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Guevara I, Rodríguez C. Developing communication through objects: Ostensive gestures as the first gestures in children's development. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2023.101076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
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2
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Becher T, Essler S, Pletti C, Paulus M. Compliance or empathy-What links maternal sensitivity and toddlers' emotional helping? J Exp Child Psychol 2023; 226:105547. [PMID: 36194901 DOI: 10.1016/j.jecp.2022.105547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Revised: 08/25/2022] [Accepted: 08/25/2022] [Indexed: 11/19/2022]
Abstract
Emotional helping-that is, helping based on others' emotional distress-has been suggested to be a central prosocial response to others in need. Developmental theorizing proposed that emotional helping has social origins. Whereas research indeed demonstrated a link between maternal sensitivity and children's emotional helping, developmental theories stress different mediating processes. Emotion-sharing theories claim empathic concern to be the crucial link for helping, whereas internalization theories base children's helping on children's compliance. To investigate these hypotheses, the current study explored empathy and compliance as two possible mediators for the relation between maternal sensitivity and children's emotional helping at 18 months of age. Overall, maternal sensitivity was positively related to children's empathy, children's compliance, and children's emotional helping. Interestingly, children's empathy-but not children's compliance-mediated the link between maternal sensitivity and children's emotional helping. These findings deepen our understanding of the psychological processes subserving emotional helping during infancy and support theories that stress the socioemotional origins of children's prosocial behavior.
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Affiliation(s)
- Tamara Becher
- Ludwig-Maximilians-Universität München, 80802 Munich, Germany.
| | - Samuel Essler
- Ludwig-Maximilians-Universität München, 80802 Munich, Germany; FOM University of Applied Sciences, 45127 Essen, Germany
| | - Carolina Pletti
- Ludwig-Maximilians-Universität München, 80802 Munich, Germany
| | - Markus Paulus
- Ludwig-Maximilians-Universität München, 80802 Munich, Germany
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3
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Wahlheim CN, Eisenberg ML, Stawarczyk D, Zacks JM. Understanding Everyday Events: Predictive-Looking Errors Drive Memory Updating. Psychol Sci 2022; 33:765-781. [PMID: 35439426 PMCID: PMC9248286 DOI: 10.1177/09567976211053596] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Memory-guided predictions can improve event comprehension by guiding attention and the eyes to the location where an actor is about to perform an action. But when events change, viewers may experience predictive-looking errors and need to update their memories. In two experiments (Ns = 38 and 98), we examined the consequences of mnemonic predictive-looking errors for comprehending and remembering event changes. University students watched movies of everyday activities with actions that were repeated exactly and actions that were repeated with changed features-for example, an actor reached for a paper towel on one occasion and a dish towel on the next. Memory guidance led to predictive-looking errors that were associated with better memory for subsequently changed event features. These results indicate that retrieving recent event features can guide predictions during unfolding events and that error signals derived from mismatches between mnemonic predictions and actual events contribute to new learning.
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Affiliation(s)
| | - Michelle L Eisenberg
- Department of Psychological and Brain Sciences, Washington University in St. Louis
| | - David Stawarczyk
- Department of Psychological and Brain Sciences, Washington University in St. Louis.,Department of Psychology, Psychology and Neuroscience of Cognition Research Unit, University of Liège
| | - Jeffrey M Zacks
- Department of Psychological and Brain Sciences, Washington University in St. Louis
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4
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Karthik S, Parise E, Liszkowski U. Mirroring Communicative Actions: Contextual Modulation of Mu Rhythm Desynchronization in Response to the 'Back-Of-Hand' Action in 9-Month-Old Infants. Dev Neuropsychol 2022; 47:158-174. [PMID: 35321593 DOI: 10.1080/87565641.2022.2055033] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
This study measured mu rhythm desynchronization (MRD), while nine-month-old infants observed an agent extend her arm and hand, palm up ('back-of-hand action') either in social (object and recipient present), individual (object present, recipient absent), or social object-absent (recipient present, object absent) situations across two experiments. In addition, infants' MRD was measured as they reached for objects. Results revealed significant mu desynchronization in the right centro-parietal region selectively for the social group, indicating that infants processed the back-of-hand action as an object-directed request. Findings suggest to extend the action reconstruction account to object-directed communicative actions as well.
