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Franchak JM, Adolph KE. An update of the development of motor behavior. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2024:e1682. [PMID: 38831670 DOI: 10.1002/wcs.1682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Revised: 03/31/2024] [Accepted: 04/22/2024] [Indexed: 06/05/2024]
Abstract
This primer describes research on the development of motor behavior. We focus on infancy when basic action systems are acquired-posture, locomotion, manual actions, and facial actions-and we adopt a developmental systems perspective to understand the causes and consequences of developmental change. Experience facilitates improvements in motor behavior and infants accumulate immense amounts of varied everyday experience with all the basic action systems. At every point in development, perception guides behavior by providing feedback about the results of just prior movements and information about what to do next. Across development, new motor behaviors provide new inputs for perception. Thus, motor development opens up new opportunities for acquiring knowledge and acting on the world, instigating cascades of developmental changes in perceptual, cognitive, and social domains. This article is categorized under: Cognitive Biology > Cognitive Development Psychology > Motor Skill and Performance Neuroscience > Development.
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Affiliation(s)
- John M Franchak
- Department of Psychology, University of California, Riverside, California, USA
| | - Karen E Adolph
- Department of Psychology, Center for Neural Science, New York University, New York, USA
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Kretch KS, Koziol NA, Marcinowski EC, Hsu LY, Harbourne RT, Lobo MA, McCoy SW, Willett SL, Dusing SC. Sitting Capacity and Performance in Infants with Typical Development and Infants with Motor Delay. Phys Occup Ther Pediatr 2023; 44:164-179. [PMID: 37550959 DOI: 10.1080/01942638.2023.2241537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 07/19/2023] [Accepted: 07/21/2023] [Indexed: 08/09/2023]
Abstract
AIMS Infants with neuromotor disorders demonstrate delays in sitting skills (decreased capacity) and are less likely to maintain independent sitting during play than their peers with typical development (decreased performance). This study aimed to quantify developmental trajectories of sitting capacity and sitting performance in infants with typical development and infants with significant motor delay and to assess whether the relationship between capacity and performance differs between the groups. METHODS Typically developing infants (n = 35) and infants with significant motor delay (n = 31) were assessed longitudinally over a year following early sitting readiness. The Gross Motor Function Measure (GMFM) Sitting Dimension was used to assess sitting capacity, and a 5-min free play observation was used to assess sitting performance. RESULTS Both capacity and performance increased at a faster rate initially, with more deceleration across time, in infants with typical development compared to infants with motor delay. At lower GMFM scores, changes in GMFM sitting were associated with larger changes in independent sitting for infants with typical development, and the association between GMFM sitting and independent sitting varied more across GMFM scores for typically developing infants. CONCLUSIONS Intervention and assessment for infants with motor delay should target both sitting capacity and sitting performance.
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Affiliation(s)
- Kari S Kretch
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, United States
| | - Natalie A Koziol
- Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, NE, United States
| | - Emily C Marcinowski
- School of Kinesiology, Louisiana State University, Baton Rouge, LA, United States
| | - Lin-Ya Hsu
- Division of Physical Therapy, University of Washington, Seattle, WA, United States
| | - Regina T Harbourne
- Department of Physical Therapy, Duquesne University, Pittsburgh PA, United States
| | - Michele A Lobo
- Department of Physical Therapy, University of Delaware, Newark, DE, United States
| | - Sarah W McCoy
- Division of Physical Therapy, University of Washington, Seattle, WA, United States
| | - Sandra L Willett
- Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, United States
| | - Stacey C Dusing
- Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, United States
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Maldonado Moscoso PA, Maduli G, Anobile G, Arrighi R, Castaldi E. The symmetry-induced numerosity illusion depends on visual attention. Sci Rep 2023; 13:12509. [PMID: 37532765 PMCID: PMC10397255 DOI: 10.1038/s41598-023-39581-w] [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: 05/27/2023] [Accepted: 07/27/2023] [Indexed: 08/04/2023] Open
Abstract
Symmetry is an important and strong cue we rely on to organize the visual world. Although it is at the basis of objects segmentation in a visual scene, it can sometimes bias our perception. When asked to discriminate numerical quantities between symmetric and asymmetric arrays, individuals tend to underestimate the number of items in the symmetric stimuli. The reason for this underestimation is currently unknown. In this study we investigated whether the symmetry-induced numerosity underestimation depends on perceptual grouping mechanisms by depriving attentional resources. Twenty-six adults judged the numerosity of dot arrays arranged symmetrically or randomly, while ignoring a visual distractor (single task) or while simultaneously judging its color and orientation (dual-task). Diverting attention to the concurrent color-orientation conjunction task halved the symmetry-induced numerosity underestimation. Taken together these results showed that the bias in numerosity perception of symmetric arrays depends-at least partially-on attentional resources and suggested that it might originate from the recruitment of attentional dependent incremental grouping mechanisms.
