Opportunities for learning and social interaction in infant sitting: Effects of sitting support,sitting skill,and gross motor delay

The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4–7 months) and infants with gross motor delay (n = 128, ages 7–16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities.

Highlights

• During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters.
• Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands.
• A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter).
• The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age.

     

What the Solitaire illusion tells us about perception of numerosity

In four experiments we investigated the Solitaire illusion. In this illusion, most observers see as more numerous a set of dots that forms a single central group, compared to dots on the outside of that group. We confirmed and extended the effect to configurations with much higher numerosity than the original and of various colours. Contrary to prediction, separating the two groups, so that they are presented side by side, reduced but did not abolish or reverse the illusion. In this illusion, therefore, neither total size of the region (area), not average distance of the elements has the expected effect. In Experiments 3 and 4 we eliminated the regularity of the pattern, by sampling 50% (Exp 3) or only a 10% (Exp 4) of the elements. These produces quasi-random configurations. For these configurations the bias for the inner groups was still present, and it was only eliminated when the groups were shown as separate. However, the effect never reversed (no bias for the outer group, despite its larger area). We conclude that the Solitaire illusion is evidence of a strong bias in favour of centrally located elements, a bias that can overcome other factors.     

Emergency Department Youth Patients With Suicidal Ideation or Attempts: Predicting Suicide Attempts Through 18 Months of Follow‐Up

This prospective study of suicidal emergency department (ED) patients (ages 10–18) examined the timing, cumulative probability, and predictors of suicide attempts through 18 months of follow‐up. The cumulative probability of attempts was as follows: .15 at 6 months, .22 at 1 year, and .24 by 18 months. One attempt was fatal, yielding a death rate of .006. Significant predictors of suicide attempt risk included a suicide attempt at ED presentation (vs. suicidal ideation only), nonsuicidal self‐injurious behavior, and low levels of delinquent symptoms. Results underscore the importance of both prior suicide attempts and nonsuicidal self‐harm as risk indicators for future and potentially lethal suicide attempts.     

On the existence of category-specific impairments. A reply to Parkin and Stewart

Parkin and Stewart (this issue) criticize Sartori, Miozzo, and Job's (this issue) demonstration of a category-specific naming impairment for living things when sets of living and non-living things were matched for familiarity, visual complexity, name frequency, and visual similarity. In this paper we discuss the points raised by Parkin and Stewart and argue that they do not undermine our demonstration of a category-specific impairment.     

Suicidal Behavior: Toward an Explanation of Differences in Female and Male Rates

ABSTRACT: The explanation of sex differences is based on Breed's five “components of a basic suicide syndrome” which appears to be a satisfactory model for explaining male suicide. Thus far it has not been used to explain female suicidal behavior and sex differences in attempts. It appears that if sex differences are noted the model is adequate. This is because the same factors affect the sexes differently; the content and structure of the roles are different. Failure for males is obvious, but the female role is diffuse and lacking in standards for both success and failure. Female commitment to role and cultural goals is not less, just different and diffuse. Rigidity of roles varies but male goals are usually more specific. Shame, when men do blame themselves, is in the context of a narrow role. Contrary to popular belief, isolation of men is probably greater than that of women.     

Impact of Androgynous and Traditional Sex-Role Orientations on Evaluations of Successful Performance

This study examined the impact of subjects'sex-role orientation (either traditional or androgynous) on their evaluations of successful women or men in sex-linked occupations. The hypothesis that sex-typed subjects would respond less negatively to success when the successful person was in an occupation consistent with sex stereotypes, while androgynous subjects would be more concerned with success, was not supported by the results. Significant effects of subject sex as well as sex-role orientation, and of cue character and occupation, were found tor various measures. The differences between these findings and those of earlier studies are discussed.