Teach to Reach: The Effects of Active Versus Passive Reaching Experiences on Action and Perception
Identifieur interne : 000E77 ( Pmc/Curation ); précédent : 000E76; suivant : 000E78Teach to Reach: The Effects of Active Versus Passive Reaching Experiences on Action and Perception
Auteurs : Klaus Libertus [États-Unis] ; Amy Needham [États-Unis]Source :
- Vision research [ 0042-6989 ] ; 2010.
Abstract
Reaching is an important and early emerging motor skill that allows infants to interact with the physical and social world. However, few studies have considered how reaching experiences shape infants’ own motor development and their perception of actions performed by others. In the current study, two groups of infants received daily parent guided play sessions over a two-week training period. Using “Sticky Mittens”, one group was enabled to independently pick up objects whereas the other group only passively observed their parent’s actions on objects. Following training, infants’ manual and visual exploration of objects, agents, and actions in a live and a televised context were assessed. Our results showed that only infants who experienced independent object apprehension advanced in their reaching behavior, and showed changes in their visual exploration of agents and objects in a live setting. Passive observation was not sufficient to change infants’ behavior. To our surprise, the effects of the training did not seem to generalize to a televised observation context. Together, our results suggest that early motor training can jump-start infants’ transition into reaching and inform their perception of others’ actions.
Url:
DOI: 10.1016/j.visres.2010.09.001
PubMed: 20828580
PubMed Central: 2991490
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<pmc-dir>properties manuscript</pmc-dir>
<front><journal-meta><journal-id journal-id-type="nlm-journal-id">0417402</journal-id><journal-id journal-id-type="pubmed-jr-id">8019</journal-id><journal-id journal-id-type="nlm-ta">Vision Res</journal-id><journal-title>Vision research</journal-title><issn pub-type="ppub">0042-6989</issn><issn pub-type="epub">1878-5646</issn></journal-meta><article-meta><article-id pub-id-type="pmid">20828580</article-id><article-id pub-id-type="pmc">2991490</article-id><article-id pub-id-type="doi">10.1016/j.visres.2010.09.001</article-id><article-id pub-id-type="manuscript">NIHMS234443</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Teach to Reach: The Effects of Active Versus Passive Reaching Experiences on Action and Perception</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Libertus</surname><given-names>Klaus</given-names></name><xref rid="A1" ref-type="aff">1</xref></contrib><contrib contrib-type="author"><name><surname>Needham</surname><given-names>Amy</given-names></name><xref rid="A2" ref-type="aff">2</xref></contrib></contrib-group><aff id="A1"><label>1</label> Psychology & Neuroscience, Duke University, Durham, NC 27708, USA</aff><aff id="A2"><label>2</label> Psychology & Human Development, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, USA</aff><author-notes><corresp id="FN1">Corresponding Author: Klaus Libertus, Duke University, Box 90086, Durham, NC 27708, Phone: 919-660-8754, Fax: 919-660-5726, <email>Klaus.libertus@duke.edu</email></corresp></author-notes><pub-date pub-type="nihms-submitted"><day>8</day><month>9</month><year>2010</year></pub-date><pub-date pub-type="epub"><day>7</day><month>9</month><year>2010</year></pub-date><pub-date pub-type="ppub"><month>12</month><year>2010</year></pub-date><pub-date pub-type="pmc-release"><day>1</day><month>12</month><year>2011</year></pub-date><volume>50</volume><issue>24</issue><fpage>2750</fpage><lpage>2757</lpage><abstract><p id="P2">Reaching is an important and early emerging motor skill that allows infants to interact with the physical and social world. However, few studies have considered how reaching experiences shape infants’ own motor development and their perception of actions performed by others. In the current study, two groups of infants received daily parent guided play sessions over a two-week training period. Using “Sticky Mittens”, one group was enabled to independently pick up objects whereas the other group only passively observed their parent’s actions on objects. Following training, infants’ manual and visual exploration of objects, agents, and actions in a live and a televised context were assessed. Our results showed that only infants who experienced independent object apprehension advanced in their reaching behavior, and showed changes in their visual exploration of agents and objects in a live setting. Passive observation was not sufficient to change infants’ behavior. To our surprise, the effects of the training did not seem to generalize to a televised observation context. Together, our results suggest that early motor training can jump-start infants’ transition into reaching and inform their perception of others’ actions.</p></abstract><kwd-group><kwd>Infant perception</kwd><kwd>motor development</kwd><kwd>perception-action</kwd><kwd>sticky mittens</kwd></kwd-group><contract-num rid="HD1">R01 HD057120-01A1
||HD</contract-num><contract-sponsor id="HD1">National Institute of Child Health & Human Development : NICHD</contract-sponsor></article-meta></front></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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