| 1. |
|
|
| 2. |
- Astor, Kim, et al.
(författare)
-
Social and emotional contexts predict the development of gaze following in early infancy
- 2020
-
Ingår i: Royal Society Open Science. - : The Royal Society. - 2054-5703. ; 7:9
-
Tidskriftsartikel (refereegranskat)abstract
- The development of gaze following begins in early infancy and its developmental foundation has been under heavy debate. Using a longitudinal design (N = 118), we demonstrate that attachment quality predicts individual differences in the onset of gaze following, at six months of age, and that maternal postpartum depression predicts later gaze following, at 10 months. In addition, we report longitudinal stability in gaze following from 6 to 10 months. A full path model (using attachment, maternal depression and gaze following at six months) accounted for 21% of variance in gaze following at 10 months. These results suggest an experience-dependent development of gaze following, driven by the infant's own motivation to interact and engage with others (the social-first perspective).
|
|
| 3. |
- Eriksson, Malin, et al.
(författare)
-
The behavioral effects of cooperative and competitive board games in preschoolers
- 2021
-
Ingår i: Scandinavian Journal of Psychology. - : John Wiley & Sons. - 0036-5564 .- 1467-9450. ; 62:3, s. 355-364
-
Tidskriftsartikel (refereegranskat)abstract
- Traditional board games are a common social activity for many children, but little is known about the behavioral effects of this type of game. The current study aims to explore the behavioral effects of cooperative and competitive board games in four-to-six-year-old children (N = 65). Repeatedly during 6 weeks, children in groups of four played either cooperative or competitive board games in a between-subject design, and shortly after each game conducted a task in which children?s cooperative, prosocial, competitive, and antisocial behavior were observed. The type of board game did not have an effect on cooperative, prosocial or antisocial behavior. Cooperative and competitive board games elicited equal amounts of cooperative and prosocial behavior, which suggest that board games, regardless of type, could have positive effects on preschoolers? social behavior. Our results suggest that children may compete more after playing competitive board games; but the measure of competitive behavior in particular was unreliable. Preschoolers enjoyed playing cooperative board games more than competitive board games, which may be one reason to prefer their use.
|
|
| 4. |
- Forslund, Tommie, et al.
(författare)
-
Diminished ability to identify facial emotional expressions in children with disorganized attachment representations
- 2017
-
Ingår i: Developmental Science. - : Wiley. - 1363-755X .- 1467-7687. ; 20:6
-
Tidskriftsartikel (refereegranskat)abstract
- The development of children's ability to identify facial emotional expressions has long been suggested to be experience dependent, with parental caregiving as an important influencing factor. This study attempts to further this knowledge by examining disorganization of the attachment system as a potential psychological mechanism behind aberrant caregiving experiences and deviations in the ability to identify facial emotional expressions. Typically developing children (N=105, 49.5% boys) aged 6-7years (M=6years 8months, SD=1.8months) completed an attachment representation task and an emotion identification task, and parents rated children's negative emotionality. The results showed a generally diminished ability in disorganized children to identify facial emotional expressions, but no response biases. Disorganized attachment was also related to higher levels of negative emotionality, but discrimination of emotional expressions did not moderate or mediate this relation. Our novel findings relate disorganized attachment to deviations in emotion identification, and therefore suggest that disorganization of the attachment system may constitute a psychological mechanism linking aberrant caregiving experiences to deviations in children's ability to identify facial emotional expressions. Our findings further suggest that deviations in emotion identification in disorganized children, in the absence of maltreatment, may manifest in a generally diminished ability to identify emotional expressions, rather than in specific response biases.
|
|
| 5. |
- Gredeback, Gustaf, et al.
(författare)
-
The neuropsychology of infants' pro-social preferences
- 2015
-
Ingår i: Developmental Cognitive Neuroscience. - : Elsevier BV. - 1878-9293 .- 1878-9307. ; 12, s. 106-113
-
Tidskriftsartikel (refereegranskat)abstract
- The current study is the first to investigate neural correlates of infants' detection of pro-and antisocial agents. Differences in ERP component P400 over posterior temporal areas were found during 6-month-olds' observation of helping and hindering agents (Experiment 1), but not during observation of identically moving agents that did not help or hinder (Experiment 2). The results demonstrate that the P400 component indexes activation of infants' memories of previously perceived interactions between social agents. This leads to suggest that similar processes might be involved in infants' processing of pro-and antisocial agents and other social perception processes (encoding gaze direction, goal directed grasping and pointing).
|
|
| 6. |
|
|
| 7. |
- Gredebäck, Gustaf, et al.