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Affiliation(s)
- Paula A Maldonado Moscoso
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
- Center for Mind/Brain Sciences (CIMeC), University of Trento, Rovereto, Italy
| | - Giuseppe Maduli
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
| | - Giovanni Anobile
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
| | - Roberto Arrighi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
| | - Elisa Castaldi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy.
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Kretch KS, Marcinowski EC, Lin-Ya H, Koziol NA, Harbourne RT, Lobo MA, Dusing SC. Opportunities for learning and social interaction in infant sitting: Effects of sitting support, sitting skill, and gross motor delay. Dev Sci 2023; 26:e13318. [PMID: 36047385 PMCID: PMC10544757 DOI: 10.1111/desc.13318] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 07/21/2022] [Accepted: 08/15/2022] [Indexed: 12/15/2022]
Abstract
The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4-7 months) and infants with gross motor delay (n = 128, ages 7-16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities. HIGHLIGHTS: During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters. Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands. A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter). The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age.
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Affiliation(s)
- Kari S. Kretch
- Division of Biokinesiology and Physical Therapy, University of Southern California
| | | | - Hsu Lin-Ya
- Division of Physical Therapy, University of Washington
| | - Natalie A. Koziol
- Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln
| | - Regina T. Harbourne
- Physical Therapy Department, Rangos School of Health Sciences, Duquesne University
| | | | - Stacey C. Dusing
- Division of Biokinesiology and Physical Therapy, University of Southern California
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Maldonado Moscoso PA, Anobile G, Burr DC, Arrighi R, Castaldi E. Symmetry as a grouping cue for numerosity perception. Sci Rep 2022; 12:14418. [PMID: 36002617 PMCID: PMC9402546 DOI: 10.1038/s41598-022-18386-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 08/10/2022] [Indexed: 11/09/2022] Open
Abstract
To estimate the number of objects in an image, each element needs to be segregated as a single unit. Several principles guide the process of element identification, one of the strongest being symmetry. In the current study, we investigated how symmetry affects the ability to rapidly estimate the number of objects (numerosity). Participants judged the numerosity of asymmetric or symmetric arrays of various numerosities. The results show that the numerosity of symmetrical arrays was significantly underestimated at low numerosities, but the effect was greatly reduced at higher numerosities. Adding an additional axis of symmetry (double symmetry) further reduced perceived numerosity. The magnitude of the symmetry-driven underestimation was inversely correlated with autistic personality traits, consistent with previous work associating autistic traits with perceptual grouping. Overall, these results support the idea that perceived numerosity relies on object segmentation and grouping cues, with symmetry playing a key role.
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Affiliation(s)
| | - Giovanni Anobile
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
| | - David C Burr
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy.,Institute of Neuroscience, National Research Council, Pisa, Italy
| | - Roberto Arrighi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy
| | - Elisa Castaldi
- Department of Neuroscience, Psychology, Pharmacology and Child Health, University of Florence, Florence, Italy.
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Grzadzinski R, Amso D, Landa R, Watson L, Guralnick M, Zwaigenbaum L, Deák G, Estes A, Brian J, Bath K, Elison J, Abbeduto L, Wolff J, Piven J. Pre-symptomatic intervention for autism spectrum disorder (ASD): defining a research agenda. J Neurodev Disord 2021; 13:49. [PMID: 34654371 PMCID: PMC8520312 DOI: 10.1186/s11689-021-09393-y] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2021] [Accepted: 09/16/2021] [Indexed: 12/26/2022] Open
Abstract
Autism spectrum disorder (ASD) impacts an individual's ability to socialize, communicate, and interact with, and adapt to, the environment. Over the last two decades, research has focused on early identification of ASD with significant progress being made in understanding the early behavioral and biological markers that precede a diagnosis, providing a catalyst for pre-symptomatic identification and intervention. Evidence from preclinical trials suggest that intervention prior to the onset of ASD symptoms may yield more improved developmental outcomes, and clinical studies suggest that the earlier intervention is administered, the better the outcomes. This article brings together a multidisciplinary group of experts to develop a conceptual framework for behavioral intervention, during the pre-symptomatic period prior to the consolidation of symptoms into diagnosis, in infants at very-high-likelihood for developing ASD (VHL-ASD). The overarching goals of this paper are to promote the development of new intervention approaches, empirical research, and policy efforts aimed at VHL-ASD infants during the pre-symptomatic period (i.e., prior to the consolidation of the defining features of ASD).
