic and social environments; social learning.