Learning to Keep Balance

Adolph, Karen E.

doi:10.1016/s0065-2407(02)80038-6

Cited by 44 publications

(63 citation statements)

References 57 publications

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“…As early as infancy, parents promote action by organizing and constraining the circumstances surrounding infants' developing skills (Reed and Bril 1996). Caregivers decide whether infants are on the floor (Adolplh 2002), whether they have access to stairs (Berger et al 2007), and whether they sleep on their stomachs or on their backs (Davis et al 1998). The family environment quality seems to be directly associated with the intellectual and motor development of the family members (Poresky and Henderson 1982) with the boys being more susceptible than girls to the surrounding influences (Nordberg et al 1991).…”

Section: Review Of Environmental Factors Affecting Motor Development mentioning

confidence: 99%

Environmental Factors Affecting Preschoolers’ Motor Development

Venetsanou

Kambas

2009

Early Childhood Educ J

211

156

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The process of development occurs according to the pattern established by the genetic potential and also by the influence of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development. The review of the literature revealed that family features, such as socioeconomic status, mother's educational level, and the existence of siblings can affect children's motor competence. Preschool centers have also become important for children's development, due to the large amount of time children spend at them nowadays. Moreover, the social cultural context in which a child is reared forms certain demands for his/her motor behavior, favoring specific aspects of motor development and impairing others. A very influential factor (and consequently a very significant educational means) is the use of intervention movement programs. A developmentally adequate movement program can enhance motor development, thus preventing the long term negative consequences that an unfavorable influence of several genetic or the aforementioned environmental factors may have.

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Section: Review Of Environmental Factors Affecting Motor Development mentioning

confidence: 99%

Environmental Factors Affecting Preschoolers’ Motor Development

Venetsanou

Kambas

2009

Early Childhood Educ J

211

156

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“…Most studies of affordance learning have been conducted in a developmental context (for a review, see Adolph, 2002), but some studies of adults have obtained evidence that exploratory movement supports perception of relatively stable, mundane action capabilities. 1 For example, asked participants to watch balls shot toward them from a machine and to judge whether they could catch each ball if they ran toward it.…”

Section: Learning About Affordancesmentioning

confidence: 99%

Movement in the Perception of an Affordance for Wheelchair Locomotion

Stoffregen

Yang

Giveans

et al. 2009

Ecological Psychology

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We investigated the role of movement in the perception of a novel affordance for wheelchair locomotion. Healthy adults without prior wheelchair experience judged the lowest lintel under which they could roll in the wheelchair. Prior to judgments, some participants were given brief ( 2 min) practice at self-controlled wheelchair locomotion. There were 2 main results. First, participants who had this brief practice accurately judged their own minimum passage height (even when practice did not include passage under low lintels), whereas participants who had no practice gave inaccurate judgments. Second, prejudgment practice strongly influenced movement of the head and torso during judgment sessions. The results demonstrate that affordance perception can be learned through brief, indirect practice and suggest that such practice can inform exploratory movement.

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“…Differences in infants' abilities to gauge affordances for balance and locomotion depend largely on the duration of their everyday locomotor experience: More experienced infants explore more selectively and efficiently and their motor decisions are more accurately tuned to the biomechanical constraints on action (Adolph, 2002(Adolph, , 2005Adolph & Berger, 2006).…”

Section: Perception-action Researchmentioning

confidence: 99%

When infants take mothers' advice: 18-month-olds integrate perceptual and social information to guide motor action.

Tamis-LeMonda

Adolph

Lobo

et al. 2008

Developmental Psychology

Self Cite

105

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The social cognition and perception-action literatures are largely separate, both conceptually and empirically. However, both areas of research emphasize infants' emerging abilities to use available information-social and perceptual information, respectively-for making decisions about action. Borrowing methods from both research traditions, this study examined whether 18-month-old infants incorporate both social and perceptual information in their motor decisions. The infants' task was to determine whether to walk down slopes of varying risk levels as their mothers encouraged or discouraged walking. First, a psychophysical procedure was used to determine slopes that were safe, borderline, and risky for individual infants. Next, during a series of test trials, infants received mothers' advice about whether to walk. Infants used social information selectively: They ignored encouraging advice to walk down risky slopes and discouraging advice to avoid safe slopes, but they deferred to mothers' advice at borderline slopes. Findings indicate that 18-month-old infants correctly weigh competing sources of information when making decisions about motor action and that they rely on social information only when perceptual information is inadequate or uncertain. Two sources of information are available to infants for making decisions about action: perceptual information generated by infants' own exploratory movements and social information offered by infants' parents and other people. An eager infant poised at the top of the stairs as mother screams "No!," a timid infant who is encouraged to attempt the daunting playground slide, a crawling infant whose parent's silence conveys that it is okay to roam, and a beginning walker reluctant to take steps into mother's open arms must decide whether to descend, slide, crawl, and walk on the basis of the available perceptual and social information.Sometimes perceptual and social cues are concordant, offering redundant information that specifies the way to act (e.g., when parents nod toward an inviting toy or say "No, no" toward a menacing dog). Other times, perceptual and social information are at odds, specifying opposing courses of action (e.g., when parents warn their toddlers to stay away from an empty street or encourage their infants to crawl onto the unfamiliar surface of a sandy beach). Discordant perceptual and social information is especially interesting because infants confront an interpretive challenge: They must decide how to weigh and integrate competing sources of information. In such situations, infants might assign priority to social information and defer to mothers' advice, regardless of their own perceptual assessment of the situation. Alternatively, infants might rely on perceptual information and ignore their mothers' social messages. A third possibility is that infants assess social and perceptual cues on a case-by-case basis, relying selectively on social information when perceptual cues leave them uncertain about how to act. On this last account, infan...

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Learning to Keep Balance

Cited by 44 publications

References 57 publications

Environmental Factors Affecting Preschoolers’ Motor Development

Environmental Factors Affecting Preschoolers’ Motor Development

Movement in the Perception of an Affordance for Wheelchair Locomotion

When infants take mothers' advice: 18-month-olds integrate perceptual and social information to guide motor action.

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