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Affiliation(s)
- Sriranjani Karthik
- Department of Developmental Psychology, University of Hamburg, Hamburg, Germany
| | - Eugenio Parise
- CIMeC - Center for Mind/Brain Sciences, University of Trento, Trento, Italy.,Department of Psychology, Lancaster University, Lancaster, UK
| | - Ulf Liszkowski
- Department of Developmental Psychology, University of Hamburg, Hamburg, Germany
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5
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Astor K, Gredebäck G. Gaze following in infancy: Five big questions that the field should answer. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 63:191-223. [DOI: 10.1016/bs.acdb.2022.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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6
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Juvrud J, Haas SA, Lindskog M, Astor K, Namgyel SC, Wangmo T, Wangchuk, Dorjee S, Tshering KP, Gredebäck G. High quality social environment buffers infants' cognitive development from poor maternal mental health: Evidence from a study in Bhutan. Dev Sci 2021; 25:e13203. [PMID: 34897908 DOI: 10.1111/desc.13203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Revised: 11/15/2021] [Accepted: 11/23/2021] [Indexed: 12/01/2022]
Abstract
Poor maternal mental health negatively impacts cognitive development from infancy to childhood, affecting both behavior and brain architecture. In a non-western context (Thimphu, Bhutan), we demonstrate that culturally-moderated factors such as family, community social support, and enrichment may buffer and scaffold the development of infant cognition when maternal mental health is poor. We used eye-tracking to measure early building blocks of cognition: attention regulation and social perception, in 9-month-old Bhutanese infants (N = 121). The cognitive development of Bhutanese infants in richer social environments was buffered from poor maternal mental health, while for infants in environments with lower rates of protective social environment factors, worse maternal mental health significantly predicted greater costs for infant attention, a fundamental building block cognition. International policies and interventions geared to improve maternal mental health and child health outcomes should incorporate each regions' unique family, cultural, and community support structures.
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Affiliation(s)
- Joshua Juvrud
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Sara A Haas
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Marcus Lindskog
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Kim Astor
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Sangay C Namgyel
- Faculty of Nursing and Public Health, Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan
| | - Tshering Wangmo
- Faculty of Nursing and Public Health, Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan
| | - Wangchuk
- Faculty of Nursing and Public Health, Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan
| | - Sithar Dorjee
- Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan
| | | | - Gustaf Gredebäck
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Uppsala, Sweden
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7
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Carpendale J, Müller U, Wallbridge B, Broesch T, Cameron-Faulkner T, Ten Eycke K. The Development of Giving in Forms of Object Exchange: Exploring the Roots of Communication and Morality in Early Interaction around Objects. Hum Dev 2021. [DOI: 10.1159/000517221] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Giving is an act of great social importance across cultures, with communicative as well as moral dimensions because it is linked to sharing and fairness. We critically evaluate various explanations for how this social process develops in infancy and take a process-relational approach, using naturalistic observations to illustrate forms of interaction involving the exchange of objects and possible developmental trajectories for the emergence of different forms of giving. Based on our data, we propose that the object becomes a pivot point for interaction, and through the process of such interaction the social actions of showing and giving emerge and take on diverse social meanings within the relations between infants and caregivers.
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Csink V, Mareschal D, Gliga T. Does surprise enhance infant memory? Assessing the impact of the encoding context on subsequent object recognition. INFANCY 2021; 26:303-318. [PMID: 33405346 DOI: 10.1111/infa.12383] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 10/26/2020] [Accepted: 12/08/2020] [Indexed: 11/30/2022]
Abstract
A discrepancy between what was predicted and what is observed has been linked to increased looking times, changes in brain electrical activity, and increased pupil dilation in infants. These processes associated with heightened attention and readiness to learn might enhance the encoding and memory consolidation of the surprising object, as suggested by both the infant and the adult literature. We therefore investigated whether the presence of surprise during the encoding context enhances subsequent encoding and recognition memory processes for the items that violated infants' expectations. Seventeen-month-olds viewed 20 familiar objects, half of which were labeled correctly, while the other half were mislabeled. Subsequently, infants were presented with a silent recognition memory test where the previously labeled objects appeared along with new images. Pupil dilation was measured, with more dilated pupils indicating (1) surprise during those labeling events where the item was mislabeled and (2) successful retrieval processes during the memory test. Infants responded with more pupil dilation to mislabeling compared to correct labeling. Importantly, despite the presence of a surprise response during mislabeling, infants only differentiated between the previously seen and unseen items at the memory test, offering no evidence that surprise had facilitated the encoding of the mislabeled items.
