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Poli F, Li YL, Naidu P, Mars RB, Hunnius S, Ruggeri A. Toddlers strategically adapt their information search. Nat Commun 2024; 15:5780. [PMID: 38987261 PMCID: PMC11237003 DOI: 10.1038/s41467-024-48855-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 05/14/2024] [Indexed: 07/12/2024] Open
Abstract
Adaptive information seeking is essential for humans to effectively navigate complex and dynamic environments. Here, we developed a gaze-contingent eye-tracking paradigm to examine the early emergence of adaptive information-seeking. Toddlers (N = 60, 18-36 months) and adults (N = 42) either learnt that an animal was equally likely to be found in any of four available locations, or that it was most likely to be found in one particular location. Afterwards, they were given control of a torchlight, which they could move with their eyes to explore the otherwise pitch-black task environment. Eye-movement data and Markov models show that, from 24 months of age, toddlers become more exploratory than adults, and start adapting their exploratory strategies to the information structure of the task. These results show that toddlers' search strategies are more sophisticated than previously thought, and identify the unique features that distinguish their information search from adults'.
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Affiliation(s)
- Francesco Poli
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands.
- MRC Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK.
| | - Yi-Lin Li
- Wellcome Centre for Integrative Neuroimaging, Centre for Functional MRI of the Brain (FMRIB), Nuffield Department of Clinical Neurosciences, John Radcliffe Hospital, University of Oxford, Oxford, UK
| | - Pravallika Naidu
- Wellcome Centre for Integrative Neuroimaging, Centre for Functional MRI of the Brain (FMRIB), Nuffield Department of Clinical Neurosciences, John Radcliffe Hospital, University of Oxford, Oxford, UK
| | - Rogier B Mars
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
- Max Planck Research Group iSearch, Max Planck Institute for Human Development, Berlin, Germany
| | - Sabine Hunnius
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Azzurra Ruggeri
- Wellcome Centre for Integrative Neuroimaging, Centre for Functional MRI of the Brain (FMRIB), Nuffield Department of Clinical Neurosciences, John Radcliffe Hospital, University of Oxford, Oxford, UK.
- School of Social Sciences and Technology, Department of Education, Technical University Munich, Munich, Germany.
- Department of Cognitive Science, Central European University, Vienna, Austria.
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Beerse M, Larsen K, Alam T, Talboy A, Wu J. Joint kinematics and SPM analysis of gait in children with and without Down syndrome. Hum Mov Sci 2024; 95:103213. [PMID: 38520896 DOI: 10.1016/j.humov.2024.103213] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Revised: 01/26/2024] [Accepted: 03/18/2024] [Indexed: 03/25/2024]
Abstract
BACKGROUND Individuals with Down syndrome (DS) walk with altered gait patterns compared to their typically developing (TD) peers. While walking at faster speeds and with external ankle load, preadolescents with DS demonstrate spatiotemporal and kinetic improvements. However, evidence of joint kinematic adjustments is unknown, which is imperative for targeted rehabilitation design. RESEARCH QUESTION How does increasing walking speed and adding ankle load affect the joint kinematics of children with and without DS during overground walking? METHODS In this cross-sectional observational study, thirteen children with DS aged 7-11 years and thirteen age- and sex-matched TD children completed overground walking trials. There were two speed conditions: normal speed and fast speed (as fast as possible without running). There were two load conditions: no load and ankle load (2% of body mass added bilaterally above the ankle). A motion capture system was used to register the ankle, knee, and hip joint angles in the sagittal plane. Peak flexion/extension angles, range of motion, and timing of peak angles were identified. In addition, statistical parametric mapping (SPM) was conducted to evaluate the trajectory of the ankle, knee, and hip joint angles across the entire gait cycle. RESULTS AND SIGNIFICANCE SPM analysis revealed the DS group walked with greater ankle, knee, and hip flexion compared to the TD group for most of the gait cycle, regardless of condition. Further, increasing walking speed led to improved ankle joint kinematics in both groups by shifting peak plantarflexion closer to toe-off. However, knee extension during stance was challenged in the DS group. Adding ankle load improved hip and knee kinematics in both groups but reduced peak plantarflexion around toe-off. The kinematic adjustments in the DS group suggest specific motor strategies to accommodate their neuromuscular deficits, which can provide a foundation to design targeted gait-based interventions for children with DS.
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Affiliation(s)
- Matthew Beerse
- Department of Health and Sport Science, University of Dayton, Dayton, OH, USA
| | - Kaylee Larsen
- Department of Health and Sport Science, University of Dayton, Dayton, OH, USA
| | - Tasnuva Alam
- Department of Kinesiology and Health, Georgia State University, Atlanta, GA, USA
| | - Amy Talboy
- Departments of Human Genetics and Pediatrics, Emory University, Atlanta, GA, USA
| | - Jianhua Wu
- Department of Kinesiology and Health, Georgia State University, Atlanta, GA, USA; Center for Movement and Rehabilitation Research, Georgia State University, Atlanta, GA, USA.
