bluuebunny/crossref_metadata_2025_split huggingface dataset:
Infants' Looking at Possible and Impossible Screen Rotations: The Role of Familiarization
Authors: Schilling Thomas H. 
Published: January 2004

AbstractThe effects of familiarization and age were examined using Baillargeon's rotating screen paradigm. In Condition A, 4‐month‐olds exposed to 7 180° familiarization trials looked significantly longer at the 180° test events than the 112° test events; there was a familiarity preference. In Condition B, which consisted of 12 instead of 7 180° familiarization trials, the 4‐month‐olds looked significantly longer at the 112° test events than the 180° test events; there was a novelty preference. In Condition C, which was similar to Condition A except that there were 112° familiarization trials, the infants showed a familiarity preference. Thus, 4‐month‐olds experiencing 7 familiarization trials exhibited a familiarity preference, and those experiencing 12 familiarization trials showed a novelty preference. In Condition D, 6‐month‐olds experienced 7 180° familiarization trials; there was no preferential looking to either familiar (180°) test events or novel (112°) test events. Therefore, looking behavior during the test trials was a function of the type of familiarization experience and age and not necessarily an inferred violation of physics.
Modeling Infant Speech Sound Discrimination Using Simple Associative Networks
Authors: Schafer Graham , Mareschal Denis 
Published: January 2004

AbstractInfants' responses in speech sound discrimination tasks can be nonmonotonic over time. Stager and Werker (1997) reported such data in a bimodal habituation task. In this task, 8‐month‐old infants were capable of discriminations that involved minimal contrast pairs, whereas 14‐month‐old infants were not It was argued that the older infants' attenuated performance was linked to their processing of the stimuli for meaning. The authors suggested that these data are diagnostic of a qualitative shift in infant cognition. We describe an associative connectionist model showing a similar decrement in discrimination without any qualitative shift in processing. The model suggests that responses to phonemic contrasts may be a nonmonotonic function of experience with language. The implications of this idea are discussed. The model also provides a formal framework fer studying habituation‐dishabituation behaviors in infancy.
Evidence of Early Language Discrimination Abilities in Infants From Bilingual Environments
Authors: Bosch Laura , Sebastián‐Gallés Núria 
Published: January 2004

AbstractPrevious research data indicate that soon after birth, infants from monolingual families can discriminate utterances drawn from languages that differ prosodically, but discrimination between rhythmically similar languages, such as English and Dutch, has not yet been established by 2 months of age. In the case of bilinguals, the question of how early they can distinguish between the languages of exposure remains unanswered. The goal of this study was to analyze language discrimination capacities in 4‐month‐old bilingual infants simultaneously exposed to 2 Romance languages belonging to the same rhythmic category, Spanish and Catalan. Using a familiarization‐preference procedure, 2 groups of bilingual‐to‐be infants showed a capacity to discriminate between these 2 familial languages. Moreover, when compared with 2 groups of infants from monolingual environments, the size of the observed effects was the same. These results can be taken as initial evidence of an early capacity to distinguish languages in simultaneous bilingual exposure, thus challenging the hypothesis that language discrimination capacities are delayed in bilinguals.
Behavioral and Cortical Measures of Infants' Visual Expectations
Authors: Wentworth Naomi , Haith Marshall M. , Karrer Rathe 
Published: January 2004

AbstractFeatures of the habituation paradigm were combined with the visual expectation paradigm to examine behavioral and cortical indexes of infants' visual expectations. Eight 3‐month‐old infants watched an alternating picture sequence while their eye movements were videotaped and their cortical electrophysiological activity (event‐related potential [ERP]) was recorded. Two ERP epochs were examined: a 3,000‐msec stimulus‐locked epoch included 1,000 msec before stimulus onset through 1,000 msec after stimulus offset; and a 1,200‐msec response‐locked epoch included 700 msec before saccade onset through 500 msec after the saccade. All infants anticipated upcoming pictures, and eye movement latencies for pictures that were not anticipated were comparable to saccade latencies reported in other visual expectation studies of infants at this age. Three components were identified in the stimulus‐locked ERP waveform: a slowly developing negativity prior to picture onset, a postonset negative slow wave, and a late negative deflection that peaked about 750 msec after picture onset. All stimulus‐locked components were larger for familiar than for unfamiliar pictures; prestimulus negativity was also greater before anticipated pictures. The response‐locked waveform contained 2 prominent features: a slowly increasing negative shift (NS) that began about 500 msec before saccade onset and a positive presaccadic potential that occurred about 30 to 90 msec before the saccade. Response‐locked components were larger for anticipatory saccades at the frontal scalp site; for reactive saccades, response‐locked components were larger at the vertex. Results are informative about ERPs in infants, cortical control of eye movements, and the development of visual expectations.
Intersensory Redundancy and 7‐Month‐Old Infants' Memory for Arbitrary Syllable‐Object Relations
Authors: Gogate Lakshmi J. , Bahrick Lorraine E. 
Published: January 2004