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Affiliation(s)
- Rebecca Grzadzinski
- Carolina Institute for Developmental Disabilities, University of North Carolina, Chapel Hill, NC, USA.
- Program for Early Autism Research Leadership and Service (PEARLS), University of North Carolina, Chapel Hill, NC, USA.
| | - Dima Amso
- Department of Psychology, Columbia University, New York, NY, USA
| | - Rebecca Landa
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Linda Watson
- Program for Early Autism Research Leadership and Service (PEARLS), University of North Carolina, Chapel Hill, NC, USA
- Division of Speech and Hearing Sciences, University of North Carolina, Chapel Hill, NC, USA
| | - Michael Guralnick
- Center on Human Development and Disability, University of Washington, Seattle, WA, USA
| | | | - Gedeon Deák
- Department of Cognitive Science, University of California, San Diego, San Diego, CA, USA
| | - Annette Estes
- Department of Speech and Hearing Sciences, University of Washington Autism Center, University of Washington, Seattle, WA, USA
| | - Jessica Brian
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, Canada
- Department of Paediatrics, University of Toronto, Toronto, Canada
| | - Kevin Bath
- Department of Neuroscience, Brown University, Providence, RI, USA
| | - Jed Elison
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Leonard Abbeduto
- University of California, Davis, MIND Institute, University of California, Davis, Sacramento, CA, USA
| | - Jason Wolff
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Joseph Piven
- Carolina Institute for Developmental Disabilities, University of North Carolina, Chapel Hill, NC, USA
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Nelson CM, Oakes LM. "May I Grab Your Attention?": An Investigation Into Infants' Visual Preferences for Handled Objects Using Lookit as an Online Platform for Data Collection. Front Psychol 2021; 12:733218. [PMID: 34566820 PMCID: PMC8460868 DOI: 10.3389/fpsyg.2021.733218] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 08/12/2021] [Indexed: 11/13/2022] Open
Abstract
We examined the relation between 4- to 12-month-old infants' (N = 107) motor development and visual preference for handled or non-handled objects, using Lookit (lookit.mit.edu) as an online tool for data collection. Infants viewed eight pairs of objects, and their looking was recorded using their own webcam. Each pair contained one item with an easily graspable “handle-like” region and one without. Infants' duration of looking at each item was coded from the recordings, allowing us to evaluate their preference for the handled item. In addition, parents reported on their infants' motor behavior in the previous week. Overall, infants looked longer to handled items than non-handled items. Additionally, by examining the duration of infants' individual looks, we show that differences in infants' interest in the handled items varied both by infants' motor level and across the course of the 8-s trials. These findings confirm infant visual preferences can be successfully measured using Lookit and that motor development is related to infants' visual preferences for items with a graspable, handle-like region. The relative roles of age and motor development are discussed.
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Affiliation(s)
- Christian M Nelson
- Department of Psychology and the Center for Mind and Brain, University of California, Davis, Davis, CA, United States
| | - Lisa M Oakes
- Department of Psychology and the Center for Mind and Brain, University of California, Davis, Davis, CA, United States
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Dillmann J, Freitag C, Lorenz B, Holve K, Schweinfurth S, Schwarzer G. Motor and Visual-spatial Cognitive Abilities in Children Treated for Infantile Esotropia. Percept Mot Skills 2021; 128:1443-1463. [PMID: 33888029 DOI: 10.1177/00315125211011726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
While many studies have investigated links between motor and visual spatial cognitive abilities in typically developing children, only a few studies have tested this link among children with innate handicaps. Therefore, we assessed motor abilities (using the M-ABC-2) and visual spatial cognitive skills (using the Block Design subtest of the WPPSI-III and a picture mental rotation task, PRT) of 5-7 year old typically developing children (n= 17) and same-aged children with severe deficits in stereopsis due to infantile esotropia (n= 17). Compared to the typically developing children, children with esotropia showed significantly poorer motor performances, especially in manual dexterity and ball skills, and significantly poorer and slower performance on the visual spatial cognitive tasks. Especially the girls treated for infantile esotropia needed more time to mentally rotate the pictures of the PRT correctly. Overall, this study showed that perceptual, motor and cognitive processes are interconnected and that children treated for infantile esotropia had an increased risk of motor and visual spatial cognitive deficits.