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Pan CY, Sung MC, Tsai CL, Chen FC, Chen YJ, Chen CC. The relationships between motor skills and executive functions in children with and without autism spectrum disorder. Autism Res 2024; 17:1149-1160. [PMID: 38641916 DOI: 10.1002/aur.3136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 04/09/2024] [Indexed: 04/21/2024]
Abstract
To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product-moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.
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Affiliation(s)
- Chien-Yu Pan
- Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Ming-Chih Sung
- Department of Human Performance and Health, University of South Carolina Upstate, Spartanburg, South Carolina, USA
| | - Chia-Liang Tsai
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan, Taiwan
| | - Fu-Chen Chen
- Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Yung-Ju Chen
- Department of Teacher Education & Kinesiology, Minot State University, Minot, North Dakota, USA
| | - Chih-Chia Chen
- Department of Kinesiology, Mississippi State University, Starkville, Mississippi, USA
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O'Callaghan L, Foweather L, Crotti M, Oppici L, Pesce C, Boddy L, Fitton Davies K, Rudd J. Associations of physical activity dose and movement quality with executive functions in socioeconomically disadvantaged children aged 5-6 years. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 70:102546. [PMID: 37858876 DOI: 10.1016/j.psychsport.2023.102546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 09/27/2023] [Accepted: 09/29/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND Growing up in areas of high deprivation can negatively impact children's movement behaviours and cognitive development. Enhancing the quantity and quality of children's movement experiences is believed to enhance cognitive development. This study investigated the association of three different modes of movement assessment, movement proficiency and divergent movement ability (collectively understood as motor competence) and PA dose with executive function in a low socio-economic demographic. Demographics, motor competence, and a combination of motor competence and physical activity were hypothesized to be significantly predictor of executive functions. METHOD In this cross-sectional study, 360 children aged 5-6 years from deprived areas were assessed using three movement assessments: wrist-worn accelerometery for physical activity dose, Test of Gross Motor Development-3 for movement proficiency, and divergent movement assessment. Executive function, including inhibitory control, working memory, and cognitive flexibility, was measured using the NIH Toolbox on an iPad. Multiple linear regression models were designed to evaluate the independent and combined association of demographics, movement competence and physical activity variables with executive function. RESULTS The regression analysis, with demographic factors only, explained 12% of EF variance (r2 = 0.12 95%CI 0.06-0.18). In addition to this demographics the model with divergent movement explained 19% of EF variance (r2 = 0.19 95% CI = 0.12-0.28), the model with movement proficiency explained 16% of EF variance (r2 = 0.16 95% CI = 0.08-0.26) and the model with PA dose explained 13% of EF variance (r2 = 0.13 95% CI = 0.07-0.20). In these models both divergent movement and proficiency were significant predictors, whilst physical activity variables were not. The final models, combining motor competence and physical activity variables, explained 24% and 23% of EF variance (r2 = 0.24 CI = 0.14-0.33 and r2 = 0.23 CI = 0.14-0.32). In these models, motor competence variables were significant predictors, and only vigorous physical activity and Euclidean Norm Minus One emerged as significant PA dose predictors. DISCUSSION These findings emphasise that motor competence and physical activity variables better predict executive functions when they are combined. When considered individually both motor competence variables were significant predictors of executive function whilst physical activity variables were not. Importantly, among the two movement competence facets, divergent movement assessment exhibited the strongest association with executive function. Future interventions should consider how to facilitate both movement and cognitive development in children. Future interventions should consider both the interplay of movement quality and quantity and the importance of environments that invite children's exploratory movement behavior.
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Affiliation(s)
- Laura O'Callaghan
- Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK
| | - Lawrence Foweather
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Matteo Crotti
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Luca Oppici
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome, Rome, Italy
| | - Lynne Boddy
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Katie Fitton Davies
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway; Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applies Sciences, Sogndal, Norway.
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O'Sullivan M, Vaughan J, Woods CT, Davids K. There is no copy and paste, but there is resonation and inhabitation: Integrating a contemporary player development framework in football from a complexity sciences perspective. J Sports Sci 2023:1-10. [PMID: 38095157 DOI: 10.1080/02640414.2023.2288979] [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: 02/16/2023] [Accepted: 10/22/2023] [Indexed: 01/09/2024]
Abstract
Socio-cultural constraints shape behaviour in complexifying ways. In sport, for example, interconnected constraints play an important role in shaping the way a game is played, coached, and spectated. Here, we contend that player development frameworks in sport cannot be operationalised without careful consideration of the complex ecosystem in which they reside. Concurrently, we highlight issues associated with frameworks designed in isolation from the contexts in which they are introduced for integration, guised as trying to "copy and paste" templates from country to country. As such, there is a need to understand the oft-shrouded socio-cultural dynamics that continuously influence practice in order to maximize the utility of player development frameworks in sport. Ecological dynamics offers a complexity-oriented theoretical lens that supports the evolution of context-dependent player development frameworks. Further, tenets of the Learning in Development Research Framework can show how affordances are not just material invitations but constitute a vital component of a broader socio-cultural form of life. These ideas have the potential to: (1) push against a desire to "copy and paste" what is perceived to be "successful" elsewhere, and (2), guide the integration of player development frameworks by learning to resonate with the nuanced complexities of the broader environment inhabited.
