Social Information Processing Speed and Social Competence in Infants

婴儿的社会信息处理速度和社交能力

• 批准号: 8893314
• 负责人: AMANDA L WOODWARD
• 金额: $ 7.89万
• 依托单位: UNIVERSITY OF CHICAGO
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-04-01 至 2017-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8893314
• 关键词: Accounting; Adult; Age; Age-Months; Autistic Disorder; Behavior; Behavioral; Cereals; Child; Childhood; Cognitive; Conduct Disorder; Data; Development; Ensure; Event; Exhibits; Eye; Future; Generations; Goals; Helping Behavior; Impairment; Individual; Individual Differences; Infant; Infant Development; Intention; Knowledge; Laboratories; Language; Lead; Learning; Life; Light; Literature; Location; Longitudinal Studies; Measures; Methodology; Methods; Mission; Morphologic artifacts; Movement; Pattern; Performance; Persons; Recruitment Activity; Research; Research Personnel; Role; Series; Shapes; Short-Term Memory; Social Behavior; Social Development; Social Functioning; Social Interaction; Social skills development; Speed; Structure; System; Taxes; Testing; Time; Training; Variant; Visual; Work; attentional control; autism spectrum disorder; base; cognitive ability; cognitive development; cognitive function; design; developmental disease; gaze; information processing; insight; joint attention; novel; processing speed; public health relevance; research study; response; sample fixation; skills; social; social attention; social cognition; social learning; social skills; success

 DESCRIPTION (provided by applicant): Human children learn a great deal from their interactions with social partners, including language, cultural norms, and artifact use among other relevant social cognitive abilities. Learning from others requires at least two kinds of abilities in the learner - the ability to represent others' actions as intentional and the ability o use this knowledge very quickly in real time. In the first year of life, converging evidence from passive experimental methods suggests that preverbal infants have an understanding of others' intentions and goals (Guajardo & Woodward, 2004; Woodward, 1998, 1999); however, these same infants may not appear as sophisticated in their knowledge of others during naturalistic interactions that require fast responses. Between 12 and 24 months of age, infants show increasing skill in fine-grained social interactive abilities (social competence), which is a development supported by empirical evidence from naturalistic social interactions (Bakeman & Adamson, 1984; Buttelmann, Carpenter, & Tomasello, 2009). One possibility is that this difference in social competence between years 1 and 2 is not driven primarily by infants' knowledge of the intentions of others; rather, it is that infants become more adept at recruiting this knowledge quickly (Goal Prediction Speed) during social interactions to produce appropriate responses to others. The current proposal will examine how skilled 18-month-old infants are at integrating social knowledge about others (social competence) and whether their speed in responding (Goal Prediction Speed) aids in their development of social skills that are evident in the second year of life. Infants' social competence will be measured with a series of tasks designed to elicit the following behaviors: helping; sharing; joint attention; perspective-taking; and general cognitive ability. Their performance on these tasks will be correlated with a Goal Prediction Speed measure that has been developed within our lab. In this measure, infants' ability to rapidly recruit information about a past event to predict a person's future behavior, as measured through their latency to launch a goal-based predictive fixation, will be examined in an anticipatory looking paradigm using a T60 XL Tobii eye-tracking system. Thus, this proposal will provide a novel measure of social competence by correlating infants' speed when generating goal-based predictions with their performance on social competence measures. Consistent with NICHD's mission of ensuring that all children have the opportunity to achieve their full potential for healthy and productive lives, the current project will shed light on infans' developing social competence, a multidimensional ability that encompasses social, cognitive, and behavioral skills that allow infants to effectively navigate their social world.

 描述（由申请人提供）：人类儿童从他们与社会伙伴的互动中学到了很多东西，包括语言，文化规范和人工制品的使用以及其他相关的社会认知能力。向他人学习至少需要学习者具备两种能力--把他人的行为表现为有意的能力和在真实的时间里迅速运用这些知识的能力。在出生后的第一年，来自被动实验方法的证据表明，语言前婴儿能够理解他人的意图和目标（Guajardo & Woodward，2004; Woodward，1998，1999）;然而，这些婴儿在需要快速反应的自然互动中对他人的了解可能并不复杂。在12到24个月大的时候，婴儿在细粒度的社交互动能力（社交能力）方面表现出越来越多的技能，这是一种得到自然主义社交互动经验证据支持的发展（Bakeman & Adamson，1984; Buttelmann，Carpenter，& Tomasello，2009）。一种可能性是，1岁和2岁之间社会能力的差异主要不是由婴儿对他人意图的知识驱动的;相反，婴儿在社会交往中更善于迅速地运用这种知识（目标预测速度），以产生对他人的适当反应。目前的提案将研究18个月大的婴儿在整合有关他人的社会知识（社会能力）方面的技能，以及他们的反应速度（目标预测速度）是否有助于他们在第二年明显发展社会技能。婴儿的社交能力将通过一系列旨在引发以下行为的任务来测量：帮助;分享;共同注意;观点采择;和一般认知能力。他们在这些任务上的表现将与我们实验室内开发的目标预测速度指标相关。在这项措施中，婴儿迅速收集有关过去事件的信息以预测一个人未来行为的能力， 通过他们的延迟来测量，以启动基于目标的预测注视，将使用T60 XL Tobii眼动跟踪系统在预期注视范式中进行检查。因此，这项建议将提供一个新的措施，社会能力的相关婴儿的速度时，产生基于目标的预测与他们的表现对社会能力的措施。NICHD的使命是确保所有儿童都有机会实现其健康和富有成效的生活的全部潜力，目前的项目将揭示婴儿的发展社会能力，一个多方面的能力，包括社会，认知和行为技能，使婴儿有效地浏览他们的社会世界。