Social cognition and social responsiveness in 10-month-old infants
Social cognition and social responsiveness in 10-month-old infants
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DOI：
10.1080/15248370701202331
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发表时间：
2007-01-01
影响因子：
2.1
通讯作者：
Woodward, Amanda L.
中科院分区：
文献类型：
--
作者：
Brune, Camille W.;Woodward, Amanda L.
在这项研究中，我们调查了婴儿在9至11个月的过渡期内对有意行为的理解与社会反应性指标之间的关系。婴儿（N = 52）进行了测试，在视觉习惯化范式挖掘他们的理解之间的关系，一个人和她的注意力的对象。社会反应的措施包括定向到另一个的注意力，点生产的目标，并支持在亲子游戏的共同关注。婴儿对习惯化事件的反应与他们的社会反应有关。不同的因素理解的行动和社会反应的关系。产生物体指向点的婴儿更有可能将指向理解为关系，而参与大量共享注意力的婴儿更有可能理解凝视。婴儿的倾向，以适应成人的目光转移和点是无关的，他们的理解凝视和指向。这些发现阐明了社会认知和社会反应，虽然不同，在发展中相关的方式。
in this study, we investigated relations between infants' understanding of intentional actions and measures of social responsiveness during a transitional period, 9- to 11-months. Infants (N = 52) were tested in visual habituation paradigms tapping their understanding of the relation between a person and the object of her attention. Measures of social responsiveness included orienting to the target of another's attention, point production, and supported joint attention in parent-child play. Infants' responses to the habituation events were related to their social responsiveness. Distinct factors for understanding actions and social responsiveness as relational were revealed. Infants who produced object-directed points were more likely to understand pointing as relational, and infants who engaged in high amounts of shared attention were more likely to understand gaze. Infants' tendency to orient in response to an adult's gaze shifts and points was unrelated to their understanding of gaze and pointing. These findings elucidate the ways in which social cognition and social responsiveness, although distinct, are related in development.