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Affiliation(s)
- Julia Dillmann
- Department of Developmental Psychology, Justus-Liebig-University Giessen, Gießen, Germany
| | - Claudia Freitag
- Department of Developmental Psychology, Justus-Liebig-University Giessen, Gießen, Germany
| | - Birgit Lorenz
- Department of Ophthalmology, Justus-Liebig-University Giessen, Universitaetsklinikum Giessen and Marburg, Giessen, Germany
| | - Kerstin Holve
- Department of Ophthalmology, Justus-Liebig-University Giessen, Universitaetsklinikum Giessen and Marburg, Giessen, Germany
| | - Silke Schweinfurth
- Department of Ophthalmology, Justus-Liebig-University Giessen, Universitaetsklinikum Giessen and Marburg, Giessen, Germany
| | - Gudrun Schwarzer
- Department of Developmental Psychology, Justus-Liebig-University Giessen, Gießen, Germany
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Hoemann K, Wu R, LoBue V, Oakes LM, Xu F, Barrett LF. Developing an Understanding of Emotion Categories: Lessons from Objects. Trends Cogn Sci 2020; 24:39-51. [PMID: 31787499 PMCID: PMC6943182 DOI: 10.1016/j.tics.2019.10.010] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Revised: 10/04/2019] [Accepted: 10/30/2019] [Indexed: 01/12/2023]
Abstract
How and when infants and young children begin to develop emotion categories is not yet well understood. Research has largely treated the learning problem as one of identifying perceptual similarities among exemplars (typically posed, stereotyped facial configurations). However, recent meta-analyses and reviews converge to suggest that emotion categories are abstract, involving high-dimensional and situationally variable instances. In this paper we consult research on the development of abstract object categorization to guide hypotheses about how infants might learn abstract emotion categories because the two domains present infants with similar learning challenges. In particular, we consider how a developmental cascades framework offers opportunities to understand how and when young children develop emotion categories.
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Affiliation(s)
- Katie Hoemann
- Department of Psychology, Northeastern University, Boston, MA, USA
| | - Rachel Wu
- Department of Psychology, University of California at Riverside, Riverside, CA, USA.
| | - Vanessa LoBue
- Department of Psychology, Rutgers University, Newark, NJ, USA
| | - Lisa M Oakes
- Department of Psychology, University of California at Davis, Davis, CA, USA
| | - Fei Xu
- Department of Psychology, University of California at Berkeley, Berkeley, CA, USA
| | - Lisa Feldman Barrett
- Department of Psychology, Northeastern University, Boston, MA, USA; Department of Psychiatry, Massachusetts General Hospital, Boston, MA, USA; Martinos Center for Biomedical Imaging, Charlestown, MA, USA.
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Abstract
In this study we sought to determine whether infants, like adults, utilize previous experience to guide figure/ground processing. After familiarization to a shape, 5-month-olds preferentially attended to the side of an ambiguous figure/ground test stimulus corresponding to that shape, suggesting that they were viewing that portion as the figure. Infants' failure to exhibit this preference in a control condition in which both sides of the test stimulus were displayed as figures indicated that the results in the experimental condition were not due to a preference between two figure shapes. These findings demonstrate for the first time that figure/ground processing in infancy is sensitive to top-down influence. Thus, a critical aspect of figure/ground processing is functional early in life.
