Where Infants Go: Real‐Time Dynamics of Locomotor Exploration in Crawling and Walking Infants

Hoch, Justine E.; Rachwani, Jaya; Adolph, Karen E.

doi:10.1111/cdev.13250

Cited by 28 publications

(20 citation statements)

References 41 publications

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“…According to PP accounts of infant learning, infants are motivated to generate predictive models that allow them to act on and move through the world in increasingly apt ways in the long run, instead of relying permanently on sub-optimal solutions that they acquired early on (Kayhan & Kwisthout, 2017;Köster et al, 2020). Thus, infants would not be content with acquiring one way of locomotion that affords only a limited view of the surroundings, such as crawling (Hoch et al, 2020;Kretch et al, 2014). Instead, they would continue to explore and acquire new action possibilities, for example walking, even though transitions between different ways of solving a problem usually entail particularly high degrees of uncertainty.…”

Section: Introductionmentioning

confidence: 99%

An interactionist perspective on the development of coordinated social attention

Hoehl

Bertenthal

2021

Advances in Child Development and Behavior

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Infants' ability to coordinate their attention with other people develops profoundly across the first year of life. Mainly based on experimental research focusing on infants' behavior under highly controlled conditions, developmental milestones were identified and explained in the past by prominent theories in terms of the onset of specific cognitive skills. In contrast to this approach, recent longitudinal research challenges this perspective with findings suggesting that social attention develops continuously with a gradual refinement of skills. Informed by these findings, we argue for an interactionist and dynamical systems view that bases observable advances in infant social attention skills on increasingly fine-tuned mutual adjustments in the caregiver infant dyad, resulting in gradually improving mutual prediction. We present evidence for this view from recent studies leveraging new technologies which afford the opportunity to dynamically track social interactions in real-time. These new technically-sophisticated studies offer unprecedented insights into the dynamic processes of infant-caregiver social attention. It is now possible to track in much greater detail fluctuations over time with regard to object-directed attention as well as social attention and how these processes relate to one another. Encouraged by these initial results and new insights from this interactionist developmental social neuroscience approach, we conclude with a 'call to action' in which we advocate for more ecologically valid paradigms for studying social attention as a dynamic and bi-directional process.

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Section: Introductionmentioning

confidence: 99%

An interactionist perspective on the development of coordinated social attention

Hoehl

Bertenthal

2021

Advances in Child Development and Behavior

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“…In fact, in the few instances when the chair spun and there was no toy on the board because of experimental error, infants turned their body and the board appeared in the field of view, but infants did not begin to reach. However, fixating the toy before starting the reach was optional—similar to infants’ locomotor exploration where fixations to a destination can occur while stationary or in the midst of a bout (Hoch, Rachwani, & Adolph, ). Fixating the toy guided fine tuning of the arm trajectory and hand shape for grasping the object.…”

Section: Discussionmentioning

confidence: 99%

Postural, Visual, and Manual Coordination in the Development of Prehension

et al. 2019

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We investigated the real-time cascade of postural, visual, and manual actions for object prehension in 38 6-to 12-month-old infants (all independent sitters) and eight adults. Participants' task was to retrieve a target as they spun past it at different speeds on a motorized chair. A head-mounted eye tracker recorded visual actions and video captured postural and manual actions. Prehension played out in a coordinated sequence of postural-visual-manual behaviors starting with turning the head and trunk to bring the toy into view, which in turn instigated the start of the reach. Visually fixating the toy to locate its position guided the hand for toy contact and retrieval. Prehension performance decreased at faster speeds, but quick planning and implementation of actions predicted better performance.

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“…In contrast, whole-body actions may be variable in their implication of objects. Whole-body actions sometimes include objects (e.g., carrying a doll, kicking a ball), but sometimes do not: Infants regularly sit down, stand up, and locomote without objects (Heiman et al, 2019; Hoch et al, 2020).…”

Section: Connections Between Words and Infant Actionsmentioning

confidence: 99%

Mothers talk about infants’ actions: How verbs correspond to infants’ real-time behavior.

West

Fletcher

Adolph

et al. 2022

Developmental Psychology

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Infants learn nouns during object-naming events-moments when caregivers name the object of infants' play (e.g., ball as infant holds a ball). Do caregivers also label the actions of infants' play (e.g., roll as infant rolls a ball)? We investigated connections between mothers' verb inputs and infants' actions. We video-recorded 32 infant-mother dyads for 2 hr at home (13 month olds, n = 16; 18 month olds, n = 16; girls, n = 16; White, n = 23; Asian, n = 2; Black, n = 1; other, n = 1; multiple races, n = 5; Hispanic/ Latinx, n = 2). Dyads were predominantly from middle-class to upper middle-class households. We identified each manual verb (e.g., press, shake) and whole-body verb (e.g., kick, go) that mothers directed to infants. We coded whether infants displayed manual and/or whole-body actions during a 6-s window surrounding the verb (i.e., 3 s prior and 3 s after the named verb). Mothers' verbs and infant actions were largely congruent: Whole-body verbs co-occurred with whole-body actions, and manual verbs co-occurred with manual actions. Moreover, half of mothers' verbs corresponded precisely to infants' concurrent action (e.g., infant pressed button as mother said, "Press the button"). In most instances, mothers commented on rather than instigated infants' actions. Findings suggest that verb learning is embodied, such that infants' motor actions offer powerful cues to verb meanings. Furthermore, our approach highlights the value of cross-domain research integrating infants' developing motor and language skills to understand word learning.

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Where Infants Go: Real‐Time Dynamics of Locomotor Exploration in Crawling and Walking Infants

Cited by 28 publications

References 41 publications

An interactionist perspective on the development of coordinated social attention

An interactionist perspective on the development of coordinated social attention

Postural, Visual, and Manual Coordination in the Development of Prehension

Mothers talk about infants’ actions: How verbs correspond to infants’ real-time behavior.

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