AbstractSeven‐month‐old infants require redundant information, such as temporal synchrony, to learn arbitrary syllable‐object relations (Gogate & Bahrick, 1998). Infants learned the relations between 2 spoken syllables, /a/ and /i/, and 2 moving objects only when temporal synchrony was present during habituation. This article presents 2 experiments to address infants' memory for these relations. In Experiment 1, infants remembered the syllable‐object relations after 10 min, only when temporal synchrony between the vocalizations and moving objects was provided during learning. In Experiment 2, 7‐month‐olds were habituated to the same syllable‐object pairs in the presence of temporal synchrony and tested for memory after 4 days. Once again, infants learned and showed emerging memory for the syllable‐object relations 4 days after original learning under the temporally synchronous condition. These findings are consistent with the view that prior to symbolic development, infants learn and remember word‐object relations by perceiving redundant information in the vocal and gestural communication of adults.
The Beginnings of Tool Use by Infants and Toddlers
Authors: McCarty Michael E. , Clifton Rachel K. , Collard Roberta R. 
Published: January 2004

AbstractChildren (aged 9, 14, 19, and 24 months) were encouraged to use tools to achieve a demonstrated goal. Each tool was most efficiently applied when held by the handle with the thumb toward the head of the tool in a radial grip. The tools were presented at midline and oriented to the left and right on alternating trials, so the children who managed to grasp a tool in both orientations with the radial grip demonstrated planning of actions in advance. The tools included a spoon, hairbrush, toy hammer, and magnet; the goals were to feed one's self, feed another, brush one's hair, brush another's hair, hit pegs, and retrieve metal objects. Children were found to use more radial grips with the self‐directed tools (i.e., hairbrush‐to‐self and spoon‐to‐self), indicating that they could plan their actions better when directed toward the self than toward an external goal.
Brain Electrical Activity Associated With Cognitive Processing During a Looking Version of the A‐Not‐B Task
Authors: Bell Martha Ann 
Published: January 2004

AbstractThis work was designed to investigate individual differences in brain electrical activity during a looking version of the A‐not‐B task. It was proposed that this spatial task required the cognitive skills of working memory and inhibitory control, each associated with frontal lobe function. Electroencephalograms (EEGs) were recorded from 54 8‐month‐old infants during baseline and task. Only high performers on the looking task exhibited increases in 6‐ to 9‐Hz EEG power from baseline to task. These task‐related changes were evident at frontal and posterior scalp locations. High performers on the looking task exhibited lower EEG coherence values at right hemisphere frontal locations relative to the low performers. These lower coherence values were evident during baseline and task. All infants showed increased frontal‐parietal coherence during the spatial working memory task relative to baseline values. These data confirm previous cognitive neuroscience work associating frontal lobe function with cognitive performance levels during infancy.
What Is Ecological Validity? A Dimensional Analysis
Authors: Schmuckler Mark A. 
Published: January 2004

AbstractEcological validityhas typically been taken to refer to whether or not one can generalize from observed behavior in the laboratory to natural behavior in the world. Although common in current discussions of research, the idea of ecological validity has a long history in psychological thought. A brief historical examination of this idea reveals that concerns with ecological validity are evident in multiple dimensions of experimental work, including the nature of the experimental setting, the stimuli under investigation, and the observer's response employed as the measure. One problem with this multidimensionality, however, is that no explicit criteria have been offered for applying this concept to an evaluation of research. One consequence of this problem is that concerns with ecological validity can be raised in most experimental situations. This article includes a discussion of some demands of ecological validity and the nature of these different dimensions, as well as a critical evaluation of research on the development of mobility with respect to these constraints.
The Salience of Multimodal Sensory Stimulation in Early Development: Implications for the Issue of Ecological Validity
Authors: Lickliter Robert , Bahrick Lorraine E. 
Published: January 2004

AbstractStudies of infant development concerned with the emergence of specific perceptual or cognitive abilities have typically focused on responsiveness in only one sensory modality. Research on infant perception, learning, and memory often attempts to reduce multimodal stimulation to “noise” and to control or omit stimulation from other sensory modalities in experimental designs. This type of unimodal research, although important, may not generalize well to the behavior of infants in the multimodal context of the everyday world. Research from animal and human development is reviewed that documents that significant differences in infants' perceptual skills and abilities can be observed under conditions of unimodal versus multimodal stimulation. These studies provide converging evidence for a functional distinction between unimodal and multimodal stimulation during early development and suggest that ecological validity can be enhanced when research findings are generalized appropriately to the natural environment and are not overgeneralized across stimulus properties, tasks, or contexts.
Perceiving the Real World: Infants' Detection of and Memory for Social Information
Authors: Walker‐Andrews Arlene S. , Bahrick Lorraine E. 
Published: January 2004

