General and Task‐Related Experiences Affect Early Object Interaction

Lobo, Michele A.; Galloway, James C.; Savelsbergh, Geert J.P.

doi:10.1111/j.1467-8624.2004.00738.x

Cited by 69 publications

(77 citation statements)

References 73 publications

(93 reference statements)

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“…This procedure sought to encourage the infant to remain face to face with the examiner, with the neck in semiflexion, facilitating alignment between the head and torso, and hands in the midline within the visual field (Figure 1 A-C). This training protocol described was based on studies by Cunha et al 29,30 , Heathcock et al 10 and Lobo et al 34 . The single session under a serial practice condition consisted of 3 activities (A, B, C) carried out for a period of 5 minutes.…”

Section: Reaching Training Protocol For Preterm Infants and Social Inmentioning

confidence: 99%

Influence of Short-Term Training on the Distal Adjustments of Reaching in Preterm Infants

Guimarães

Cunha

Mira

et al. 2015

J. Hum. Growth Dev.

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Object: The purpose of the study was to investigate the influence of short-term training on distal adjustments of reaching in preterm infants with low birth weight and compare them with full-term infants. Methods: Sixteen infants at the onset of reaching were equally allocated to a: preterm group (<34 weeks of gestational age) with a low birth weight (<2.5kg), and control group (full-term infants). The infants were submitted to two assessments carried out on a single day: pre-training (2 minutes) and post-training (2 minutes). The preterm group received one training session under a serial practice condition and the control group received one session of social training. It was used the repeated-measures analysis of variance, with Bonferroni adjustments. Results: The preterm infants presented more reaches with semi-open and oblique hand compared with the full-term infants and the short-term training increased more reaches and reaches with dorsal hand. Conclusion: We conclude that the preterm infants presented more reaches with semi-open and oblique hand compared with the full-term infants and that the short-term training was effective in providing more reaches, observed in the increase in the number of hand contacts with the object.

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Section: Reaching Training Protocol For Preterm Infants and Social Inmentioning

confidence: 99%

Influence of Short-Term Training on the Distal Adjustments of Reaching in Preterm Infants

Guimarães

Cunha

Mira

et al. 2015

J. Hum. Growth Dev.

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“…Another key way infants select successful reaching movements is through repeated experience and exposure to the reaching-specific context which allows for active reaching attempts toward objects, exploration of the properties and consequences of their arm movements, and selection of those movements that prove to be the most successful, or valuable. As these contemporary theoretical perspectives emerged, investigations into the effects that different types of sensorymotor experiences have on the formation of new forms of behavior have become increasingly popular (Bojczyk & Corbetta, 2004;Libertus & Needham, 2009, 2010Lobo & Galloway, 2008;Lobo, Galloway, & Savelsbergh, 2004;Needham, Barrett, & Peterman, 2002). These studies show in different ways that particular types of sensory-motor experiences can influence the way infants interact with objects and affect the formation of goal-directed behaviors and developmental trajectories.…”

Section: Introductionmentioning

confidence: 97%

“…These studies show in different ways that particular types of sensory-motor experiences can influence the way infants interact with objects and affect the formation of goal-directed behaviors and developmental trajectories. Lobo et al (2004), for example, assessed how general versus task-specific movement experience impacted the emergence of reaching in young infants. One group of infants, provided with general movement experience, had their hands tethered to a mobile.…”

Section: Introductionmentioning

confidence: 99%

Learning to reach with “sticky” or “non-sticky” mittens: A tale of developmental trajectories

Williams

Corbetta

Guan

2015

Infant Behavior and Development

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“…This type of play may be useful in encouraging infants who have decreased limb movements. 53 Because early leg movements appear to be related to walking 54 and early arm movements appear to be related to reaching, 55 variations of the mobile paradigm may help teach the early movement, learning, and memory abilities important for future functional skills.…”

Section: Clinical Applicationmentioning

confidence: 99%

The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

et al. 2004

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Background and Purpose. By 3 to 4 months of age, infants born full-term and without known disease display associative learning and memory abilities in the mobile paradigm, where an infant's leg is tethered to a mobile such that leg kicks result in proportional mobile movement. The first purpose of this study was to examine the learning and memory abilities of a group of infants born full-term compared with those of a comparison group. Little is known about the learning and memory abilities in infants born preterm, a group at known risk for future impairments in learning and movement. The second purpose of this study was to determine if and when an age-adjusted group of infants born prematurely display associative learning and memory abilities over a 6-week period. Subjects. Ten infants born full-term (38 -42 weeks gestational age [GA]) and 10 infants born preterm (Ͻ33 weeks GA and Ͻ2,500 g) who were tethered and had control over the mobile movement were independently compared with a comparison group of 10 infants born full-term who were tethered and viewed a moving mobile but did not have control over the mobile movement. Infants in all 3 groups were seen at 3 to 4 months of age and were excluded from participation for any known visual or orthopedic diagnoses. Methods. Infants were tested using the mobile conjugate reinforcement paradigm, where one leg is tethered to an overhead mobile such that kicking with that leg results in proportional mobile movement. The kicking rates of the full-term group and the preterm group were compared with their own initial (baseline) kicking rates and with those of the comparison group. Results. After exposure to the conjugate relationship between kicking and mobile movement, the full-term group kicked more frequently compared with their own baseline levels and compared with the comparison group, fulfilling both criteria for learning and memory. In contrast, the preterm group did not increase their kicking rate according to both criteria. Discussion and Conclusion. These results suggest that infants born prematurely differ in their performance in the mobile paradigm as compared with age-matched infants born full-term. The mobile paradigm may provide clinicians with an important early assessment of infants' associative learning and memory abilities. Follow-up studies are needed, however, to further validate this paradigm as a clinical assessment tool. [Heathcock JC, Bhat AN, Lobo MA, Galloway JC. The performance of infants born preterm and full-term in the mobile paradigm: learning and memory. Phys Ther. 2004;84:808 -821.]

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General and Task‐Related Experiences Affect Early Object Interaction

Cited by 69 publications

References 73 publications

Influence of Short-Term Training on the Distal Adjustments of Reaching in Preterm Infants

Influence of Short-Term Training on the Distal Adjustments of Reaching in Preterm Infants

Learning to reach with “sticky” or “non-sticky” mittens: A tale of developmental trajectories

The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

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