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Affiliation(s)
- Mark O'Sullivan
- Department of Sport and Social Sciences, Norwegian School of Sport Sciences, Oslo, Norway
- Sport and Physical Activity Research Centre, Sheffield Hallam University, Sheffield, UK
| | | | - Carl T Woods
- Institute for Health and Sport, Victoria University, Melbourne, Australia
| | - Keith Davids
- Sport and Physical Activity Research Centre, Sheffield Hallam University, Sheffield, UK
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ZI YAHUA, VAN BEIJSTERVELDT CATHARINAEM, BARTELS MEIKE, DE GEUS ECOJC. Genetic and Environmental Effects on the Early Motor Development as a Function of Parental Educational Attainment. Med Sci Sports Exerc 2023; 55:1845-1856. [PMID: 37184488 PMCID: PMC10487425 DOI: 10.1249/mss.0000000000003209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
INTRODUCTION The contribution of genetic and environmental factors to individual differences in early motor development is still largely uncharted. This large-scale twin study establishes the genetic and environmental influences on the timing of motor milestones achievement, and it further tests whether the influences are moderated by parental education. METHODS The twins came from families registered in the Netherlands Twin Register (NTR) from 1986 to 2016. In 30,256 complete twin pairs, mother-reported ages at which each twin was able to first-time roll from back to belly, sit unassisted, hands-and-knees crawl, stand up unaided, and walk independently were used to extract an early motor development factor. Parental education was dichotomized ("both parents with low/average education" vs "at least one parent with high education" with university degree as a threshold). RESULTS Additive genetics explained 52% of the variance in motor development, the remaining 39% and 9% were explained by shared and nonshared environment separately. Mean age of achieving motor milestones tended to be higher in infants with high educated parents, and a moderation of parental education on the genetic and environmental variance in motor development was seen in female twins with larger heritability in the high educated parents group (64% vs 43%) paired to a lower shared environmental influence (28% vs 48%). Only 7%-8% of the variance was accounted for nonshared environmental factors, including measurement error. The pattern of results did not change when the degree of urbanicity, a correlate of parental education, was additionally considered. CONCLUSIONS Genetic factors explain most of the individual differences in the timing of motor milestone achievement, but factors related to the shared home environment also play an important role in early motor development.
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Affiliation(s)
- YAHUA ZI
- School of Exercise and Health, Shanghai University of Sport, Shanghai, CHINA
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, THE NETHERLANDS
| | | | - MEIKE BARTELS
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, THE NETHERLANDS
- Amsterdam Public Health Research Institute, Amsterdam, THE NETHERLANDS
| | - ECO J. C. DE GEUS
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, THE NETHERLANDS
- Amsterdam Public Health Research Institute, Amsterdam, THE NETHERLANDS
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Rachwani J, Santamaria V, Ai X, Ahlouche S, Caba L, Palazzolo A, Ramirez J, Agrawal S. Infant Sitting and Multi-Directional Reaching Skill. J Mot Behav 2023; 56:109-118. [PMID: 37751896 DOI: 10.1080/00222895.2023.2262428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Accepted: 08/29/2023] [Indexed: 09/28/2023]
Abstract
We tested twenty-one 6- to 10-month-old infants with a wide range of sitting experience in forward and rightward reaching during unsupported sitting on the floor. Sessions were video-recorded for further behavioral and machine learning-based kinematic analyses. All infants, including novice sitters, successfully touched and grasped toys in both directions. Infant falls, hand support, and base of support changes were rare. Infants with more sitting experience showed better upright posture than novice sitters. However, we found no differences in trunk displacement or reaching kinematics between directions or across sitting experience. Thus, multi-directional reaching is functional in both novice and experienced infant sitters. We suggest that trunk and arm stability in sagittal and frontal planes is integral to learning to sit.