AbstractResearch on infants' perception and memory for social information are discussed with respect to the concept of ecological validity. We argue that the use of dynamic, multimodal displays in familiar contexts is critical to understanding infants' developing perception. We also discuss the importance of generalizing appropriately from experimental to real‐world contexts and of using converging methods in the investigation of infants' capabilities.
Relations Between Women's Depressive Symptoms and Perceptions of Infant Distress Signals Varying in Pitch
Authors: Schuetze Pamela , Zeskind Philip Sanford 
Published: January 2004

AbstractFifteen nondepressed, 15 moderately depressed, and 15 severely depressed women rated tape‐recordings of a newborn infant's hunger cry digitally altered to increase in fundamental frequency in 100 Hz increments. Cries were rated on 4 perceptual (e.g., arousing‐not arousing) and 6 caregiving rating scale items (e.g., cuddle, feed) used in previous studies (Zeskind, 1983). Analyses of variance showed that, as cry pitch increased, cries were rated as more arousing, aversive, urgent, and sick sounding. Highest pitched cries received highest levels of caregiving interventions. Severely depressed women rated cries as less perceptually salient and less likely to elicit active caregiving responses. Interaction effects showed that severely depressed women were least responsive to highest pitched cries. These results suggest that women's depression may alter perceptions of infant distress signals, especially at times of greater infant distress.
Facial Expressivity at 4 Months: A Context by Expression Analysis
Authors: Bennett David S. , Bendersky Margaret , Lewis Michael 
Published: January 2004

AbstractThe specificity predicted by differential emotions theory (DET) for early facial expressions in response to 5 different eliciting situations was studied in a sample of 4‐month‐old infants (n = 150). Infants were videotaped during tickle, sour taste, jack‐in‐the‐box, arm restraint, and masked‐stranger situations and their expressions were coded second by second. Infants showed a variety of facial expressions in each situation; however, more infants exhibited positive (joy and surprise) than negative expressions (anger, disgust, fear, and sadness) across all situations except sour taste. Consistent with DET‐predicted specificity, joy expressions were the most common in response to tickling, and were less common in response to other situations. Surprise expressions were the most common in response to the jack‐in‐the‐box, as predicted, but also were the most common in response to the arm restraint and masked‐stranger situations, indicating a lack of specificity. No evidence of predicted specificity was found for anger, disgust, fear, and sadness expressions. Evidence of individual differences in expressivity within situations, as well as stability in the pattern across situations, underscores the need to examine both child and contextual factors in studying emotional development. The results provide little support for the DET postulate of situational specificity and suggest that a synthesis of differential emotions and dynamic systems theories of emotional expression should be considered.
The Effect of Excessive Crying on the Development of Emotion Regulation
Authors: Stifter Cynthia A. , Spinrad Tracy L. 
Published: January 2004

AbstractThe goal of this study was to examine the effect of excessive crying in early infancy on the development of emotion self‐regulation. Cry diaries were used to categorize excessive criers and typical criers at 6 weeks of age. At 5 and 10 months of age, infants and mothers participated in procedures to elicit infant reactivity and regulation during a frustration task and maternal sensitivity and intrusiveness during a free‐play session. Last, maternal ratings of temperament were obtained. Results revealed excessive criers to show higher levels of negative reactivity than typical criers. Excessive criers also demonstrated lower regulation, but this finding was only significant for male infants. Boys in the excessive criers group exhibited the lowest level of emotion self‐regulation. Maternal behavior and ratings of temperament at 5 and 10 months failed to distinguish the 2 cry groups. The findings suggest that excessive crying may influence the developmental trajectory of the ability of boys to self‐regulate emotion. The hypothesized processes involved in this outcome are discussed.
Infants' Behavioral Strategies for Emotion Regulation With Fathers and Mothers: Associations With Emotional Expressions and Attachment Quality
Authors: Diener Marissa L. , Mangelsdorf Sarah C. , McHale Jean L. , Frosch Cynthia A. 
Published: January 2004

