Wismer Fries Alison B, Pollak Seth D
Waisman Center and Department of Psychology, University of Wisconsin-Madison, USA.
Dev Sci. 2017 Mar;20(2). doi: 10.1111/desc.12431. Epub 2016 May 19.
Children who experience early caregiving neglect are very likely to have problems developing and maintaining relationships and regulating their social behavior. One of the earliest manifestations of this problem is reflected in indiscriminate behavior, a phenomenon where young children do not show normative wariness of strangers or use familiar adults as sources of security. To better understand the developmental mechanisms underlying the emergence of these problems, this study examined whether institutionally reared children, who experienced early social neglect, had difficulty associating motivational significance to visual stimuli. Pairing stimuli with motivational significance is presumably one of the associative learning processes involved in establishing discriminate or selective relationships with others. We found that early experiences of neglectful caregiving were associated with difficulties in acquiring such associations, and that delays in this developmental skill were related to children's social difficulties. These data suggest a way in which early social learning experiences may impact the development of processes underlying emotional development.
经历早期照料忽视的儿童很可能在发展和维持人际关系以及调节社会行为方面存在问题。这个问题最早的表现之一体现在不加区分的行为上，即幼儿对陌生人没有表现出正常的警惕性，也不把熟悉的成年人作为安全感的来源。为了更好地理解这些问题出现背后的发展机制，本研究考察了早期经历社会忽视的机构抚养儿童是否难以将动机意义与视觉刺激联系起来。将刺激与动机意义配对大概是与他人建立有区别或选择性关系所涉及的联想学习过程之一。我们发现，忽视性照料的早期经历与获得这种联想的困难有关，并且这种发展技能的延迟与儿童的社交困难有关。这些数据表明了早期社会学习经历可能影响情绪发展基础过程的一种方式。