(författare)
-
The microstructure of infants' gaze as they view adult shifts in overt attention
- 2008
-
Ingår i: Infancy. - : Wiley. - 1525-0008 .- 1532-7078. ; 13:5, s. 533-543
-
Tidskriftsartikel (refereegranskat)abstract
- We presented infants (5, 6, 9, and 12 months old) with movies in which a female model turned toward and fixated 1 of 2 toys placed on a table. Infants' gaze was measured using a Tobii 1750 eye tracker. Six-, 9-, and 12-month-olds' first gaze shift from the model's face (after the model started turning) was directed to the attended toy. The 5-month-olds performed at random. Following this initial response, 5-, 6-, and 9-month-olds performed more gaze shifts to the attended target; 12-month-olds performed at random. Infants at all ages displayed longer looking times to the attended toy. We discuss a number of explanations for 5-month-olds' ability to follow a shift in overt attention by an adult after an initially random response, including the possibility that infants' initial gaze response strengthens the representation of the objects in the peripheral visual field.
|
|
| 8. |
- Kenward, Ben
(författare)
-
10-Month-Olds Visually Anticipate an Outcome Contingent on Their Own Action
- 2010
-
Ingår i: Infancy. - : Wiley. - 1525-0008 .- 1532-7078. ; 15:4, s. 337-361
-
Tidskriftsartikel (refereegranskat)abstract
- It is known that young infants can learn to perform an action that elicits a reinforcer, and that they can visually anticipate a predictable stimulus by looking at its location before it begins. Here, in an investigation of the display of these abilities in tandem, I report that 10-month-olds anticipate a reward stimulus that they generate through their own action: .5 sec before pushing a button to start a video reward, they increase their rate of gaze shifts to the reward location; and during periods of extinction, reward location gaze shifts correlate with bouts of button pushing. The results are consistent with the hypothesis that the infants have an expectation of the outcome of their actions: several alternative hypotheses are ruled out by yoked controls. Such an expectation may, however, be procedural, have minimal content, and is not necessarily sufficient to motivate action.
|
|
| 9. |
- Kenward, Ben, et al.
(författare)
-
Catching of balls unexpectedly thrown or fired by cannon
- 2011
-
Ingår i: Perceptual and Motor Skills. - 0031-5125 .- 1558-688X. ; 113:1, s. 171-187
-
Tidskriftsartikel (refereegranskat)abstract
- Although learned actions can be automatically elicited in response to expected stimuli for which they have been prepared, little is known about whether learned actions can be automatically initiated by unexpected stimuli. Responses of unwitting participants to balls unexpectedly thrown by an experimenter (n = 10) or propelled by a hidden ball cannon (n = 22) were recorded by motion capture. Experience of ball catching correlated negatively with hand movement distance, indicating most responses were defensive, but successful catches were made in response to both thrown and fired balls. Although reaction time was faster in response to fired balls, interception was more frequent in response to thrown balls, indicating that movement cues by the thrower facilitated unexpected ball catching. The latency to begin a catching action by the only successful catcher of an unexpectedly fired ball was 296 msec. Given current knowledge of reaction time tasks and latencies of neural substrates of conscious perception and deliberation, it is probable that there was insufficient time available for conscious preparation of catch attempts. Ball catching may represent an example of a learned response which can be rapidly and unconsciously initiated without contextual priming or expectation of the stimulus.
|
|
| 10. |
- Kenward, Ben, et al.
(författare)
-
Enactment of third-party punishment by 4-year-olds
- 2012
-
Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 3
-
Tidskriftsartikel (refereegranskat)abstract
- When prompted, preschoolers advocate punishment for moral transgressions against third parties, but little is known about whether and how they might act out such punishment. In this study, adult demonstrators enacted doll stories in which a perpetrator child doll made an unprovoked attack on a victim child doll, after which an adult doll punished either the perpetrator (consistent punishment) or victim (inconsistent punishment). When asked to help retell the story, given free choice of their own preferred actions for the adult doll, 4-year-olds (N = 32) were influenced by the demonstrated choice of target when selecting a target for punishment or admonishment. This influence was weak following inconsistent punishment, however, because the participants tended to change the story by punishing or admonishing the perpetrator when the demonstrator had punished the victim. Four-year-olds’ tendency to select a moral rule violator as a target for punishment is therefore stronger than their tendency to copy the specific actions of adults, which itself is known to be very strong. The evidence suggests that 4-year-olds’ enactment of punishment is at least partially based on a belief that antisocial actions deserve to be punished.
|
|