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Affiliation(s)
- Viktoria Csink
- Department of Psychological Sciences, Birkbeck University of London, London, UK
| | - Denis Mareschal
- Department of Psychological Sciences, Birkbeck University of London, London, UK
| | - Teodora Gliga
- School of Psychology, Norwich Research Park, University of East Anglia, Norwich, UK
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9
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Juvrud J, Gredebäck G. The teleological stance: Past, present, and future. Dev Sci 2020; 23:e12970. [PMID: 32304172 DOI: 10.1111/desc.12970] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Revised: 11/05/2018] [Accepted: 11/27/2018] [Indexed: 11/27/2022]
Abstract
We review the support for, and criticisms of, the teleological stance theory, often described as a foundation for goal-directed action understanding early in life. A major point of contention in the literature has been how teleological processes and assumptions of rationality are represented and understood in infancy, and this debate has been largely centered on three paradigms. Visual habituation studies assess infant's abilities to retrospectively assess teleological processes; the presence of such processes is supported by the literature. Rational imitation is a phenomenon that has been questioned both theoretically and empirically, and there is currently little support for this concept in the literature. The involvement of teleological processes in action prediction is unclear. To date, the ontology of teleological processes remains unspecified. To remedy this, we present a new action-based theory of teleological processes (here referred to as the embodied account of teleological processes), based on the development of goal-directed reaching with its origin during the fetal period and continuous development over the first few months of life.
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Affiliation(s)
- Joshua Juvrud
- Department of Psychology, Uppsala Child and Baby Lab, Uppsala University, Uppsala, Sweden
| | - Gustaf Gredebäck
- Department of Psychology, Uppsala Child and Baby Lab, Uppsala University, Uppsala, Sweden
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10
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Fröhlich M, Sievers C, Townsend SW, Gruber T, van Schaik CP. Multimodal communication and language origins: integrating gestures and vocalizations. Biol Rev Camb Philos Soc 2019; 94:1809-1829. [PMID: 31250542 DOI: 10.1111/brv.12535] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Revised: 05/22/2019] [Accepted: 05/29/2019] [Indexed: 12/21/2022]
Abstract
The presence of divergent and independent research traditions in the gestural and vocal domains of primate communication has resulted in major discrepancies in the definition and operationalization of cognitive concepts. However, in recent years, accumulating evidence from behavioural and neurobiological research has shown that both human and non-human primate communication is inherently multimodal. It is therefore timely to integrate the study of gestural and vocal communication. Herein, we review evidence demonstrating that there is no clear difference between primate gestures and vocalizations in the extent to which they show evidence for the presence of key language properties: intentionality, reference, iconicity and turn-taking. We also find high overlap in the neurobiological mechanisms producing primate gestures and vocalizations, as well as in ontogenetic flexibility. These findings confirm that human language had multimodal origins. Nonetheless, we note that in great apes, gestures seem to fulfil a carrying (i.e. predominantly informative) role in close-range communication, whereas the opposite holds for face-to-face interactions of humans. This suggests an evolutionary shift in the carrying role from the gestural to the vocal stream, and we explore this transition in the carrying modality. Finally, we suggest that future studies should focus on the links between complex communication, sociality and cooperative tendency to strengthen the study of language origins.
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Affiliation(s)
- Marlen Fröhlich
- Department of Anthropology, University of Zurich, Winterthurerstrasse 190, 8057, Zurich, Switzerland
| | - Christine Sievers
- Department of Philosophy and Media Studies, Philosophy Seminar, University of Basel, Holbeinstrasse 12, 4051, Basel, Switzerland
| | - Simon W Townsend
- Department of Comparative Linguistics, University of Zurich, Plattenstrasse 54, 8032, Zurich, Switzerland.,Department of Psychology, University of Warwick, University Road, CV4 7AL, Coventry, UK
| | - Thibaud Gruber
- Swiss Center for Affective Sciences, CISA, University of Geneva, Chemin des Mines 9, 1202, Geneva, Switzerland.,Department of Zoology, University of Oxford, 11a Mansfield Road, OX1 3SZ, Oxford, UK
| | - Carel P van Schaik
- Department of Anthropology, University of Zurich, Winterthurerstrasse 190, 8057, Zurich, Switzerland
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