Bare fingers, but no obvious influence of "prickly" Velcro! In the absence of parents' encouragement, it is not clear that "sticky mittens" provide an advantage to the process of learning to reach.
Identifieur interne : 003A61 ( Ncbi/Merge ); précédent : 003A60; suivant : 003A62Bare fingers, but no obvious influence of "prickly" Velcro! In the absence of parents' encouragement, it is not clear that "sticky mittens" provide an advantage to the process of learning to reach.
Auteurs : Daniela Corbetta [États-Unis] ; Joshua L. Williams [États-Unis] ; Jeremy M. Haynes [États-Unis]Source :
- Infant behavior & development [ 1934-8800 ] ; 2016.
Abstract
In their critique of our mittens study, Needham et al. (2015. Infant Behavior and Development) describe our findings as "surprising." Further; they suggest that babies in our "sticky mittens" condition may have been discouraged from reaching because, in our study, infants may have touched "prickly" Velcro with their bare fingers. In this response, we present data analyses that do not support the interpretation that finger contact with our Velcroed toy surfaces was associated with poor reaching performance in our "sticky" mittens group. We also clarify that our toys were mainly covered with "non-prickly" Velcro. To explain discrepancies between studies, we restate the original intent of our study and reasons for our methodological modifications. We point to confounds and lack of critical control conditions in the Needham et al. studies, which prevent the making of firm inferences about the effectiveness of the "sticky mittens experience" on the learning to reach process. We also present additional analyses on our "sticky" mittens group showing that the increasing rate of finger touch on the toy leads to greater reaching performance while the rate of toy sticking to the mittens does not. We discuss the importance of sensory-motor experience on the development of learning to reach in infancy and conclude that our results are not surprising.
DOI: 10.1016/j.infbeh.2015.05.001
PubMed: 26142573
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In the absence of parents' encouragement, it is not clear that "sticky mittens" provide an advantage to the process of learning to reach.</title><author><name sortKey="Corbetta, Daniela" sort="Corbetta, Daniela" uniqKey="Corbetta D" first="Daniela" last="Corbetta">Daniela Corbetta</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, The University of Tennessee, Knoxville, TN, United States. Electronic address: dcorbett@utk.edu.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, The University of Tennessee, Knoxville, TN</wicri:regionArea><placeName><region type="state">Tennessee</region></placeName></affiliation></author><author><name sortKey="Williams, Joshua L" sort="Williams, Joshua L" uniqKey="Williams J" first="Joshua L" last="Williams">Joshua L. Williams</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, Armstrong State University, Savannah, GA, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, Armstrong State University, Savannah, GA</wicri:regionArea><placeName><region type="state">Géorgie (États-Unis)</region></placeName></affiliation></author><author><name sortKey="Haynes, Jeremy M" sort="Haynes, Jeremy M" uniqKey="Haynes J" first="Jeremy M" last="Haynes">Jeremy M. Haynes</name><affiliation wicri:level="2"><nlm:affiliation>Department of Psychology, Armstrong State University, Savannah, GA, United States.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Department of Psychology, Armstrong State University, Savannah, GA</wicri:regionArea><placeName><region type="state">Géorgie (États-Unis)</region></placeName></affiliation></author></analytic><series><title level="j">Infant behavior & development</title><idno type="eISSN">1934-8800</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">In their critique of our mittens study, Needham et al. (2015. Infant Behavior and Development) describe our findings as "surprising." Further; they suggest that babies in our "sticky mittens" condition may have been discouraged from reaching because, in our study, infants may have touched "prickly" Velcro with their bare fingers. In this response, we present data analyses that do not support the interpretation that finger contact with our Velcroed toy surfaces was associated with poor reaching performance in our "sticky" mittens group. We also clarify that our toys were mainly covered with "non-prickly" Velcro. To explain discrepancies between studies, we restate the original intent of our study and reasons for our methodological modifications. We point to confounds and lack of critical control conditions in the Needham et al. studies, which prevent the making of firm inferences about the effectiveness of the "sticky mittens experience" on the learning to reach process. We also present additional analyses on our "sticky" mittens group showing that the increasing rate of finger touch on the toy leads to greater reaching performance while the rate of toy sticking to the mittens does not. We discuss the importance of sensory-motor experience on the development of learning to reach in infancy and conclude that our results are not surprising.</div></front></TEI><pubmed><MedlineCitation Owner="NLM" Status="In-Data-Review"><PMID Version="1">26142573</PMID><DateCreated><Year>2016</Year><Month>02</Month><Day>27</Day></DateCreated><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1934-8800</ISSN><JournalIssue CitedMedium="Internet"><Volume>42</Volume><PubDate><Year>2016</Year><Month>Feb</Month></PubDate></JournalIssue><Title>Infant behavior & development</Title><ISOAbbreviation>Infant Behav Dev</ISOAbbreviation></Journal><ArticleTitle>Bare fingers, but no obvious influence of "prickly" Velcro! 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We also clarify that our toys were mainly covered with "non-prickly" Velcro. To explain discrepancies between studies, we restate the original intent of our study and reasons for our methodological modifications. We point to confounds and lack of critical control conditions in the Needham et al. studies, which prevent the making of firm inferences about the effectiveness of the "sticky mittens experience" on the learning to reach process. We also present additional analyses on our "sticky" mittens group showing that the increasing rate of finger touch on the toy leads to greater reaching performance while the rate of toy sticking to the mittens does not. We discuss the importance of sensory-motor experience on the development of learning to reach in infancy and conclude that our results are not surprising.</AbstractText><CopyrightInformation>Copyright © 2015 Elsevier Inc. 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Haynes</name><name sortKey="Williams, Joshua L" sort="Williams, Joshua L" uniqKey="Williams J" first="Joshua L" last="Williams">Joshua L. Williams</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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