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Cantrell LM, Kanjlia S, Harrison M, Luck SJ, Oakes LM. Cues to individuation facilitate 6-month-old infants' visual short-term memory. Dev Psychol 2019; 55:905-919. [PMID: 30702312 PMCID: PMC6542570 DOI: 10.1037/dev0000683] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Infants' ability to perform visual short-term memory (VSTM) tasks develops rapidly between 6 and 8 months. Here we tested the hypothesis that infants' VSTM performance is influenced by their ability to individuate simultaneously presented objects. We used a one-shot change detection task to ask whether 6-month-old infants (N = 47) would detect a change in the color of 1 item in a 2-item array when the stimulus context facilitated individuation of the items. In Experiment 1 the 2 items in the display differed in shape and color and in Experiment 2 the onset and offset times of the 2 items differed. In both experiments, 6-month-old infants detected a change, contrasting with previous results. Thus, young infants' encoding of information about individual items in multiple-item arrays is related to their ability to individuate those items. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
| | | | | | - Steven J. Luck
- Center for Mind and Brain, UC Davis
- Department of Psychology, UC Davis
| | - Lisa M. Oakes
- Center for Mind and Brain, UC Davis
- Department of Psychology, UC Davis
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Berger SE, Harbourne RT, Guallpa Lliguichuzhca CL. Sit Still and Pay Attention! Trunk Movement and Attentional Resources in Infants with Typical and Delayed Development. Phys Occup Ther Pediatr 2019; 39:48-59. [PMID: 29465319 DOI: 10.1080/01942638.2018.1432005] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
AIMS (1) examine infant movement during an early posture (sitting) utilizing a novel video assessment technique; and (2) document the differences between infants with typical development (TD), premature infants with motor delay, and infants with cerebral palsy (CP) during focused and nonfocused attention (NFA). METHODS Infants were tested when they began to sit independently. We utilized Eulerian Video Magnification (EVM) to accentuate small trunk and pelvic movements for visual coding from video taken during a natural play task with and without focused attention (FA). RESULTS Trunk/pelvic movement varied as a function of both motor skill and attention. Infants with TD and CP made fewer trunk movements during periods of FA than NFA. Preterm infants exhibited more trunk/pelvic movement than the other groups and their movement did not differ based on attention type. CONCLUSIONS The EVM technique allowed for replicable coding of real-time "hidden" motor adjustments from video. The capacity to minimize extraneous movements in infants, or "sitting still" may allow greater attention to the task at hand, similar to older children and adults. Premature infants' excessive trunk/pelvic movement that did not adapt to task requirements could, in the long term, impact tasks requiring attentional resources.
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Affiliation(s)
- Sarah E Berger
- a Department of Psychology , The College of Staten Island and the Graduate Center of the City University of New York , New York , USA
| | - Regina T Harbourne
- b John G. Rangos School of Health Sciences , Duquesne University , Pittsburgh , Pennsylvania , USA
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13
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Symmetrical Motifs in Young Children’s Drawings: A Study on Their Representations of Plant Life. Symmetry (Basel) 2018. [DOI: 10.3390/sym11010026] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Young children love drawing; this is without question. Besides that, drawings are also of interest to scholars and educators, since they seem to provide food for thought regarding children’s conceptual development during their early education. Different approaches are taken when it comes to analysing children’s drawings but insufficient attention has been given to the issue of the spontaneous depictions of symmetrical motifs in young children’s drawings. This pictorial phenomena might not go unnoticed by parents and teachers but the fact is that the scientific community has no reliable data regarding how children under 8 naturally draw symmetrical patterns to express themselves graphically. Accordingly, the present study analyses 116 drawings undertaken by children between 4 and 7 on a well-known natural issue in early childhood such as plant life. Pictorial motifs displaying both cyclic and dihedral symmetries were found in the pictorial sample under examination and the data gathered is put in perspective with the gender and educational level variables. The results of the study show that symmetry, particularly, dihedral symmetry, is a very common pictorial practice in the sample and, also, that the occurrence of symmetrical motifs displays a relationship with the independent variables considered in the study.
