| 1. |
- Achard, B., et al.
(author)
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Development of the infant's ability to retrieve food through a slit
- 2002
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In: Infant and Child Development. - : Wiley. - 1522-7227 .- 1522-7219. ; 11:1, s. 43-56
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Journal article (peer-reviewed)abstract
- The main purpose of the present study is to explore infants' ability to comprehend task manipulation, and whether they can feed themselves with a spoon when food has to be retrieved through a slit in a lid placed over a plate. To access the food, the infant has to align the bowl of the spoon with the slit. The orientation of the slit is manipulated, and certain orientations require more elaborate modifications of the feeding action than others. The infants are observed at monthly intervals, from 12 to 17 months of age. The presence of the lid affects the behaviour of the infants at all ages. Some behaviours become more immature. The infants grasp the spoon with more primitive grasp configurations, they grasp the spoon less consistently at the top of the handle, and they orient the spoon less consistently, with its bowl facing upwards. These differences decrease with age. The infants also make attempts to adjust to the constraints of the task, mainly by inclining the spoon more vertically, and rotating the hand in such a way as to align the spoon with the orientation of the slit. These adjustments improve with age.
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| 2. |
- Axelsson, Emma L., et al.
(author)
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The role of bodies in infants’ categorical representations of humans and non-human animals
- 2018
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In: Infant and Child Development. - : John Wiley & Sons. - 1522-7227 .- 1522-7219. ; 27:6
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Journal article (peer-reviewed)abstract
- To investigate whether bodies are useful cues in infants' category formations, 7-month-old infants were familiarized to images of humans or non-human animals followed by test pairs comprising a familiar category image and a hybrid image with a novel category body. Infants familiarized to humans did not demonstrate a novelty preference for hybrid stimuli with non-human animal bodies. Infants familiarized with non-human animals demonstrated a novelty preference for hybrid stimuli with human bodies, suggesting that there is an asymmetry in infants' category formations of bodies. Compared with infants familiarized to non-human animals, the infants familiarized to humans had a higher proportional fixation count to bodies during familiarization, but the lack of preference for novel category bodies at test suggests that 7-month-old infants' representations of the features of human bodies are likely still developing and they are more likely to form a summary-based categorical representation of non-human animals.
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| 3. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(author)
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Mothers’ Reactions to Preschoolers’ Proactive and Reactive Aggressive Behaviors
- 2017
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In: Infant and Child Development. - : John Wiley & Sons. - 1522-7227 .- 1522-7219. ; 26:2
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Journal article (peer-reviewed)abstract
- The present study was designed to examine mothers' emotional reactions, causal attributions, and socialization strategies in response to preschool children's engagement in proactive and reactive physical aggression with peers during free play at school. Participants were 84 mothers (Mage=31.83, SD=4.48) with preschool-aged children (Mage=4.92, SD=0. 97), residing in Ankara, Turkey. Supporting our expectations, mothers reacted with negative emotions to both functions of aggressive behaviours, with less anxiety, disappointment, embarrassment, and guilt for reactive aggression. They also believed that reactive aggression is more contextually dependent and intentional and reported more indirect (e.g., asking the child, teacher, or other children to find out more about the situation and aggressive episode) and other-oriented strategies (e.g., telling the other child to behave properly) to address these behaviours. Overall, our findings suggest that Turkish mothers' feelings, perceptions, and socialization approaches to childhood aggression vary depending on the functions of aggression, and mothers perceive preschool-aged children's engagement in reactive aggression in the school setting as relatively more acceptable than proactive aggression.
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| 4. |
- Brinck, Ingar, et al.
(author)
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Reply to commentaries
- 2013
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In: Infant and Child Development. - : Wiley. - 1522-7219 .- 1522-7227. ; 22:1, s. 111-117
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Journal article (peer-reviewed)abstract
- In our response, we address four themes arising from the commentaries. First, we discuss the distinction between cognition and metacognition and show how to draw it within our framework. Next, we explain how metacognition differs from social cognition. The underlying mechanisms of metacognitive development are then elucidated in terms of interaction patterns. Finally, we consider measures of metacognition and suitable methods for investigating it.
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| 5. |
- Brinck, Ingar, et al.
(author)
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The developmental origin of metacognition
- 2013
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In: Infant and Child Development. - : Wiley. - 1522-7219 .- 1522-7227. ; 22:1, s. 85-101
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Journal article (peer-reviewed)abstract
- We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary strategies for monitoring and control of their own and others’ cognitions by emotion and attention. The functions of initiating, maintaining, and achieving turns make proto-conversation a productive platform for developing metacognition. It enables caregiver and infant to create shared routines for epistemic actions that permit training of metacognitive skills. The adult is of double epistemic use to the infant – as a teacher that comments on and corrects the infant’s efforts, and as the infant’s cognitive resource in its own right.
