Development through Sensorimotor Coordination

Sheya, Adam; Smith, Linda B.

doi:10.7551/mitpress/9780262014601.003.0005

Cited by 18 publications

(22 citation statements)

References 45 publications

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“…A growing body of literature underscored the importance of infants’ action experience for their understanding of the world (e.g., Sheya and Smith, 2010; Soska et al, 2010). Developmental researchers have also examined the relation between infants’ sense of agency, locomotor experience, and environmental characteristics in shaping infants’ actions (e.g., Dosso and Boudreau, 2014), and how their actions both influence and are influenced by interactions with their caregivers (e.g., Karasik et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Changes in Posture and Interactive Behaviors as Infants Progress From Sitting to Walking: A Longitudinal Study

Thurman

Corbetta

2019

Front. Psychol.

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This longitudinal study assessed how infants and mothers used different postures and modulated their interactions with their surroundings as the infants progressed from sitting to walking. Thirteen infants and their mothers were observed biweekly throughout this developmental period during 10 min laboratory free-play sessions. For every session, we tracked the range of postures mothers and infants produced (e.g., sitting, kneeling, and standing), we assessed the type of interactions they naturally engaged in (no interactions, passive involvement, fine motor manipulation, or gross motor activity), and documented all target transitions. During the crawling transition period, when infants used sitting postures, they engaged mainly in fine motor manipulations of targets and often maintained their activity on the same target. As infants became mobile, their rate of fine motor manipulation declined during sitting but increased while kneeling/squatting. During the walking transition, their interactions with targets became more passive, particularly when sitting and standing, but they also engaged in greater gross motor activity while continuing to use squatting/kneeling postures for fine motor manipulations. The walking period was also marked by an increase in target changes and more frequent posture changes during object interactions. Throughout this developmental period, mothers produced mainly no or passive activity during sitting, kneeling/squatting, and standing. As expected, during this developmental span, infants used their body in increasingly varied ways to explore and interact with their environment, but more importantly, progression in posture variations significantly altered how infants manually interacted with their surrounding world.

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Section: Discussionmentioning

confidence: 99%

Changes in Posture and Interactive Behaviors as Infants Progress From Sitting to Walking: A Longitudinal Study

Thurman

Corbetta

2019

Front. Psychol.

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“…In the oval is a hypothesized additional ability that may be a critical intervening modulator with respect to the relations among shape caricature recognition, the shape bias, and the growth of object name vocabulary. As is the case in developmental process more generally (Blumberg, 2006; Stiles, 2008; Stiles and Jernigan, 2010; Sheya and Smith, 2010), the pathways may be complex, multi-causal, possibly bi-directional, and redundant such that there are multiple routes to the same end.…”

Section: Discussionmentioning

confidence: 99%

Changes in Visual Object Recognition Precede the Shape Bias in Early Noun Learning

Yee¹,

Jones²,

Smith³

2012

Front. Psychology

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Two of the most formidable skills that characterize human beings are language and our prowess in visual object recognition. They may also be developmentally intertwined. Two experiments, a large sample cross-sectional study and a smaller sample 6-month longitudinal study of 18- to 24-month-olds, tested a hypothesized developmental link between changes in visual object representation and noun learning. Previous findings in visual object recognition indicate that children’s ability to recognize common basic level categories from sparse structural shape representations of object shape emerges between the ages of 18 and 24 months, is related to noun vocabulary size, and is lacking in children with language delay. Other research shows in artificial noun learning tasks that during this same developmental period, young children systematically generalize object names by shape, that this shape bias predicts future noun learning, and is lacking in children with language delay. The two experiments examine the developmental relation between visual object recognition and the shape bias for the first time. The results show that developmental changes in visual object recognition systematically precede the emergence of the shape bias. The results suggest a developmental pathway in which early changes in visual object recognition that are themselves linked to category learning enable the discovery of higher-order regularities in category structure and thus the shape bias in novel noun learning tasks. The proposed developmental pathway has implications for understanding the role of specific experience in the development of both visual object recognition and the shape bias in early noun learning.

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“…Moreover, moving around initiates a shift from predominantly egocentric to allocentric view of spatial relations and therefore allows children to learn about different, dynamically changing perspectives of their environment. This shift has been related to advances in spatial cognition ( Campos et al, 2000 ; Newcombe, 2002 ; Sheya and Smith, 2011 ). Thus, exploring objects while engaging in self-locomotion enables infants to experience the relationship between their own movement and changing position and the position and view of the object they are exploring ( Thelen and Smith, 1994 ).…”

Section: Introductionmentioning

confidence: 99%

First Steps into Language? Examining the Specific Longitudinal Relations between Walking, Exploration and Linguistic Skills

2016

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Recent empirical evidence demonstrates relationships between motor and language development that are partially mediated by exploration. This is in line with the embodied cognition approach to development that views language as grounded in real-life sensorimotor interactions with the environment. This view implies that the relations between motor and linguistic skills should be specific. Moreover, as motor development initially changes the possibilities children have to explore the environment, initial relations between motor and linguistic skills should become weaker over time. Empirical evidence pertaining to the duration and specificity of these relations is still lacking. The current study investigated longitudinal relations between attainment of walking and the development of several linguistic skills, and tested whether exploration through self-locomotion mediated these relations. Linguistic skills were measured at age 43 months, which is later than the age used in previous studies. Three hypotheses were tested: (1) the relations between walking and language found at younger ages will decrease over time (2) exploration through self-locomotion will remain an important predictor of spatial language (3) no relation will be found between walking, exploration and the use of grammatical and lexical categories and between exploration and general vocabulary. Thirty-one Dutch children took part in a longitudinal study. Parents reported about age of attainment of walking. Exploration through self-locomotion was measured using observations of play with a standard set of toys at age 20 months. Receptive vocabulary, spatial language and use of grammatical and lexical categories were measured at age 43 months using (standard) tests. Results reveal that age of walking does not directly predict spatial language at age 43 months. Exploration through self-locomotion does significantly and completely mediate the indirect effect of age of walking on spatial language. Moreover, neither age of walking nor exploration predict general vocabulary and the use of grammatical and lexical categories. Results support the idea that the initial relations between motor development and linguistic skills decrease over time and that these relations are specific and intrinsically dependent on the information children pick up through the execution of specific motor activities.

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Development through Sensorimotor Coordination

Cited by 18 publications

References 45 publications

Changes in Posture and Interactive Behaviors as Infants Progress From Sitting to Walking: A Longitudinal Study

Changes in Posture and Interactive Behaviors as Infants Progress From Sitting to Walking: A Longitudinal Study

Changes in Visual Object Recognition Precede the Shape Bias in Early Noun Learning

First Steps into Language? Examining the Specific Longitudinal Relations between Walking, Exploration and Linguistic Skills

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