Curiosity constructs communicative competence through social feedback loops

Venditti, Julia A.; Murrugarra, Emma; McLean, Celia R.; Goldstein, Michael H.

doi:10.1016/bs.acdb.2023.05.007

Cited by 3 publications

(1 citation statement)

References 95 publications

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“…We here illustrate this basic idea by two examples from language development and prosocial behavior, before we elaborate the concept of the lifeworld approach in depth in the following section. In early vocal learning, when infants begin to make more mature vowel-like sounds around 4 months, caregivers are more likely to respond contingently to these more mature sounds, which leads to a pruning of children's vocal repertoire on an ontogenetic timescale (Venditti et al, 2023). Along these lines, experimental studies have shown that mature sounds occur more often and integrate the phonological patterns of their caregivers' speech when responded to contingently (Goldstein and Schwade, 2008).…”

Section: Figurementioning

confidence: 99%

Early social-cognitive development as a dynamic developmental system—a lifeworld approach

Kärtner,

Köster

2024

Front. Psychol.

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Based on developmental systems and dynamic systems theories, we propose the lifeworld approach—a conceptual framework for research and a hypothesis concerning early social-cognitive development. As a framework, the lifeworld approach recognizes the social embeddedness of development and shifts the focus away from individual developmental outcomes toward the reciprocal interplay of processes within and between individuals that co-constitutes early social-cognitive development. As a hypothesis, the lifeworld approach proposes that the changing developmental system—spanning the different individuals as their subsystems—strives toward attractor states through regulation at the behavioral level, which results in both the emergence and further differentiation of developmental attainments. The lifeworld approach—as a framework and a hypothesis, including key methodological approaches to test it—is exemplified by research on infants' self-awareness, prosocial behavior and social learning. Equipped with, first, a conceptual framework grounded in a modern view on development and, second, a growing suite of methodological approaches, developmental science can advance by analyzing the mutually influential relations between intra-individual and interactional processes in order to identify key mechanisms underlying early social-cognitive development.

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Section: Figurementioning

confidence: 99%

Early social-cognitive development as a dynamic developmental system—a lifeworld approach

Kärtner,

Köster

2024

Front. Psychol.

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Contingency enables the formation of social expectations about an artificial agent

Venditti,

Elkin,

Williams

et al. 2024

Infancy

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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.

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The role of sleep disturbances in associations between early life adversity and subsequent brain and language development during childhood

Lara,

Nevarez-Brewster,

Manning

et al. 2024

Front. Sleep

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Sleep disturbances are posited to play a key role in the development of poor mental and physical health outcomes related to early life adversity (ELA), in part through effects on brain development. Language development is critically important for health and developmental outcomes across the lifespan, including academic achievement and emotion regulation. Yet, very little research has focused on the dynamic contributions of ELA, sleep, and brain development on language outcomes. In this mini review, we summarize the current pediatric literature independently connecting ELA and sleep to language development, as well as the effects of ELA and sleep on language-relevant aspects of brain structure and function. We then propose a framework suggesting that sleep disturbances and subsequent effects on brain structure and function may act as key mechanisms linking ELA and language development. Future research investigating the associations among ELA, sleep, brain, and language development will refine our proposed framework and identify whether sleep should be included as an intervention target to mitigate the effects of early life adversity on language development.

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Curiosity constructs communicative competence through social feedback loops

Cited by 3 publications

References 95 publications

Early social-cognitive development as a dynamic developmental system—a lifeworld approach

Early social-cognitive development as a dynamic developmental system—a lifeworld approach

Contingency enables the formation of social expectations about an artificial agent

The role of sleep disturbances in associations between early life adversity and subsequent brain and language development during childhood

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