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| 6. |
- Brocki, Karin, et al.
(author)
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Mental Set Shifting in Childhood : The Role of Working Memory and Inhibitory Control
- 2014
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In: Infant and Child Development. - : Wiley. - 1522-7227 .- 1522-7219. ; 23:6, s. 588-604
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Journal article (peer-reviewed)abstract
- The role of working memory (WM) and inhibition in mental set shifting was examined from an individual difference perspective in children aged 5-14years (N=117). Using the Hearts and Flowers task the rationale of the present study was to directly test the theoretical assumption that mental set shifiting in childhood primarily builds on WM and inhibitory processes. Theoretical predictions about WM and inhibitory demands in the congruent and incongruent conditions of the Hearts and Flowers task were also considered because these blocks underlie relevant measures of set shifting. The findings show that both WM and inhibition (extracted as factors in confirmatory factor analysis) are important for set shifting but that this general association is driven by the link between these executive functions (EFs) and the goal-representation aspect (i.e. global switch costs) of shifting, rather than to the actual switch-implementation process (i.e. local switch costs). In addition, our findings are novel in showing that, despite a substantial correlation between the two EF components, it was the variance specific to WM and inhibition that was important for mental set shifting.
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| 7. |
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| 8. |
- Fawcett, Christine, et al.
(author)
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Infants anticipate others’ social preferences
- 2012
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In: Infant and Child Development. - : Wiley. - 1522-7227 .- 1522-7219. ; 21:3, s. 239-249
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Journal article (peer-reviewed)abstract
- In the current eye-tracking study, we explored whether 12-month-old infants can predict others' social preferences. We showed infants scenes in which two characters alternately helped or hindered an agent in his goal of climbing a hill. In a control condition, the two characters moved up and down the hill in identical ways to the helper and hinderer but did not make contact with the agent; thus, they did not cause him to reach or not reach his goal. Following six alternating familiarization trials of helping and hindering interactions (helphinder condition) or up and down interactions (updown condition), infants were shown one test trial in which they could visually anticipate the agent approaching one of the two characters. As predicted, infants in the helphinder condition made significantly more visual anticipations toward the helping than hindering character, suggesting that they predicted the agent to approach the helping character. In contrast, infants revealed no difference in visual anticipations between the up and down characters. The updown condition served to control for low-level perceptual explanations of the results for the helphinder condition. Thus, together the results reveal that 12-month-old infants make predictions about others' behaviour and social preferences from a third-party perspective.
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| 9. |
- Heimann, Mikael, 1951-, et al.
(author)
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Exploring the relation between memory, gestural communication, and the emergence of language in infancy : A longitudinal study
- 2006
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In: Infant and Child Development. - : Wiley. - 1522-7227 .- 1522-7219. ; 15:3, s. 233-249
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Journal article (peer-reviewed)abstract
- The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants' production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor. Copyright © 2006 John Wiley & Sons, Ltd.
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| 10. |
- Heimann, Mikael, 1951-, et al.
(author)
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Imitative interaction increases social interest and elicited imitation in non-verbal children with autism
- 2006
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In: Infant and Child Development. - : Wiley. - 1522-7227 .- 1522-7219. ; 15:3, s. 297-309
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Journal article (peer-reviewed)abstract
- Recent studies indicate that being intensely imitated for a brief period of time increases social interest among children with autism. The aim of this study was to replicate and extend these findings. Twenty children with an autism spectrum disorder (ASD) were randomly assigned to one of two interaction strategies: imitation (n = 10) or contingent (n = 10). The children had little or no functional speech, and their developmental age averaged 25 months (mean chronological age =6:5 years). Both conditions were presented with repeated sessions of a modified version of Nadel's 'still-face' paradigm (still-face/intervention/ still-face/spontaneous play). The analysis revealed a significant increase of both proximal and distal social behaviours (touch and look at person) for the imitation condition, which confirms previous reports. In addition, an increase in elicited imitaticr., as measured with the PEP-R developmental assessment procedure, was also observed for children in the imitation condition, but not in the contingent condition. This finding extends earlier reports in that it suggests that the social expectancies unlocked by imitation also spread to tasks outside the experimental setting. Copyright © 2006 John Wiley & Sons, Ltd.
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