Object exploration in extremely preterm infants between 6 and 9 months and relation to cognitive and language development at 24 months

Zuccarini, Mariagrazia; Guarini, Annalisa; Savini, Silvia; Iverson, Jana M.; Aureli, Tiziana; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra

doi:10.1016/j.ridd.2017.06.002

Cited by 48 publications

(36 citation statements)

References 58 publications

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“…Previous research has shown that infant object manipulation skills are developmentally linked to changes in visual object recognition (Soska et al, 2010), that experimental conditions that foster different object manipulation experiences change shape perception and object categorization (Smith, 2005; see also James et al, 2014), and that poor object manipulation skills predict later deficits in language learning (Zuccarini et al, 2017). The present results make clear that the visual information presented by a single object to the viewer's sensors is highly variable.…”

Section: Discussionsupporting

confidence: 57%

“…The answer, we propose, is that an essential component of the data for visual learning about objects is this self-generated variability. Previous research has shown that infant object manipulation skills are developmentally linked to changes in visual object recognition (Soska et al, 2010), that experimental conditions that foster different object manipulation experiences change shape perception and object categorization (Smith, 2005; see also James et al, 2014), and that poor object manipulation skills predict later deficits in language learning (Zuccarini et al, 2017). Other studies have shown that developmental changes in visual object recognition are correlated with noun vocabulary size (Jones & Smith, 2005;Smith, 2003) and predict later changes in object name learning (Yee, Jones, & Smith, 2012).…”

Section: Discussionmentioning

confidence: 99%

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Self‐generated variability in object images predicts vocabulary growth

Slone

Smith

2019

Developmental Science

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Object names are a major component of early vocabularies and learning object names depends on being able to visually recognize objects in the world. However, the fundamental visual challenge of the moment-to-moment variations in object appearances that learners must resolve has received little attention in word learning research. Here we provide the first evidence that image-level object variability matters and may be the link that connects infant object manipulation to vocabulary development. Using head-mounted eye tracking, the present study objectively measured individual differences in the moment-to-moment variability of visual in-

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Section: Discussionsupporting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Self‐generated variability in object images predicts vocabulary growth

Slone

Smith

2019

Developmental Science

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“…In preterm infants, the risk for short‐term and long‐term morbidity is still substantial and adverse neurological outcome is a frequent complication . Studies showed that language development is often impaired or delayed in children born preterm . In order to prepare plans for a timed management of infants with language and literacy difficulties at a preschool age, it would be desirable to single out children at risk for literacy deficits as early as the neonatal period .…”

Section: Introductionmentioning

confidence: 99%

Amplitude‐integrated electroencephalography shows alterations in children born preterm displaying poor literacy precursor skills

et al. 2019

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Aim To assess whether amplitude‐integrated electroencephalography (aEEG) alterations in the newborn period are associated with poor precursor skills of literacy at five years of age in children born preterm. Methods Between October 2007 and September 2011 248 preterm infants were eligible for the study at Innsbruck Medical University Hospital. aEEG was analysed for dominating background activity, calculation of the percentage of continuous activity, the Burdjalov scoring system, the minimum, mean and maximum amplitude. At the age of five years, we evaluated preterm born children by the Bielefelder screening (BISC) to assess for early diagnosis of reading problems and weak spelling and classified them as normal performers (n = 64) or poor performers (n = 20). Completion of testing was not possible for one infant. Results The minimum amplitude was significantly lower in the poor BISC performance group as compared to the normal BISC performance group at postnatal week two. The percentage of continuous background activity was significantly higher in infants with normal BISC performance than in infants with poor BISC performance at postnatal week three. Conclusion Children with poor developed precursor skills of literacy showed alterations in aEEG signals. The aEEG could be useful in further diagnosing preterm infants at risk for developmental complications.

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“…A few studies have captured more precise temporal information in the context of mother/parent–infant play (e.g., Courage et al, 2010 ; James et al, 2012 ; Zuccarini et al, 2017 ). However, no play-specific coding schemes that we are aware of measure play behavior between the parent and infant at a time resolution that is fine-grained enough (i.e., 10s of milliseconds) to be compatible with neural (e.g., EEG) analyses.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, these existing schemes are not designed to capture and analyse the temporal evolution of a range of behavioral states as a fluid continuum. For example, Zuccarini et al (2017) coded ‘motor object exploration’ in infant play, where the infant explored an object with their hands or mouth, and Koterba et al (2014) coded infant looking and mouthing during play with a rattle. While such schemes reflect our emphasis on the continuous fine-grained coding of play behavior, they do so by coding one or two specific actions and then analyzing how the duration or frequency of those actions vary between infants.…”

Section: Introductionmentioning

confidence: 99%

Toward a Neuroscientific Understanding of Play: A Dimensional Coding Framework for Analyzing Infant–Adult Play Patterns

et al. 2018

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Play during early life is a ubiquitous activity, and an individual’s propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner) is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play – whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional), to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N = 5) of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1) or conducive (Condition 2) to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1) or playful (Condition 2), and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult–infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult–infant play patterns, underpinned by biologically informed state coding along sensorimotor, cognitive and socio-emotional dimensions. We expect that the proposed framework will have wide utility amongst researchers wishing to employ an integrated, multimodal approach to the study of play, and lead toward a greater understanding of the neuroscientific basis of play. It may also yield insights into a new biologically grounded taxonomy of play interactions.

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Object exploration in extremely preterm infants between 6 and 9 months and relation to cognitive and language development at 24 months

Cited by 48 publications

References 58 publications

Self‐generated variability in object images predicts vocabulary growth

Self‐generated variability in object images predicts vocabulary growth

Amplitude‐integrated electroencephalography shows alterations in children born preterm displaying poor literacy precursor skills

Toward a Neuroscientific Understanding of Play: A Dimensional Coding Framework for Analyzing Infant–Adult Play Patterns

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