Browsing by Subject "Infancy"
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Item Differential caregiving behaviors elicited by infant attractiveness : the role of adult affect(2014-08) Schein, Stevie Scarlett; Langlois, Judith H.PsychologyItem Perception of Three-Dimensional Shape from Structure-from-Motion (SFM) Stimuli in Infancy(2012-07-16) Hirshkowitz, AmyThree-dimensional (3D) object perception is critical for comprehending and interacting with the world. It develops during infancy and continues through adulthood. One powerful cue used for object perception is uniform coherent motion. The present paper first briefly reviews the current literature concerning object perception using random-dot stimuli and structure-from-motion (SFM) displays. To extend our knowledge in this area, two new studies were conducted to further our understanding of how infants process 3D shape in SFM stimuli. Study 1 examined infants of two age groups (3-5 month-olds and 8-9 month-olds) in a familiarization phase and a test phase. In the familiarization phase, infants were exposed to one of two SFM shapes (cube or cylinder) and in the test phase infants viewed both SFM shapes side-by-side. Extraction of shape was measured through novelty preferences. Results of Study 1 suggest that both age groups successfully extracted 3D shape. Study 2 served as a replication and extension, with the added control for the variable rotational axis. When this variable was controlled for, 3-5 month-olds failed to show a novelty preference during the test phase. These results suggest not only that infants were attending to both the global shape presented in the SFM stimuli as well as the detailed component of the rotational axis of the stimuli, but also that adding the extra change in the component of rotational axis to SFM stimuli makes the task of extracting shape more difficult for infants. These findings contribute to the infant literature by furthering the understanding of infant shape perception.Item The relations of television exposure in infancy and toddlerhood to early elementary cognitive outcomes(2014-05) Park, Seoung Eun; Kim, Su YeongDespite a growing body of research regarding the effects of media on very young children, most studies have focused on relatively short-term effects, and those that examined long-term effects have not done so with a representative sample. The current study examined long-term effects of screen media exposure on children aged 0 to 35 months. The data for this study came from the first and second waves of the Panel Study of Income Dynamics (PSID) Child Development Supplement (CDS-I and CDS-II), which offers several advantages in examining the longitudinal relationships between early television exposure and subsequent academic performance. This nationally representative dataset includes a measure of cognitive skills, as well as time diaries that provide a record of how and with whom children spent their time. First, this study examined television viewing contexts likely to be operative in infancy and toddlerhood -- what these children view, whom they co-view with, what they co-view, and what they are doing while the television is on. Second, this study assessed the long-term effects of early exposure to different program content (i.e., child-educational programs, child-noneducational programs & adult programs) on subsequent cognitive outcomes (mainly academic achievement) in early childhood. Finally, the role of parental co-viewing in the long-term effects of exposure to child-educational content on academic skills was examined. Descriptive analyses and multiple OLS regressions were conducted. On weekdays, children were exposed to child-educational content, child-noneducational content and adult content on TV (33 minutes, 29 minutes, 27 minutes, respectively); on weekends, children were exposed to child-educational content, child-noneducational content and adult content on TV (23 minutes, 31 minutes, 31 minutes, respectively). Although it is commonly believed that television displaces time spent with others and playing, nearly half of infants and toddlers' time spent viewing television was spent playing and in social interaction (30% and 16%, respectively). Different relationships emerged among groups with differing amounts of total television exposure: children who were exposed to 1 to 2 hours of television per day had higher academic test scores compared to children who were exposed to less (those who watched no TV at all and those who were exposed to between 0 and 1 hour). As regards television content, the only relationship found was among toddlers exposed to adult content. Toddlers who were exposed to more adult programs in their early years were likely to have worse passage comprehension test scores 5 year later. However, there was no relationship between early exposure to child programs (i.e., child-educational and child-noneducational content) and subsequent academic test scores. Parental co-viewing of child-educational content was positively related to the academic achievement test scores (the passage comprehension test scores and the applied problem scores), indicating that parental co-viewing plays an important role in children's experience of media in infancy and toddlerhood. The findings have implications that may allow us to increase the effectiveness of learning from screen media in infancy and toddlerhood.Item The effects of exposure to attractive and unattractive infant faces on self-reported and psychophysiological affect(2016-05) Schein, Stevie Scarlett; Langlois, Judith H.; Bigler, Rebecca; Woolley, Jacqueline; Echols, Catharine; Trujillo, LoganThe primary aim of this study was to determine the trajectory of self-reported liking ratings and psychophysiological affective responses to attractive and unattractive infant stimuli over multiple exposures to determine whether these trajectories would conform to the predictions of mere exposure theory or negativity bias. Participants viewed a block of attractive and unattractive infant photographs, repeated 25 times, while their liking ratings and corrugator supercilli, levator labii superioris, and zygomaticus major muscle responses were recorded. Overall, self-reported liking ratings decreased as a function of exposure to the unattractive infant faces, indicating that repeated exposure intensifies the initial negative evaluation of those faces, rather than increasing liking for all stimuli.Item Tracking linguistic and attentional influences on preferential looking in infancy(2007-05) Brunt, Richard Jason; Choen, Leslie B.One unresolved issue in early word learning research is the relationship between word learning, categorization, and attention. Two distinct cognitive processes, attentional preferences related to categorical processing and inter-modal matching are involved in this relationship. Keeping the effects of these processes separate and controlled can be a difficult task. Not doing so can potentially confound the interpretation of research in this area. In a series of four preferential looking studies, the effects of referential assignment and novelty seeking in infancy were teased apart. In Study 1, 13-month olds preferred to look toward a monitor on which the stimuli changed category on every trial, and away from a monitor on which the stimuli were drawn from a single category. This preference developed in conditions in which infants listened to labels, non-language sound, or participated in silence. In Study 2, 18-month-olds developed the same preference when listening to non-language sounds or when participating in silence, but developed no preference when listening to labels. Results of studies 3 and 4 suggest that the lack of preference by 18-month-olds in the label condition result from competing behaviors of novelty seeking and referential assignment.