AbstractThis study examined 12‐ and 13‐month‐old infants' behavioral strategies for emotion regulation, emotional expressions, regulatory styles, and attachment quality with fathers and mothers. Eighty‐five infants participated in the Strange Situation procedure to assess attachment quality with mothers and fathers. Infants' behavioral strategies for emotion regulation were examined with each parent during a competing demands task. Emotion regulation styles were meaningfully related to infant‐father attachment quality. Although expressions of distress and positive affect were not consistent across mothers and fathers, there was consistency in infant strategy use, emotion regulation style, and attachment quality with mothers and fathers. Furthermore, infants who were securely attached to both parents showed greater consistency in parent‐oriented strategies than infants who were insecurely attached to one or both parents. Limitations of this study include the constrained laboratory setting, potential carryover effects, and a homogeneous, middle‐class sample.
Frustration in Infancy: Implications for Emotion Regulation, Physiological Processes, and Temperament
Authors: Calkins Susan D. , Dedmon Susan E. , Gill Kathryn L. , Lomax Laura E. , Johnson Laura M. 
Published: January 2004

AbstractA study sample of 162 six‐month‐old children was selected from a larger sample of 346 infants on the basis of parents' report of their infants' temperament and a laboratory assessment of temperament. Infants were classified as easily frustrated and less easily frustrated and compared on a number of emotion regulation, physiology, and temperament measures. Results indicated that male and female infants were equally likely to be classified as frustrated and less easily frustrated; however, male infants were less able to regulate physiologically. Easily frustrated infants used different emotion regulation strategies and were observed to be less attentive and more active than less easily frustrated infants when observed in the laboratory. These infants were also characterized by their parents as more active, less attentive, and more distressed to novelty. Infants classified as easily frustrated were more reactive physiologically and less able to regulate physiological reactivity than their less easily frustrated counterparts. It is hypothesized that this cluster of characteristics may constitute a unique temperamental type that may have implications for other types of behavioral functioning. Limitations of the study are that observations are based on a single brief assessment of the infant, modest effect sizes were found, and the study is cross‐sectional.
The Development of Maternal Self‐Efficacy and Its Impact on Maternal Behavior
Authors: Leerkes Esther M. , Crockenberg Susan C. 
Published: January 2004

AbstractA developmental model of the origins of maternal self‐efficacy and its impact on maternal sensitivity was tested. Participants were 92 primiparous mothers and their 6‐month‐old infants. Mothers completed questionnaires about remembered care from their own parents and self‐esteem prenatally, satisfaction with support, infant temperament, and maternal self‐efficacy postnatally, and they participated in a laboratory observation with their infants. Maternal self‐efficacy was predicted by remembered maternal care as mediated by global self‐esteem. Infant soothability predicted maternal self‐efficacy independently and in conjunction with distress to novelty and in conjunction with both distress to limits and satisfaction with support. Maternal self‐efficacy interacted with distress to limits to predict maternal sensitivity during emotionally arousing activities. High infant distress was associated with less sensitive maternal behavior when maternal self‐efficacy was moderately low and extremely high, but was positively associated with sensitive maternal behavior when self‐efficacy was moderately high. Implications for future research are discussed.
Testing Infants' Discrimination With the Orientation Latency Procedure
Authors: Gout Ariel , Christophe Anne , Dupoux Emmanuel 
Published: January 2004

AbstractA new discrimination procedure based on the measurement of visual orientation latency to speech stimuli is introduced. Each participant listens to a series of short familiarization test trials. In each trial, 5 to 7 centrally‐presented familiarization stimuli are followed by laterally‐presented test stimuli. Infants were found to orient faster to different‐category than to same‐category test stimuli. This result was found despite a high degree of prosodic variability in the familiarization and test stimuli introduced by changes in talker and speaking rate. The combination of a multitrial design with use of acoustic and prosodic variability seems suitable for studying the representation of phonological categories.
Spatiotemporal Regularity and Interevent Contingencies as Information for Infants' Visual Expectations
Authors: Wentworth Naomi , Haith Marshall M. , Hood Roberta 
Published: January 2004

AbstractThis study examined infants' use of picture‐location contingencies and spatiotemporal regularity in forming visual expectations. Ninety‐six 3‐month‐olds watched an event sequence in which pictures appeared at 3 locations, either in regular left‐center‐right alternation or in a random center‐side pattern. For half of the infants, the content of the central picture was predictive of the location of the upcoming peripheral event. Analyses of anticipations and interpicture fixation shifts revealed that both spatiotemporal regularity and consistent interevent contingencies fostered increased anticipation of peripheral pictures. The type of spatiotemporal sequence that infants observed also differentially biased their responses to test trials that followed the picture sequence: Infants who experienced regular alternation sequences continued the side‐to‐side pattern during the 2‐choice test trials, whereas infants who experienced irregular sequences looked back to the location of the previous picture. Stable interevent contingencies, in contrast, did not bias infants' responses toward the contingent side during the choice test trials.