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Affiliation(s)
- Jaya Rachwani
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Victor Santamaria
- Department of Rehabilitation Sciences, Physical Therapy Division, New York Medical College, Valhalla, New York, USA
| | - Xupeng Ai
- Department of Rehabilitative and Regenerative Medicine, Columbia University, New York, New York, USA
| | - Sara Ahlouche
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Laura Caba
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Antonia Palazzolo
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Jenniffer Ramirez
- Department of Physical Therapy, Hunter College, City University of New York, New York, New York, USA
| | - Sunil Agrawal
- Department of Rehabilitative and Regenerative Medicine, Columbia University, New York, New York, USA
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Cole WG, Adolph KE. Learning to Move in a Changing Body in a Changing World. Integr Comp Biol 2023; 63:653-663. [PMID: 37355781 PMCID: PMC10503469 DOI: 10.1093/icb/icad083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 06/13/2023] [Accepted: 06/13/2023] [Indexed: 06/26/2023] Open
Abstract
Infants of all species learn to move in the midst of tremendous variability and rapid developmental change. Traditionally, researchers consider variability to be a problem for development and skill acquisition. Here, we argue for a reconsideration of variability in early life, taking a developmental, ecological, systems approach. Using the development of walking in human infants as an example, we argue that the rich, variable experiences of infancy form the foundation for flexible, adaptive behavior in adulthood. From their first steps, infants must cope with changes in their bodies, skills, and environments. Rapid growth spurts and a continually expanding environment of surfaces, elevations, and obstacles alter the biomechanical constraints on balance and locomotion from day to day and moment to moment. Moreover, infants spontaneously generate a variable practice regimen for learning to walk. Self-initiated locomotion during everyday activity consists of immense amounts of variable, time-distributed, error-filled practice. From infants' first steps and continuing unabated over the next year, infants walk in short bursts of activity (not continual steps), follow curved (not straight) paths, and take steps in every direction (not only forward)-all the while, accompanied by frequent falls as infants push their limits (rather than a steady decrease in errors) and explore their environments. Thus, development ensures tremendous variability-some imposed by physical growth, caregivers, and a changing environment outside infants' control, and some self-generated by infants' spontaneous behavior. The end result of such massive variability is a perceptual-motor system adept at change. Thus, infants do not learn fixed facts about their bodies or environments or their level of walking skill. Instead, they learn how to learn-how to gauge possibilities for action, modify ongoing movements, and generate new movements on the fly from step to step. Simply put, variability in early development is a feature, not a bug. It provides a natural training regimen for successfully navigating complex, ever-changing environments throughout the lifespan. Moreover, observations of infants' natural behavior in natural, cluttered environments-rather than eliciting adult-like behaviors under artificial, controlled conditions-yield very different pictures of what infants of any species do and learn. Over-reliance on traditional tasks that artificially constrain variability therefore risks distorting researchers' understanding of the origins of adaptive behavior.
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Affiliation(s)
- Whitney G Cole
- Department of Psychology, New York University, 4 Washington Place, NY 10003, USA
| | - Karen E Adolph
- Department of Psychology, New York University, 4 Washington Place, NY 10003, USA
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Vietri M, Alessandroni N, Piro MC. Intentional Understanding Through Action Coordination in Early Triadic Interactions. Integr Psychol Behav Sci 2023; 57:655-676. [PMID: 35460046 DOI: 10.1007/s12124-022-09677-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/27/2022] [Indexed: 11/30/2022]
Abstract
The ability to understand the behaviour of other people in intentional terms has been traditionally explained by resorting to inferential mechanisms that would allow individuals to access the internal mental states of others. In recent years, the second-person perspective has established itself as a theoretical alternative to traditional models. It argues that intentional understanding is an embodied, natural, and immediate process that occurs in situations such as face-to-face early dyadic interactions between adults and infants. In this article, we argue that the way in which the second-person perspective regards body and object is problematic. Based on psychological evidence that demonstrates the constitutive role of the body and objects for cognitive development, we propose the foundations of an ecological-enactive, semiotic and pragmatic model of intentional understanding. We argue that intentional understanding should be conceived as the skilful coordination of behaviours that subjects come to enact in interactive settings, following the dynamics of bodily and material practices that have acquired normative force over time.
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Affiliation(s)
- Maximiliano Vietri
- Laboratorio de Investigaciones en Psicoanálisis y Psicopatología (LIPPSI), Facultad de Psicología, Universidad Nacional de La Plata, Buenos Aires, Ensenada (1925), Calle 51 e/123 y 124, Argentina.
| | - Nicolás Alessandroni
- Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, Spain
| | - María Cristina Piro
- Laboratorio de Investigaciones en Psicoanálisis y Psicopatología (LIPPSI), Facultad de Psicología, Universidad Nacional de La Plata, Buenos Aires, Ensenada (1925), Calle 51 e/123 y 124, Argentina
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Alessandroni N. The road to conventional tool use: Developmental changes in children's material engagement with artifacts in nursery school. INFANCY 2023; 28:388-409. [PMID: 36571567 DOI: 10.1111/infa.12522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 11/04/2022] [Accepted: 11/21/2022] [Indexed: 12/27/2022]
Abstract
The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed-effects models and Granger causality analysis, we measured changes in the frequency and duration of children's object uses between 7 and 17 months of age and in the directional influences among pairs of behaviors performed by teachers and children. Results show a clear shift in how children use artifacts. As early as 12 months of age, the frequency of conventional uses outweighs that of all other types of object use. In addition, object uses become shorter in duration with age, irrespective of their type. Moreover, certain teachers' nonlinguistic communicative strategies (e.g., demonstrations of canonical use and placing gestures) significantly influence and promote children's conventional tool use. Findings shed light on how children become increasingly proficient in conventional tool use through interactions with artifacts and others in nursery school.
