共享因素对参照性交流双方学习的影响

采用参照性交流学习范式,探查共享因素对双方学习的影响。结果显示:从学习阶段6开始"共享语言+对象+表情"方式的成绩显著高于"共享语言+对象"方式,低分组条件下该方式成绩显著最高,且该方式高、低分组间无显著差异;"共享语言+对象"方式下揭开的维度数量显著最少。表明:"共享语言+对象+表情"方式下学习效率最高,集中表现于低分组学习效率更高且双方协调水平最高;"共享语言+对象"方式的选择性注意水平最低。     

Qualitative and quantitative measures of joint attention development in the first year of life: A scoping review

Joint attention (JA) is the purposeful coordination of an individual's focus of attention with that of another and begins to develop within the first year of life. Delayed, or atypically developing, JA is an early behavioural sign of many developmental disabilities and so assessing JA in infancy can improve our understanding of trajectories of typical and atypical development. This scoping review identified the most common methods for assessing JA in the first year of life. Methods of JA were divided into qualitative and quantitative categories. Out of an identified 13,898 articles, 106 were selected after a robust search of four databases. Frequent methods used were eye-tracking, electroencephalography, behavioural coding, and the Early Social Communication Scale (ECSC). These methods were used to assess JA in typically and atypically developing infants in the first year of life. This study provides a comprehensive review of the past and current state of measurement of JA in the literature, the strengths and limitations of the measures used, and the next steps to consider for researchers interested in investigating JA to strengthen this field going forwards.     

Development of self‐produced locomotion in the first year: changes in parent perceptions and infant behaviour

Self‐produced locomotion is regarded as a setting event for other developmental transitions in infancy with important implications for socioemotional development and parent–child interaction. Using an age‐held‐constant design, this study examined changes in reported infant behaviour and maternal proactive/reactive control and compared them with direct observations of infant and maternal behaviour associated with the development of self‐produced locomotion. Maternal reports were obtained prior to the locomotor transition and, for half the sample, after infants had transitioned to effective mobility. Observations of all infants were conducted shortly after the second interview. Prelocomotor and transitioning infants showed none of the expected behavioural differences (e.g. emotionality and compliance) associated with the locomotor transition. There was modest confirmation of expected differences in maternal behaviour, particularly in the use of reactive control techniques, and mothers of transitioning infants showed higher proactive controls before their infants began to crawl. These findings suggest that the changes in parent–child interaction associated with the locomotor transition may have as much to do with parental expectations than with changes in infant socioemotional behaviour. Copyright © 2010 John Wiley & Sons, Ltd.     

关系复杂性对关系类别间接性学习的影响

以216名大学生为被试,使用关系复杂性变化的三种虚拟外星生物实验材料,创设个人功能预测的关系类别的间接性学习条件和参照性交流功能预测的关系类别的间接性学习条件,探讨关系复杂性对关系类别间接性学习的影响。结果发现:关系类别的功能预测间接性学习过程中,关系复杂性和学习条件的交互作用极其显著,具体来讲,关系复杂性对关系类别间接性学习的影响仅显著地表现在参照性交流关系类别间接性学习过程中;当学习材料为4特征复杂关系时,参照条件下被试功能预测成绩极其显著高于个人条件,当学习材料为6特征复杂关系加二阶同功能简单关系时,两种学习条件间不存在显著差异,当学习材料为6特征复杂关系加二阶异功能简单关系时,个人条件极其显著高于参照条件。     

The effect of situation familiarity on the establishment of co-references between mother and infant

The purpose of this study was to determine whether the familiarity or the novelty of play objects available during mother-infant interaction has an effect on the mother's ability to capture and maintain the infant's attention. Twelve mother-infant dyads with 5- and 9-month-old infants were filmed during two 5-minute sessions with familiar or unfamiliar toys. Changes in the infant's visual orientation preceded by a maternal behaviour within a 3-sec interval were studied. In the familiar toy situation, the infants focused more frequently on the maternal referent than with the unfamiliar toys. The mother's verbal and non-verbal interventions were more effective at initiating and maintaining co-reference, because the infant was more frequently in an receptive state. Conversely, when the toys were unfamiliar, the baby was often the initiator. Unfamiliar objects, which appear more attractive, may compete with the mother's attempts to gain the child's attention.     

