Developmental continuity? Crawling, cruising, and walking.
Developmental continuity? Crawling, cruising, and walking.
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DOI：
10.1111/j.1467-7687.2010.00981.x
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发表时间：
2011-03
影响因子：
3.7
通讯作者：
Leo AJ
中科院分区：
文献类型：
--
作者：
Adolph KE;Berger SE;Leo AJ
这项研究考察了“巡航”（侧移，抓住家具以获得支持）和步行之间的发展连续性。由于巡航和步行涉及直立姿势的运动，研究人员认为巡航与步行在功能上相关。研究1表明，大多数婴儿在行走之前同时爬行和巡航，积累了几个星期的经验。研究2表明，巡航婴儿感知的启示运动在一个可调的差距在扶手用于手动支持，但尽管巡航经验周，巡洋舰在很大程度上忽视了他们脚下的地板间隙的危险。研究3重复了婴儿第一次独立行走时地板间隙的发现，并表明新的步行者也误解了在扶手间隙之间移动的启示。研究结果表明，数周的巡航并没有教会婴儿关于行走的基本事实：地板支撑身体的必要性。此外，这项研究表明，时间上连续和结构上相似的发育里程碑可能具有重要的功能不连续性。
This research examined developmental continuity between “cruising” (moving sideways holding onto furniture for support) and walking. Because cruising and walking involve locomotion in an upright posture, researchers have assumed that cruising is functionally related to walking. Study 1 showed that most infants crawl and cruise concurrently prior to walking, amassing several weeks of experience with both skills. Study 2 showed that cruising infants perceive affordances for locomotion over an adjustable gap in a handrail used for manual support, but despite weeks of cruising experience, cruisers are largely oblivious to the dangers of gaps in the floor beneath their feet. Study 3 replicated the floor-gap findings for infants taking their first independent walking steps, and showed that new walkers also misperceive affordances for locomoting between gaps in a handrail. The findings suggest that weeks of cruising do not teach infants a basic fact about walking: the necessity of a floor to support their body. Moreover, this research demonstrated that developmental milestones that are temporally contiguous and structurally similar might have important functional discontinuities.
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影响因子：
4.6
作者：
Berger, SE;Adolph, KE;Lobo, SA
通讯作者：
Lobo, SA
影响因子：
2.1
作者：
Haehl, V;Vardaxis, V;Ulrich, B
通讯作者：
Ulrich, B
影响因子：
4
作者：
Berger, SE;Adolph, KE
通讯作者：
Adolph, KE
影响因子：
2.2
作者：
Franco, F;Butterworth, G
通讯作者：
Butterworth, G
影响因子：
2.1
作者：
Berger, Sarah E.;Theuring, Carolin;Adolph, Karen E.
通讯作者：
Adolph, Karen E.