Nine- and twelve-month-old infants relate emotions to people's actions

Barna, Joanne; Legerstee, Maria

doi:10.1080/02699930341000021

Cited by 24 publications

(29 citation statements)

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“…Across two studies (Barna & Legerstee, 2005;Phillips, Wellman, & Spelke, 2002), infants aged 9-, 12-, and 14-months witnessed an adult look toward and positively comment on a target object. In test trials, the adult was shown either holding the target object (consistent with their emotional and attentional cues) or holding a new object (inconsistent event).…”

Section: Social Expectationsmentioning

confidence: 98%

“…Barna and Legerstee (2005) exposed 9-and 12-month-old infants to either a Happy or Unhappy person who looked at an object and said either "Ooo, I like objects" or "Oh, I don't like objects," respectively. Then, infants were habituated to a display of that person holding the object, but the person's face was obscured.…”

Section: Understanding Other People's Emotionsmentioning

confidence: 99%

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Infant capacities related to building internal working models of attachment figures: A theoretical and empirical review

Sherman

Rice

Cassidy

2015

Developmental Review

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A B S T R A C TAccording to attachment theory (e.g., Bowlby, 1969Bowlby, /1982Bowlby, , 1973Bowlby, , 1980, infants develop cognitive models (termed internal working models, IWMs) of their attachment figures during the first year of life. Bowlby proposed his initial thinking about IWMs as more of an outline than a fully defined concept (Bretherton & Munholland, 2008). As such, considerable subsequent theoretical and empirical works have aimed to increase understanding of how IWMs operate (e.g., Bretherton & Munholland, 2008;Main, Kaplan, & Cassidy, 1985). To date, however, relatively little research has explored infant cognition with respect to the development of the IWM. In this review, we summarize the IWM concept as it applies to caregiver-specific attachment representations in infancy, review research examining cognitive capacities relevant to building these caregiver-specific representations, and provide directions for future research. We bridge social and cognitive developmental literatures and suggest ways in which researchers can continue to examine these representations. Both attachment researchers and social cognitive researchers can learn from each others' theoretical models and methodologies to understand development at the intersection of social, emotional, and cognitive development in infancy.

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Section: Social Expectationsmentioning

confidence: 98%

Section: Understanding Other People's Emotionsmentioning

confidence: 99%

Infant capacities related to building internal working models of attachment figures: A theoretical and empirical review

Sherman

Rice

Cassidy

2015

Developmental Review

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“…TD infants who are 9 months old relate other people's emotional expressions to other people's actions (Barna & Legerstee, 2005). Starting at around 18 months, TD young children become knowledgeable about the connection between emotions and desires (Lagattuta, 2005;Repacholi & Gopnik, 1997;Wellman, Phillips, & Rodriguez, 2000).…”

Section: The "Theory Of Mind": Several Approaches Of People With Asdmentioning

confidence: 99%

Emotional Cognition: Theory of Mind and Face Recognition

Nader-Grosbois

Day

2011

International Handbook of Autism and Pervasive Developmental Disorders

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“…One type is emotional information: if an agent emotes positively toward one toy but negatively toward another toy, infants attribute to the agent a preference for the first toy (e.g., Barna & Legerstee 2005;Egyed et al 2013). Another type is statistical information: if an agent chooses only toy ducks from a box that contains mostly toy frogs, infants infer that the agent prefers the ducks (e.g., Gweon et al 2010;Kushnir et al 2010).…”

Section: Preferencesmentioning

confidence: 99%

Psychological Reasoning in Infancy

Baillargeon

Scott

Bian

2016

Annu. Rev. Psychol.

210

152

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Adults routinely make sense of others' actions by inferring the mental states that underlie these actions. Over the past two decades, developmental researchers have made significant advances in understanding the origins of this ability in infancy. This evidence indicates that when infants observe an agent act in a simple scene, they infer the agent's mental states and then use these mental states, together with a principle of rationality (and its corollaries of efficiency and consistency), to predict and interpret the agent's subsequent actions and to guide their own actions toward the agent. In this review, we first describe the initial demonstrations of infants' sensitivity to the efficiency and consistency principles. We then examine how infants identify novel entities as agents. Next, we summarize what is known about infants' ability to reason about agents' motivational, epistemic, and counterfactual states. Finally, we consider alternative interpretations of these findings and discuss the current controversy about the relation between implicit and explicit psychological reasoning.

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Nine- and twelve-month-old infants relate emotions to people's actions

Cited by 24 publications

References 0 publications

Infant capacities related to building internal working models of attachment figures: A theoretical and empirical review

Infant capacities related to building internal working models of attachment figures: A theoretical and empirical review

Emotional Cognition: Theory of Mind and Face Recognition

Psychological Reasoning in Infancy

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