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Affiliation(s)
- Nicolás Alessandroni
- Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, Spain
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11
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Infant walking experience is related to the development of selective attention. J Exp Child Psychol 2022; 220:105425. [DOI: 10.1016/j.jecp.2022.105425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 08/31/2021] [Accepted: 03/05/2022] [Indexed: 11/18/2022]
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Morris CE, Otte FW, Rothwell M, Davids K. ‘Embracing turbulent waters’: Enhancing athlete self-regulation using the ‘PoST’ framework for performance preparation at the 2020 Tokyo Olympic Games. ASIAN JOURNAL OF SPORT AND EXERCISE PSYCHOLOGY 2022. [DOI: 10.1016/j.ajsep.2022.03.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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An ecological dynamics approach to motor learning in practice: Reframing the learning and performing relationship in high performance sport. ASIAN JOURNAL OF SPORT AND EXERCISE PSYCHOLOGY 2022. [DOI: 10.1016/j.ajsep.2022.04.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Vaughan J, Mallett CJ, Potrac P, Woods C, O'Sullivan M, Davids K. Social and Cultural Constraints on Football Player Development in Stockholm: Influencing Skill, Learning, and Wellbeing. Front Sports Act Living 2022; 4:832111. [PMID: 35669555 PMCID: PMC9163368 DOI: 10.3389/fspor.2022.832111] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Accepted: 04/19/2022] [Indexed: 11/13/2022] Open
Abstract
In this paper, we consider how youth sport and (talent) development environments have adapted to, and are constrained by, social and cultural forces. Empirical evidence from an 18-month ethnographic case study highlights how social and cultural constraints influence the skill development and psychological wellbeing of young football players. We utilized novel ways of knowing (i.e., epistemologies) coupled to ecological frameworks (e.g., the theory of ecological dynamics and the skilled intentionality framework). A transdisciplinary inquiry was used to demonstrate that the values which athletes embody in sports are constrained by the character of the social institutions (sport club, governing body) and the social order (culture) in which they live. The constraining character of an athlete (talent) development environment is captured using ethnographic methods that illuminate a sociocultural value-directedness toward individual competition. The discussion highlights how an emphasis on individual competition overshadows opportunities (e.g., shared, and nested affordances) for collective collaboration in football. Conceptually, we argue that these findings characterize how a dominating sociocultural constraint may negatively influence the skill development, in game performance, and psychological wellbeing (via performance anxiety) of young football players in Stockholm. Viewing cultures and performance environments as embedded complex adaptive systems, with human development as ecological, it becomes clear that microenvironments and embedded relations underpinning athlete development in high performance sports organizations are deeply susceptible to broad cultural trends toward neoliberalism and competitive individualism. Weaving transdisciplinary lines of inquiry, it is clarified how a value directedness toward individual competition may overshadow collective collaboration, not only amplifying socio-cognitive related issues (anxiety, depression, emotional disturbances) but simultaneously limiting perceptual learning, skill development, team coordination and performance at all levels in a sport organization.
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Affiliation(s)
- James Vaughan
- The University of Queensland, School of Human Movement and Nutrition Sciences, Brisbane, QLD, Australia
- Allmänna Idrottsklubben (AIK) FC Stockholm, Research and Development Department, Stockholm, Sweden
- *Correspondence: James Vaughan
| | - Clifford J. Mallett
- The University of Queensland, School of Human Movement and Nutrition Sciences, Brisbane, QLD, Australia
- Technical University of Munich, Faculty of Sport and Health Sciences, München, Germany
| | - Paul Potrac
- Northumbria University, Department of Sport, Exercise and Rehabilitation, Newcastle upon Tyne, United Kingdom
| | - Carl Woods
- Institute for Health and Sport, Victoria University, Melbourne, VIC, Australia
| | - Mark O'Sullivan
- The University of Queensland, School of Human Movement and Nutrition Sciences, Brisbane, QLD, Australia
- Sport and Human Performance Research Group, Sheffield Hallam University, Sheffield, United Kingdom
| | - Keith Davids
- Sport and Human Performance Research Group, Sheffield Hallam University, Sheffield, United Kingdom
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15
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Wojcik EH, Lassman DJ, Vuvan DT. Using a Developmental-Ecological Approach to Understand the Relation Between Language and Music. Front Psychol 2022; 13:762018. [PMID: 35250709 PMCID: PMC8896854 DOI: 10.3389/fpsyg.2022.762018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Accepted: 01/31/2022] [Indexed: 11/13/2022] Open
Abstract
Neurocognitive and genetic approaches have made progress in understanding language-music interaction in the adult brain. Although there is broad agreement that learning processes affect how we represent, comprehend, and produce language and music, there is little understanding of the content and dynamics of the early language-music environment in the first years of life. A developmental-ecological approach sees learning and development as fundamentally embedded in a child’s environment, and thus requires researchers to move outside of the lab to understand what children are seeing, hearing, and doing in their daily lives. In this paper, after first reviewing the limitations of traditional developmental approaches to understanding language-music interaction, we describe how a developmental-ecological approach can not only inform developmental theories of language-music learning, but also address challenges inherent to neurocognitive and genetic approaches. We then make suggestions for how researchers can best use the developmental-ecological approach to understand the similarities, differences, and co-occurrences in early music and language input.
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16
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de Barbaro K, Fausey CM. Ten lessons about infants' everyday experiences. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2022; 31:28-33. [PMID: 36159505 PMCID: PMC9499013 DOI: 10.1177/09637214211059536] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/20/2023]
Abstract
Audio recorders, accelerometers, and cameras that infants wear throughout their everyday lives capture the experiences that are available to shape development. Everyday sensing in infancy reveals patterns within the everyday hubbub that are unknowable using methods that capture shorter, more isolated, or more planned slices of behavior. Here, we review ten lessons learned from recent endeavors that removed researchers from designing or participating in infants' experiences and instead quantified patterns that arose within infants' own spontaneously arising everyday experiences. The striking heterogeneity of experiences - there is no meaningfully "representative" hour of a day, instance of a category, interaction context, or infant - inspires next steps in theory and practice that embrace the complex, dynamic, and multiple pathways of human development.
