Learning by looking: Infants’ social looking behavior across the transition from crawling to walking

Clearfield, Melissa W.; Osborne, Christine N.; Mullen, Molly

doi:10.1016/j.jecp.2008.03.005

Cited by 99 publications

(105 citation statements)

References 17 publications

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“…This suggests that there is something unique to walking, beyond the physical change in posture, which alters social interactions following the onset of walking. Other studies have found that walking infants engage more frequently with distal objects and demonstrate more bids for attention than crawling infants (Clearfield et al, 2008;Karasik, Tamis-LeMonda, & Adolph, 2011). Increased infant exploration of the environment, particularly exploration distal from the caregiver, likely necessitates that parents and infants use more distal communication, such as vocalizations and gestures.…”

Section: Language Development In the Window Of Walking Onsetmentioning

confidence: 99%

Infant language development is related to the acquisition of walking.

Walle

Campos

2014

Developmental Psychology

209

216

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Section: Language Development In the Window Of Walking Onsetmentioning

confidence: 99%

Infant language development is related to the acquisition of walking.

Walle

Campos

2014

Developmental Psychology

209

216

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“…As a consequence, walkers receive more verbal feedback from their mothers (Karasik, Tamis-LeMonda, & Adolph, in press). Walkers also engage in more bids for social interaction, produce more caregiver-directed vocalizations and gestures, spend more time interacting with caregivers, and experience more frequent emotional interactions with caregivers (Biringen, Emde, Campos, & Applebaum, 1995; Clearfield, 2011; Clearfield, Osborne, & Mullen, 2008). And recent studies suggest that language development is accelerated when infants begin to walk (Ellis-Davies, Sakkalou, Fowler, Hilbrink, & Gattis, 2012; Walle & Campos, in press).…”

Section: Locomotor Development Affects Opportunities For Learningmentioning

confidence: 99%

Crawling and Walking Infants See the World Differently

2013

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How does visual experience change over development? To investigate changes in visual input over the developmental transition from crawling to walking, thirty 13-month-olds crawled or walked down a straight path wearing a head-mounted eye-tracker that recorded gaze direction and head-centered field of view. Thirteen additional infants wore a motion-tracker that recorded head orientation. Compared with walkers, crawlers’ field of view contained less walls and more floor. Walkers directed gaze straight ahead at caregivers, whereas crawlers looked down at the floor. Crawlers obtained visual information about targets at higher elevations—caregivers and toys—by craning their heads upward and sitting up to bring the room into view. Findings indicate that visual experiences are intimately tied to infants’ posture.

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“…With regard to social development, motor and communicative skills have been found to correlate with each other (e.g., Hill, 2001). Motor skills at 18 months of age reportedly predict communication skills at 3 years of age (Wang et al, 2014), and the onset of independent walking has been found to increase both active social engagement by the child (Clearfield et al, 2008) and how mothers respond to social bids of the child (Karasik et al, 2014). Together, these examples highlight the importance of early motor skills for subsequent development and suggest that atypical motor skills may negatively impact development.…”

Section: Introductionmentioning

confidence: 99%

Scaffolded reaching experiences encourage grasping activity in infants at high risk for autism

Libertus

Landa

2014

Front. Psychol.

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Recent findings suggest impaired motor skill development during infancy in children later diagnosed with autism spectrum disorders (ASD). However, it remains unclear whether infants at high familial risk for ASD would benefit from early interventions targeting the motor domain. The current study investigated this issue by providing 3-month-old infants at high familial risk for ASD with training experiences aimed at facilitating independent reaching. A group of 17 high-risk (HR) infants received 2 weeks of scaffolded reaching experiences using “sticky mittens,” and was compared to 72 low-risk (LR) infants experiencing the same or alternative training procedures. Results indicate that HR infants – just like LR infants – show an increase in grasping activity following “sticky mittens” training. In contrast to LR infants, evidence that motor training encouraged a preference for faces in HR infants was inconclusive.

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Learning by looking: Infants’ social looking behavior across the transition from crawling to walking

Cited by 99 publications

References 17 publications

Infant language development is related to the acquisition of walking.

Infant language development is related to the acquisition of walking.

Crawling and Walking Infants See the World Differently

Scaffolded reaching experiences encourage grasping activity in infants at high risk for autism

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