Infants' Responses to Strangers: Midget, Adult, and Child

Brooks, Jeanne; Lewis, Michael

doi:10.2307/1128785

Cited by 102 publications

(63 citation statements)

References 11 publications

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“…Shown pictures of their parents and strange adults, infants smiled more often and looked longer at their parents' pictures (Brooks-Gunn and Lewis 1981). And when infants were approached by strangers-5-year-old boys and girls, adult men and women, and a midget woman-the children discriminated among them on the basis of age and height, smiling and moving toward the children but frowning and moving away from the adults and, compared to the other adults, watching the midget more intently and averting their gaze less (Brooks and Lewis 1976).…”

Section: Social Knowledge In Infants and Toddlersmentioning

confidence: 97%

“…In a series of papers, Lewis was able to show that infants could discriminate among human faces (Lewis 1969); that they were learning about their gender ; that they were showing sex-role-appropriate behaviors Goldberg and Lewis 1969;Lewis 1975a); that they were learning about how people look, for example, showing surprise at the appearance of a midget-a child's height but an adult's face (Brooks and Lewis 1976); and that they were detecting the correspondence between particular faces and voices (McGurk and Lewis 1974). All of these results indicated that in the first 2 years, children were learning a great deal about their social worlds (Brooks-Gunn and Lewis 1981;Lewis 1981b;Lewis et al 1971).…”

Section: Social Developmentmentioning

confidence: 99%

“…They investigated how and when young children began to use social categories, such as gender, age, and relationship, to organize their world and to guide interactions (Brooks and Lewis 1976;Lewis 1979a, b, 1981) as well as the development of self-recognition as a specific aspect of social cognition (Lewis and Brooks-Gunn 1979b, c;Lewis et al 1985). This developmental work was embedded in genetic epistemology theory as well as social-cognitive theory, with a strong focus on the idea that the self (or person) only develops in relation to others and that the self continues to evolve over time, as does the relation to others.…”

Section: Social Knowledge In Infants and Toddlersmentioning

confidence: 99%

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Research on Developmental Psychology

Kogan

Stricker

Lewis

et al. 2017

Methodology of Educational Measurement and Assessment

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Section: Social Knowledge In Infants and Toddlersmentioning

confidence: 97%

Section: Social Developmentmentioning

confidence: 99%

Section: Social Knowledge In Infants and Toddlersmentioning

confidence: 99%

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Research on Developmental Psychology

Kogan

Stricker

Lewis

et al. 2017

Methodology of Educational Measurement and Assessment

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“…15,this volume), included research in many areas. In this period, it focused on infants and young children, encompassing their social development (Brooks and Lewis 1976;Lewis and Brooks-Gunn 1979), emotional development (Lewis 1977;Lewis and Rosenblum 1978), cognitive development (Freedle and Lewis 1977;Lewis 1977Lewis , 1978, and parental influences (Laosa 1978;McGillicuddy-DeLisi et al 1979). …”

Section: Human Developmentmentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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“…Behavioral studies indicate that infants (in one study as young as 3 months) respond and initiate quite differently to other infants than they do to either familiar or unfamiliar adults (Field, 1979;Fogel, 1979). Infants also behave differently to children than they do to adults (Brooks & Lewis, 1976). As children grow older, they develop a complex "curriculum" for social interaction in which the relative age of the other is a strong predictor of what a child will actually do (Whiting & Whiting, 1975).…”

mentioning

confidence: 98%

The Age Group Labels and Categories of Preschool Children

Edwards¹

1984

Child Development

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Abstract Abstract: Questions of how young children use "age" groups to understand the social world led to 2 studies exploring the content of preschool children's age group labels and categories.Study 1 included 32 children aged 2-4 years and determined spontaneous labels for both photographs and dolls representing the life span. Results indicated that children readily labeled all ages using a relatively limited set of terms, but showed less patterned labeling of stimuli representing adults than children. Girls' labels were more structured than boys'. Older preschoolers showed more differentiated structures than did younger ones and used more kinship terms as labels. Study 2, on 84 children aged 3-5, was a photograph-sorting task that determined the points of transition between age categories as well as subjects' own self-identification by age group. Results indicated that preschoolers used a nonadult method of dividing up the life span.Older children made fewer errors. Age self-identification was congruent with how children sorted photos of unfamiliar peers. However, younger boys and girls differed in their self-identification, perhaps reflecting differences in gender identification processes.ow to make sense of the immensely diverse and dynamic human world around them is a task that faces all young children as they seek to understand social interaction and to gain predictable responses from others. Recent research has shown that even infants and toddlers have more elaborate social networks than was previously realized, comprising relationships with mother, father, siblings, and peers; and certainly by preschool age most youngsters encounter on an almost daily basis a broad array of familiar and unfamiliar people in many different kinds of settings. Yet, because most of the category systems that are important to adults, such as occupation, social class, and ethnic, political, and community affiliation, are too abstract (Furth, 1980), the young child is forced to rely on social categories related to only the most static and overt cues. Hence age, gender, and familiarity are the attrib-

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Infants' Responses to Strangers: Midget, Adult, and Child

Cited by 102 publications

References 11 publications

Research on Developmental Psychology

Research on Developmental Psychology

Advancing Human Assessment: A Synthesis Over Seven Decades

The Age Group Labels and Categories of Preschool Children

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