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Affiliation(s)
- Kaya de Barbaro
- Department of Psychology, The University of Texas at Austin, SEA 4.208, 108 E. Dean Keaton Stop A8000, Austin, TX 78712-1043
| | - Caitlin M. Fausey
- Department of Psychology, University of Oregon, 1227 University of Oregon, Eugene, OR, 97403
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17
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Subara-Zukic E, Cole MH, McGuckian TB, Steenbergen B, Green D, Smits-Engelsman BCM, Lust JM, Abdollahipour R, Domellöf E, Deconinck FJA, Blank R, Wilson PH. Behavioral and Neuroimaging Research on Developmental Coordination Disorder (DCD): A Combined Systematic Review and Meta-Analysis of Recent Findings. Front Psychol 2022; 13:809455. [PMID: 35153960 PMCID: PMC8829815 DOI: 10.3389/fpsyg.2022.809455] [Citation(s) in RCA: 28] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Accepted: 01/03/2022] [Indexed: 01/16/2023] Open
Abstract
AIM The neurocognitive basis of Developmental Coordination Disorder (DCD; or motor clumsiness) remains an issue of continued debate. This combined systematic review and meta-analysis provides a synthesis of recent experimental studies on the motor control, cognitive, and neural underpinnings of DCD. METHODS The review included all published work conducted since September 2016 and up to April 2021. One-hundred papers with a DCD-Control comparison were included, with 1,374 effect sizes entered into a multi-level meta-analysis. RESULTS The most profound deficits were shown in: voluntary gaze control during movement; cognitive-motor integration; practice-/context-dependent motor learning; internal modeling; more variable movement kinematics/kinetics; larger safety margins when locomoting, and atypical neural structure and function across sensori-motor and prefrontal regions. INTERPRETATION Taken together, these results on DCD suggest fundamental deficits in visual-motor mapping and cognitive-motor integration, and abnormal maturation of motor networks, but also areas of pragmatic compensation for motor control deficits. Implications for current theory, future research, and evidence-based practice are discussed. SYSTEMATIC REVIEW REGISTRATION PROSPERO, identifier: CRD42020185444.
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Affiliation(s)
- Emily Subara-Zukic
- Healthy Brain and Mind Research Centre, School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
| | - Michael H. Cole
- Healthy Brain and Mind Research Centre, School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
| | - Thomas B. McGuckian
- Healthy Brain and Mind Research Centre, School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
| | - Bert Steenbergen
- Department of Pedagogical and Educational Sciences, Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Dido Green
- Department of Health Sciences, Brunel University London, London, United Kingdom
- Department of Rehabilitation, School of Health and Welfare, Jönköping University, Jönköping, Sweden
| | - Bouwien CM Smits-Engelsman
- Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Jessica M. Lust
- Department of Pedagogical and Educational Sciences, Behavioural Science Institute, Radboud University, Nijmegen, Netherlands
| | - Reza Abdollahipour
- Department of Natural Sciences in Kinanthropology, Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czechia
| | - Erik Domellöf
- Department of Psychology, Umeå University, Umeå, Sweden
| | | | - Rainer Blank
- Heidelberg University, Heidelberg, Germany
- Klinik für Kinderneurologie und Sozialpädiatrie, Kinderzentrum Maulbronn gGmbH, Maulbronn, Germany
| | - Peter H. Wilson
- Healthy Brain and Mind Research Centre, School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
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18
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Motor skills, language development, and visual processing in preterm and full-term infants. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-021-02658-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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19
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Mendoza JK, Fausey CM. Quantifying Everyday Ecologies: Principles for Manual Annotation of Many Hours of Infants' Lives. Front Psychol 2021; 12:710636. [PMID: 34552533 PMCID: PMC8450442 DOI: 10.3389/fpsyg.2021.710636] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 07/20/2021] [Indexed: 11/25/2022] Open
Abstract
Everyday experiences are the experiences available to shape developmental change. Remarkable advances in devices used to record infants' and toddlers' everyday experiences, as well as in repositories to aggregate and share such recordings across teams of theorists, have yielded a potential gold mine of insights to spur next-generation theories of experience-dependent change. Making full use of these advances, however, currently requires manual annotation. Manually annotating many hours of everyday life is a dedicated pursuit requiring significant time and resources, and in many domains is an endeavor currently lacking foundational facts to guide potentially consequential implementation decisions. These realities make manual annotation a frequent barrier to discoveries, as theorists instead opt for narrower scoped activities. Here, we provide theorists with a framework for manually annotating many hours of everyday life designed to reduce both theoretical and practical overwhelm. We share insights based on our team's recent adventures in the previously uncharted territory of everyday music. We identify principles, and share implementation examples and tools, to help theorists achieve scalable solutions to challenges that are especially fierce when annotating extended timescales. These principles for quantifying everyday ecologies will help theorists collectively maximize return on investment in databases of everyday recordings and will enable a broad community of scholars—across institutions, skillsets, experiences, and working environments—to make discoveries about the experiences upon which development may depend.