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14
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Franchak JM. Changing Opportunities for Learning in Everyday Life: Infant Body Position Over the First Year. INFANCY 2018; 24:187-209. [DOI: 10.1111/infa.12272] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Senju A, Shimono M, Tsuji M, Suga R, Shibata E, Fujino Y, Kawamoto T, Kusuhara K. Inability of infants to push up in the prone position and subsequent development. Pediatr Int 2018; 60:811-819. [PMID: 29904976 DOI: 10.1111/ped.13632] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/12/2017] [Revised: 04/12/2018] [Accepted: 06/12/2018] [Indexed: 12/26/2022]
Abstract
BACKGROUND During routine health screening, some infants cannot maintain the prone position with extended arm support at 6 months. Little is known, however, about the development of full-term infants with this developmental deviation. We investigated the developmental course of infants with this characteristic. METHODS We enrolled 2,020 full-term infants who had been recruited at a regional center for the Japan Environment and Children's Study. Their development was measured using the Ages and Stages Questionnaire, third edition, at 0.5, 1, 1.5, 2, 2.5, and 3 years. The children were grouped according to their ability to stay prone on extended arms at 6 months, and their development was compared. RESULTS A total of 1,625 infants could stay prone on extended arms and 179 could not. We excluded 212 infants who could stay prone on extended arms only sometimes, and four who did not have a questionnaire response. In the gross motor domain, significant difference in questionnaire scores was observed between the "could" and "could-not" groups at 6 months (Hedges' g, 1.83) and persisted until 3 years (Hedges' g, 0.33). Significant differences were also observed in the communication, fine motor, problem solving, and personal-social domains at 6 months (Hedges' g, 0.20-0.58) and persisted until 1, 2, 2, and 1.5 years, respectively (Hedges' g, 0.21-0.25). CONCLUSIONS Infants who cannot maintain the prone position on extended arms lag behind those who can, although the effect sizes become relatively small after 1.5 years of age. Early intervention may be considered if delay is problematic or persistent.
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Affiliation(s)
- Ayako Senju
- Regional Center for Japan Environment and Children's Study (JECS), University of Occupational and Environmental Health, Kitakyushu, Japan.,Department of Pediatrics, School of Medicine, University of Occupational and Environmental Health, Kitakyushu, Japan
| | - Masayuki Shimono
- Department of Pediatrics, School of Medicine, University of Occupational and Environmental Health, Kitakyushu, Japan
| | - Mayumi Tsuji
- Department of Environmental Health, School of Medicine, University of Occupational and Environmental Health, Kitakyushu, Japan
| | - Reiko Suga
- Regional Center for Japan Environment and Children's Study (JECS), University of Occupational and Environmental Health, Kitakyushu, Japan
| | - Eiji Shibata
- Department of Obstetrics and Gynecology, School of Medicine, University of Occupational and Environmental Health, Kitakyushu, Japan
| | - Yoshihisa Fujino
- Department of Environmental Epidemiology, Institute of Industrial Ecological Sciences, University of Occupational and Environmental Health, Kitakyushu, Japan
| | - Toshihiro Kawamoto
- Department of Environmental Health, School of Medicine, University of Occupational and Environmental Health, Kitakyushu, Japan
| | - Koichi Kusuhara
- Department of Pediatrics, School of Medicine, University of Occupational and Environmental Health, Kitakyushu, Japan
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Quinn PC, Bhatt RS. Size and orientation cue figure-ground segregation in infants. VISUAL COGNITION 2018; 26:518-529. [PMID: 31602175 PMCID: PMC6786798 DOI: 10.1080/13506285.2018.1505794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2018] [Accepted: 07/23/2018] [Indexed: 10/28/2022]
Abstract
Adult perceivers segregate figure from ground based on image cues such as small size and main axis orientation. The current study examined whether infants can use such cues to perceive figure-ground segregation. Three- to 7-month-olds were familiarized with a pie-shaped stimulus in which some pieces formed a + and other pieces formed an x. The infants were then presented with a novelty preference test pairing the + and x. The bases for the pieces forming the + or x were size and orientation (Experiment 1), size (Experiment 2), and orientation (Experiment 3). In each experiment, infants responded as if they recognized as familiar the shape specified by small size, main axis orientation, or their combination. Control conditions showed that infant performance could not be attributed to spontaneous preference. The findings suggest that infants can achieve figure-ground segregation based on some of the same cues used by adults.
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Affiliation(s)
- Paul C. Quinn
- Department of Psychological and Brain Sciences, University of Delaware, Newark, DE, USA
| | - Ramesh S. Bhatt
- Department of Psychology, University of Kentucky, Lexington, KY, USA
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17
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Stevenson JL, Lindley CE, Murlo N. Retrospectively Assessed Early Motor and Current Pragmatic Language Skills in Autistic and Neurotypical Children. Percept Mot Skills 2017; 124:777-794. [DOI: 10.1177/0031512517710379] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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18
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Affiliation(s)
- Zaira Cattaneo
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
- Brain Connectivity Center, C. Mondino National Neurological Institute, Pavia, Italy
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