Mother versus stranger: a triadic situation of imitation at the end of the first year of life

This study presents two experiments investigating 8‐ and 12‐month‐old infants' imitative behaviour. Seventy‐two 8‐month‐olds and seventy‐two 12‐month‐olds were observed in a triadic situation which included their mother and a stranger. Depending on the condition, either the mother or the stranger acted as the demonstrator and either stayed close or withdrew after the demonstration, during the response period. In addition to imitative acts, visual exploration and smiles addressed, respectively, to each partner were computed. Results showed that at both ages, neither the familiarity nor the position of the partner has an effect on the number of target gestures that are imitated. At 12 months, infants looked and smiled more at the stranger when he demonstrated target actions but no difference was found when the mother acted as demonstrator. Moreover, 12‐month‐old infants looked more at the demonstrating partner immediately after their first imitation. At 8 months, infants paid more attention to the stranger in all conditions except when the mother performed the target actions and moved away, a pattern that suggests a referencing to the mother. Results from the gaze and smile variables suggest that with age different motivations (social contact, exploration of objects) induce imitation. Copyright © 2003 John Wiley & Sons, Ltd.     

Mind knowledge in infancy: The emergence of intentional communication

When and how infants and young children start to understand that persons are entities different from ‘non-persons ’ is the central issue addressed in this paper. A critical examination is presented of empirical research inspired by the ‘theory of mind ’ approach and relative to the knowledge about the mind exhibited by pre-school children (2–5 years of age). In considering what kind of psychological knowledge pre-linguistic children may acquire, it is argued that the most significant developmental phenomenon is the grasp of the concept of intentional communication, as distinct from both agency and instrumentality. Intentional communication, so defined, implies the capacity to represent and influence the other person's attentional state about aspects of the world, and at the same time to represent the other person as capable of understanding one's communicative intentions.     

Infant vocal development during the first 6 months: speech quality and melodic complexity

The early development of infant non‐distress vocalizations was investigated in this study. Thirteen infants, from 4 to 24 weeks of age, and their mothers were observed weekly in a face‐to‐face interaction situation. The speech quality (syllabic versus vocalic) and melodic complexity (simple versus complex) of infant vocalizations were coded independently. Based on speech quality and melodic complexity, four types of infant non‐distress vocalizations were categorized: simple and complex syllabic (speech‐like) vocalizations as well as simple and complex vocalic (non‐speech‐like) vocalizations. Results showed that complex syllabic sounds were of longer duration and complex vocalic sounds were less frequent than the other types of vocalizations. Curvilinear developmental trends were found in the rate of simple vocalic sounds and in the mean duration of complex syllabic sounds. Furthermore, before 4 months of age, vocalic sounds were more likely to be associated with simple melodic contours, after which syllabic sounds were more likely to be associated with complex melodic contours. A dynamic systems perspective on the early development of infant vocalization is discussed. Copyright © 2000 John Wiley & Sons, Ltd.     

Pragmatic versus form-based accounts of referential contrast: evidence for effects of informativity expectations

Characterizing the relationship between form-based linguistic knowledge and representation of context has long been of importance in the study of on-line language processing. Recent experimental research has shown evidence of very rapid effects of referential context in resolving local indeterminacies on-line. However, there has been no consensus regarding the nature of these context effects. The current paper summarizes recent work covering a range of phenomena for which referential contrast has been shown to influence on-line processing, including prenominal and postnominal modification, focus operators, and intonational focus. The results of the body of work suggest that referential context effects are not limited to situations in which the linguistic form of the utterance directly specifies the point of contact with context. Rather, context effects of a pragmatic, Gricean nature appear to be possible, suggesting the relationship between linguistic form and context in rapid on-line processing can be of a very indirect nature.     

工作场所中的助人决策过程

本项目突破了以往研究过于聚焦"助人行为"这一瞬时行为的局限,把工作场所中的助人决策理解为一种基于动态性心理契约的社会性风险投资决策过程,认为人力资源管理的相关实践能够在组织内部为员工之间的这种社会性风险投资决策,创建和维持适宜的投资环境,促使员工愿意、能够、敢于进行助人这种社会性风险投资决策。基于上述思路,项目首先构建工作场所中助人决策的过程机制模型,然后就该模型与以往模型存在的核心差异——反思调整——进行深入探索。随后,就影响助人决策投资环境的重要因素,从人力资源管理职能的角度,分别探讨工作设计和薪酬管理两个方面的重要变量对助人决策的影响机制。最后,基于本项目研究成果,提出能切实促进员工助人决策的、体系化的人力资源管理实践建议。     

The early development of empathy: Self-regulation and individual differences in the first year

A longitudinal study of 45 mothers and their first-born infants was conducted to identify developmentally meaningful, individual differences in children's primitive empathic responding at 12 months of age, and to determine whether differences in self-regulatory skills assessed at 4 months might underlie any differences in empathic responding observed. Personal distress responses analogous to those observed in older children and adults were identified in one-third of the sample at 12 months of age. These distress responses were associated with indices of poorer self-regulatory skills in social contexts at 4 months of age. The results are interpreted within the broader framework of the development of self-regulatory strategies in the early childhood years.This research was supported by grants from the Australian Research Council, the National Research Fellowship Scheme, and the Macquarie University Research Grant Scheme. We thank Judy Chan, Alison Malbourne, Sylvana Sturevska, and Lorraine Smith for their assistance in data collection and analysis.     