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Affiliation(s)
- Jennifer K Mendoza
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Caitlin M Fausey
- Department of Psychology, University of Oregon, Eugene, OR, United States
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20
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Affiliation(s)
- Karen E Adolph
- Department of Psychology, New York University, New York, NY, USA.
| | - Jesse W Young
- Department of Anatomy and Neurobiology, Northeast Ohio Medical University, Rootstown, OH, USA.
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21
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Lux V, Non AL, Pexman PM, Stadler W, Weber LAE, Krüger M. A Developmental Framework for Embodiment Research: The Next Step Toward Integrating Concepts and Methods. Front Syst Neurosci 2021; 15:672740. [PMID: 34393730 PMCID: PMC8360894 DOI: 10.3389/fnsys.2021.672740] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 06/28/2021] [Indexed: 12/17/2022] Open
Abstract
Embodiment research is at a turning point. There is an increasing amount of data and studies investigating embodiment phenomena and their role in mental processing and functions from across a wide range of disciplines and theoretical schools within the life sciences. However, the integration of behavioral data with data from different biological levels is challenging for the involved research fields such as movement psychology, social and developmental neuroscience, computational psychosomatics, social and behavioral epigenetics, human-centered robotics, and many more. This highlights the need for an interdisciplinary framework of embodiment research. In addition, there is a growing need for a cross-disciplinary consensus on level-specific criteria of embodiment. We propose that a developmental perspective on embodiment is able to provide a framework for overcoming such pressing issues, providing analytical tools to link timescales and levels of embodiment specific to the function under study, uncovering the underlying developmental processes, clarifying level-specific embodiment criteria, and providing a matrix and platform to bridge disciplinary boundaries among the involved research fields.
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Affiliation(s)
- Vanessa Lux
- Department of Genetic Psychology, Faculty of Psychology, Ruhr-Universität Bochum, Bochum, Germany
| | - Amy L Non
- Department of Anthropology, University of California, San Diego, La Jolla, CA, United States
| | - Penny M Pexman
- Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Waltraud Stadler
- Chair of Human Movement Science, Department of Sports and Health Sciences, Technical University of Munich, Munich, Germany
| | - Lilian A E Weber
- Department of Psychiatry, Oxford Centre for Human Brain Activity, Warneford Hospital, Oxford, United Kingdom.,Translational Neuromodeling Unit, Institute for Biomedical Engineering, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Melanie Krüger
- Institute of Sports Science, Faculty of Humanities, Leibniz University Hannover, Hannover, Germany
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22
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Noh W, Kim KY. Review of Ecological Approach Factors Affecting Physical Activity among Older People. West J Nurs Res 2021; 44:799-808. [PMID: 34032167 DOI: 10.1177/01939459211017530] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This review aimed to investigate factors affecting physical activity among older people at the individual, social, and environmental levels based on an ecological approach. We searched PubMed, EMBASE, Web of Science, Cochrane Library, and Korean databases to identify all relevant studies that examined physical activity of older people using an ecological approach. Individual factors included socio-demographic characteristics, physical function components, and subjective health perceptions. Social factors included intimate relationships and social support. Environmental factors included physical living conditions, movement-related components, and policies and programs that affect the environment. This review analyzed the factors affecting physical activity of older people in three levels based on the ecological approach. This result provides a basis for managing, preventing, and promoting physical activity in older people based on an ecological approach and highlights the importance of environmental factors for improving physical activity among older people when applying foundational data for health prevention and management.
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Affiliation(s)
- Wonjung Noh
- Department of Nursing, College of Nursing, Gachon University, Incheon, Republic of Korea
| | - Ka Young Kim
- Department of Nursing, College of Nursing, Gachon University, Incheon, Republic of Korea
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23
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Moreno-Núñez A, Alessandroni N. What's an early triadic interaction made of? A methodological proposal to study the musical dynamics of interaction. Infant Behav Dev 2021; 63:101572. [PMID: 33989850 DOI: 10.1016/j.infbeh.2021.101572] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 04/30/2021] [Accepted: 04/30/2021] [Indexed: 10/21/2022]
Abstract
Classical theories of intersubjectivity hold that the first interactions in which children participate are dyadic (adult-baby). However, thanks to the material shift that is taking place in the cognitive sciences, an increasing number of authors began to recognise the constitutive role that materiality has for cognition, from the very beginning of life. Interactions do not occur in a vacuum, but within a meaning-loaded material world that adults actively seek to bring to children. While in the field of dyadic interactions studies on communicative musicality have shown how interactive exchanges are structured and how that structure unfolds over time, little is known yet about the internal structure of early triadic interactions. In this paper, we propose a longitudinal, mixed and multilevel methodological framework aimed at describing the dynamics of the musical organisation of early triadic interactions between adults, babies and things, and its development over different timescales. We conclude that if researchers want to fully understand early triadic interactions and their musical structuring, further studies that take into account the cognitive relevance of things and the dynamics of our interactions with and through materiality are needed.
