Dunphy-Lelii Sarah, Labounty Jennifer, Lane Jonathan D, Wellman Henry M
Bard College.
Lewis and Clark University.
J Cogn Dev. 2014 Jan 1;15(1):60-77. doi: 10.1080/15248372.2012.710863.
Traditional looking-time paradigms are often used to assess infants' attention to socio-cognitive phenomena, but the link between these laboratory scenarios and real-world interactions is unclear. The current study investigated hypothesized relations between traditional social-cognitive looking-time paradigms and their real-world counterparts in caregiver-infant social interaction. Seventy-five 10- to 12-month-old infants participated in a structured play session with their caregiver, as well as a traditional looking-time paradigm targeting intentional action. Infants' ability to quickly parse intentional displays correlated with several key qualities of their everyday interactions. In particular, caregiver and infant interaction quality, maternal supportiveness, caregiver and infant joint engagement skill, and social attentiveness in infants correlated with faster habituation to looking-time displays. These results support a linkage between social-cognitive looking-time laboratory paradigms and more naturalistic partner interaction, at this key age. The data both provide external validation for the large body of social-cognitive findings emerging from laboratory looking-time paradigms, and contribute to a growing literature tracking the developmental trajectory of infants' understanding of people over the first two years.
传统的注视时间范式常被用于评估婴儿对社会认知现象的注意力，但这些实验室情境与现实世界互动之间的联系尚不清楚。当前的研究调查了传统社会认知注视时间范式与其在照顾者与婴儿社会互动中的现实世界对应物之间的假设关系。75名10至12个月大的婴儿与其照顾者参与了一场结构化游戏环节，以及一项针对有意行为的传统注视时间范式实验。婴儿快速解析有意展示的能力与其日常互动的几个关键特质相关。具体而言，照顾者与婴儿的互动质量、母亲的支持度、照顾者与婴儿的联合参与技能，以及婴儿的社会注意力与对注视时间展示更快的习惯化相关。这些结果支持了在这个关键年龄段，社会认知注视时间实验室范式与更自然的伙伴互动之间的联系。这些数据既为从实验室注视时间范式中涌现的大量社会认知研究结果提供了外部验证，也为追踪婴儿在头两年对他人理解的发展轨迹的不断增长的文献做出了贡献。