Maternal employment and development of the father-infant relationship in the first year.

This study investigated links between maternal employment and fathers' parenting quality when their infants were 4 and 12 months old. Sixty-three fathers were videotaped interacting with their infants and completed questionnaires regarding their involvement in caregiving, parenting stress, and marital quality, and mothers reported on children's temperament. Fathers whose wives either did not work outside the home or worked part time were more sensitive and responsive to their children when they were more involved in caregiving; men whose wives worked full time exhibited more negative affect and behavior when they participated more in child care. Men whose wives were not employed also were more positive in their interactions when they were happier with their marriage, whereas men whose wives worked either part time or full time exhibited a negative relation between parenting behavior and marital quality. Maternal work circumstances were not related to fathers' parenting stress; rather, marital quality and child temperament predicted parenting stress at 4 and 12 months for all fathers.     

Motor development during the first year: a comparative study.

This investigation of the motor development characteristics of Brazilian infants during the 1st year of postnatal life compared the findings with those of a widely used U.S. sample (N. Bayley, 1993). Analysis of the 12 monthly assessments indicated that Brazilian infants' scores increased with age, with the greatest increase occurring over the first 8 months. As a general comparison, the results are similar to the U.S. patterns of development. However, the Brazilian sample exhibited mean scores significantly lower than the U.S. sample's in the 3rd, 4th, and 5th months. More specific analyses indicated that the difference within these months was on tasks of sitting and grasping. Possible explanations for the differences focus on variations in child-rearing practices and the influence of biological maturation in early movement behaviors.     

The role of sensorimotor experience in the development of mimicry in infancy

During social interactions we often have an automatic and unconscious tendency to copy or ‘mimic’ others’ actions. The dominant view on the neural basis of mimicry appeals to an automatic coupling between perception and action. It has been suggested that this coupling is formed through associative learning during correlated sensorimotor experience. Although studies with adult participants have provided support for this hypothesis, little is known about the role of sensorimotor experience in supporting the development of perceptual‐motor couplings, and consequently mimicry behaviour, in infancy. Here we investigated whether the extent to which an observed action elicits mimicry depends on the opportunity an infant has had to develop perceptual‐motor couplings for this action through correlated sensorimotor experience. We found that mothers’ tendency to imitate their 4‐month‐olds’ facial expressions during a parent‐child interaction session was related to infants’ facial mimicry as measured by electromyography. Maternal facial imitation was not related to infants’ mimicry of hand actions, and instead we found preliminary evidence that infants’ tendency to look at their own hands may be related to their tendency to mimic hand actions. These results are consistent with the idea that mimicry is supported by perceptual‐motor couplings that are formed through correlated sensorimotor experience obtained by observing one's own actions and imitative social partners.     

Social cognition in the first year

Although the study of infancy has answered many important questions about the human capacity for social cognition, the relatively young field of developmental social cognition is far from reaching its adulthood. With the merging of developmental, behavioral and neurocognitive sciences, some growing pains are in store. New work demonstrates that research into early social cognitive development must integrate various research fields and methods in order to achieve a more robust understanding of the nature and parameters of human social cognition.     

参照性交流双方学习过程与选择性注意的比较

研究以大学生为被试,采用参照性交流范式,设计虚拟学习材料并创设功能预测和维度选择任务,探查比较参照性交流双方学习过程与选择性注意特点。结果发现：与低分组比较,高分组从学习阶段2开始得分显著更高;且维度选择整体结果显著优于低分组,这主要表现在对无关维度的抑制水平显著更高。结果表明：参照性交流双方的学习过程表现出不平衡性;参照性交流双方的选择性注意整体水平表现出不平衡性,具体表现于选择性注意的集中性水平。     

关系复杂性对关系类别间接性学习中选择性注意的影响

以大学生为被试,使用关系复杂性逐渐变化的实验材料——4特征复杂关系的虚拟外星生物、6特征复杂关系加二阶同功能简单关系的虚拟外星生物和6特征复杂关系加二阶异功能简单关系的虚拟外星生物,采用类别的间接性学习范式——个人功能预测的关系类别的间接性学习条件和参照性交流的关系类别的间接性学习条件,通过三个实验任务（功能预测、自由分类和维度选择）,探讨材料关系复杂性对关系类别间接性学习中选择性注意的影响。结果发现：随着关系复杂性的逐渐增高,被试的选择性注意水平不存在显著差异,但选择性注意的指向性存在极其显著差异,选择性注意的集中性（对无关维度的抑制）不存在显著差异;参照条件下被试选择性注意水平极其显著地高于个人条件,这种差异主要表现在选择性注意的指向性方面,而不表现在选择性注意的集中性（对无关维度的抑制）方面。