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Affiliation(s)
- Ana Moreno-Núñez
- Facultad de Psicología, Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain.
| | - Nicolás Alessandroni
- Facultad de Psicología, Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain.
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24
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Oudgenoeg-Paz O, Mulder H. A perception-action approach to the early development of spatial cognition: The importance of active exploration. ENFANCE 2021. [DOI: 10.3917/enf2.211.0037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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25
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Burnay C, Cordovil R, Button C, Croft JL, Schofield M, Pereira J, Anderson DI. The effect of specific locomotor experiences on infants’ avoidance behaviour on real and water cliffs. Dev Sci 2020; 24:e13047. [DOI: 10.1111/desc.13047] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2020] [Revised: 09/15/2020] [Accepted: 09/16/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Carolina Burnay
- Centre of Exercise and Sports Science Research School of Medical and Health Sciences Edith Cowan University Joondalup WA Australia
| | - Rita Cordovil
- Faculdade de Motricidade Humana CIPER Universidade de Lisboa Cruz Quebrada Dafundo Portugal
| | - Chris Button
- School of Physical Education, Sport and Exercise Sciences University of Otago Dunedin New Zealand
| | - James L. Croft
- School of Physical Education, Sport and Exercise Sciences University of Otago Dunedin New Zealand
- Faculty of Kinesiology University of Calgary Calgary AB Canada
| | - Matthew Schofield
- Department of Mathematics and Statistics University of Otago Dunedin New Zealand
| | - Joana Pereira
- Faculdade de Motricidade Humana CIPER Universidade de Lisboa Cruz Quebrada Dafundo Portugal
| | - David I. Anderson
- Marian Wright Edelman Institute San Francisco State University San Francisco CA USA
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26
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Baggs E, Raja V, Anderson ML. Extended Skill Learning. Front Psychol 2020; 11:1956. [PMID: 32922335 PMCID: PMC7456946 DOI: 10.3389/fpsyg.2020.01956] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Accepted: 07/15/2020] [Indexed: 01/14/2023] Open
Abstract
Within the ecological and enactive approaches in cognitive science, a tension exists in how the process of skill learning is understood. Skill learning can be understood in a narrow sense, as a process of bodily change over time, or in an extended sense, as a change in the structure of the animal-environment system. We propose to resolve this tension by rejecting the first understanding in favor of the second. We thus defend an extended approach to skill learning. An extended understanding of skill learning views bodily changes as being embedded in a larger process of interaction between the organism and specific structures in the environment. Such an extended approach is committed to the claims that (1) the appropriate unit of analysis for understanding skill learning is not the body but the activity and (2) learning consists in the establishment and adaptive organization of enabling constraints on that activity. We focus on two example cases: maintaining upright posture and walking. In both cases, environmental structures play a constitutive role in the activity throughout learning, but the specific environmental structures that are involved in the activity change over time. At an early stage, the child makes use of an environmental "support"-for example, holding onto furniture to maintain upright posture. Later, once further constraints have been established, the child is able to let go of the furniture and remain upright. We argue that adopting an extended understanding of skill learning offers a promising strategy for unifying ecological and enactive approaches and can also potentially ground a radically embodied approach to higher cognition.
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Affiliation(s)
- Edward Baggs
- Rotman Institute of Philosophy, University of Western Ontario, London, ON, Canada
| | - Vicente Raja
- Rotman Institute of Philosophy, University of Western Ontario, London, ON, Canada
| | - Michael L. Anderson
- Rotman Institute of Philosophy, University of Western Ontario, London, ON, Canada
- Department of Philosophy, University of Western Ontario, London, ON, Canada
- Brain and Mind Institute, University of Western Ontario, London, ON, Canada
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27
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Nonaka T, Stoffregen TA. Social interaction in the emergence of toddler's mealtime spoon use. Dev Psychobiol 2020; 62:1124-1133. [PMID: 32383216 DOI: 10.1002/dev.21978] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2020] [Revised: 03/21/2020] [Accepted: 04/01/2020] [Indexed: 11/10/2022]
Abstract
The use of a spoon for eating is among the important daily skills in early development. The article provides an analysis of how caregiver-toddler interactions guides the attention of toddlers who were first learning how to use a spoon to spoon-related action opportunities that were relevant to the mealtime context. Our analysis revealed several related results. First, caregivers often manipulated objects on the table (i.e., food and dishes), and toddlers were more likely than chance to use their spoon to contact food immediately after watching these caregiver manipulations. Second, toddlers looked more often at the caregiver's hand than at their face. Third, toddlers tended to look at the caregiver's hand when the caregiver was manipulating objects on the table, and after these looks, toddlers were more likely than chance to contact food with their spoon. Finally, the toddlers' choices about when to look at the caregiver were influenced by their own behavior, as if they wanted to know how the caregiver would react to what they had done. We discuss these results in terms of the learning of socially promoted action opportunities for meal-related spoon use.
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Affiliation(s)
- Tetsushi Nonaka
- Graduate School of Human Development and Environment, Kobe University, Kobe, Japan
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28
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